Investigation on possible mismatch between TVET skills acquired in high school and workplace skills needed by Zimbabwean migrants in Botswana: a case study of Botswana’s South East District

Abstract

ABSTRACT Technical skills are those specialized hands-on skills and competences needed to perform specific tasks. The study investigated the potential mismatch between Technical Vocational Education and Training (TVET) skills acquired in high school and workplace skills needed by Zimbabwean school-leaver migrants in Botswana. A mixed method research design was used for the triangulation of data collection and analysis. Systematic sampling was used in the research. Questionnaires were administered to 60 school-leaver migrants and 19 responded to the semi-structured interviews. Quantitative results were analyzed using Statistical Package for the Social Sciences (SPSS) software to handle large statistical information with minimum errors. Qualitative results were summarized under each research question. The study established that most Zimbabwean school-leaver migrants had done a TVET subjects at school and were working in sectors related to the TVET subjects they had done at school, showing a relationship of TVET skills acquired in high school and the needed workplace skills in Botswana. This is supported by a positive significant Pearson correlation of 0.01. School TVET must orient learners to the use of tools and equipment and, equip learners with technical skills that can be adapted in the workplace to mitigate a possible learner skills-job mismatch. Study findings created a feedback loop for policymakers and teachers to improve the TVET system and make it more relevant to the changing skills needed in the workplace.