Abstract
Abstract The paper examines strategies used to attempt to solve problems of secondary teacher shortage in Zimbabwe following independence and the expansion of secondary education provision. It relates these strategies to those of other developing countries. The term ‘teacher shortage’ is examined in relation to Zimbabwean provision of training courses. A survey of student teacher opinions on the desired elements in training programmes and actual provision is reported. Problems encountered in Zimbabwe in addressing the problems of teacher shortage and some proposed ways of tackling them are outlined.
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