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close this bookDistance Education in Engineering for Developing Countries - Education Research Paper No. 13 (DFID, 1995, 102 p.)
close this folderSection 11: Summary
View the document11.1. General conclusions
View the document11.2. Conclusions from the three country studies
View the document11.3. Similarities between Sri Lanka and Zimbabwe
View the document11.4. Czech republic - Special points
View the document11.5. Sri Lanka - Special points
View the document11.6. Zimbabwe - Special points

11.6. Zimbabwe - Special points

Zimbabwe has a serious problem with AIDS. There is going to be a huge demand for training simply to replace those lost to the workforce with middle management suffering most. There will also probably be a need for more teachers to be trained as the disease is also affecting that group. Distance learning could well be a timely solution to this impending training problem. Zimbabwe may well turn to UNISA where possible for its needs in this area, but will probably have to look elsewhere for programmes in engineering.

Zimbabwe is also differentiated because of the recurrent droughts which affect it. Management of water in all forms therefore has a much higher profile than in the other two countries and specific training is required in that area and in agriculture. Horticulture is a promising area of development and also might result in a higher rate of employment for women.

The Zimbabwean Government is constrained by the tight monetary policy within which it is working as a result of ESAP. This has specific implications for educational policies.