September 2021 Vol.9 No.8

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Muzari T
Chasokela D

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Original Research Article

Computer Integrated Manufacturing sub-systems in Technical and Vocational Education and Training: A bewilderment for Stakeholders in Polytechnics in Zimbabwe

Tapiwa Muzari^1* and Doris Chasokela²

^1,2Department of Technical and Engineering Education and Training, National University of Science and Technology

*Corresponding Author's E-mail: tmuzari5@gmail.com

Received: 12 August 2021    I    Accepted: 17 September 2021    I    Published: 29 September 2021    I    Article ID: MRJER21019
Copyright © 2021 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0.

Abstract

The embracing Computer Integrated Manufacturing (CIM) sub-systems are indispensable for sustainable development of entrepreneurship skills of students in Technical and Vocational Education and Training (TVET). There seems to be a dearth of requisite skills in Polytechnic students in Masvingo Province to measure up to the expectations of industry in this technological era. A case study of a polytechnic college was carried out to assess the barriers that militate against students’ acquisition of full training in accredited TVET programmes. The study employed the qualitative approach which focuses on the interpretive paradigm. Five students, five lecturers, four college administrators and three captains of industry were purposively sampled to participate in semi-structured face to face interviews and participant observations. Results revealed that there are resource constraints and physical infrastructure inadequacy as well as mismatch between industry and training institutions in the provision of indispensable CIM software packages. The results also showed that not every lecturer is capable of using CIM sub-systems during teaching and learning besides having been staff-developed. The study recommended that TVET lectures be extensively condensed on the acceptance and use of CIM technology so that they become capable of using such technologies during teaching and learning taking cognisance of the 21st Century industry expectations. There is a need for the college through both government agencies and non-governmental organisations to initiate and mobilise resources to sufficiently equip TVET colleges with technological devices and indispensable CIM software packages. The training institution is recommended to network for collaboration and partnerships as well as starting innovation hubs to inform campuses, companies which would produce the same services that the industry is providing.

Keywords: Computer Integrated Manufacturing sub-systems (CIM sub-systems), TVET, sustainable development.