Strengthening the Capacity for Developing Employability and Entrepreneurial Skills for Intellectually Disabled Learners through Curriculum Reform in Zimbabwe; Evidence from the Skills Development Programme Developed by Harare Polytechnic in Partnership with Special Olympics Zimbabwe.

Abstract

The study provided a framework of developing employ ability and entrepreneurial skills through curriculum reform for intellectual disability[ID] learners in Zimbabwe. The research was a collaboration between two partners, Harare Polytechnic and Special Olympics Zimbabwe, through a Memorandum of Understanding, to tackle the challenges of stigma and skills development for intellectual disabled learners in Zimbabwe. Special Olympics Zimbabwe carried a qualitative assessment of potential skills that could be done by ID learners from the total list of skills offered by Harare Polytechnic and 22 learners in Special Olympics Harare Province confirmed the skills that they considered would be achievable given their interest in those skills. Harare Polytechnic studied the responses of the ID learners and provided a training methodology for the realisation of the skills development of those learners. The study makes a number of recommendations meant to address skills development of ID learners from the early stages of the development of an ID child up to technical vocational education and training college training as a livelihoods sustainable development strategy. The study concluded that it is possible to provide skills development to ID learners, in inclusive setting, in line with the constitutional values of inclusivity and nondiscrimination through the training methodology developed by Harare Polytechnic which can be deployed nationally to tackle sustainable development issues, through inclusive employment practices, employment creation and entrepreneurial skills development involving ID learners