Moyo com­mends Dan­hiko Col­lege

The Herald (Zimbabwe) - - News - Elita Chik­wati Se­nior Re­porter

HIGHER and Ter­tiary Ed­u­ca­tion, Science and Technology De­vel­op­ment Min­is­ter Pro­fes­sor Jonathan Moyo on Thurs­day com­mended Dan­hiko In­dus­trial Train­ing Col­lege for pro­duc­ing grad­u­ates who become in­no­va­tors and vo­ca­tion cre­ators.

He said this at the 13th grad­u­a­tion and prize-giv­ing cer­e­mony at the col­lege, where 103 grad­u­ated.

Of these, 56 re­ceived cer­tifi­cates or diplo­mas in In­for­ma­tion Technology, In­dus­trial Cloth­ing De­sign Technology, In­dus­trial Ma­chine me­chan­ics, elec­tri­cal en­gi­neer­ing and wood technology while 47 were trained in in­ter­pret­ing.

Prof Moyo said he was pleased that skilled peo­ple who had grad­u­ated from Dan­hiko Col­lege had taken up gain­ful self em­ploy­ment while oth­ers had become pi­o­neer­ing en­trepreneurs na­tion­ally and be­yond.

“Our Min­istry has ob­served with sat­is­fac­tion that Dan­hiko In­dus­trial Train­ing Col­lege con­tin­ues to main­tain a con­ve­nient user friendly and in­clu­sive learn­ing en­vi­ron­ment where train­ing is fo­cused mainly on the project or re­search com­po­nent of train­ing with the nec­es­sary in­fu­sion of psy­chomo­tor com­po­nent to ad­dress real prac­ti­cal prob­lems in the pro­duc­tive and ser­vice in­dus­tries.

“The Min­istry de­vel­oped the draft In­clu­sive Ed­u­ca­tion Pol­icy in 2015 to pro­vide a frame­work for in­creas­ing ac­cess to higher and ter­tiary ed­u­ca­tion by all learn­ers in­clud­ing those liv­ing with phys­i­cal dis­abil­i­ties,” he said.

Prof Moyo said the pol­icy was crafted when all sec­tors in Zim­babwe were be­ing guided by the eco­nomic blue print Zim-As­set.

The In­clu­sive Ed­u­ca­tion Pol­icy seeks to in­crease ac­cess to higher and ter­tiary ed­u­ca­tion by all peo­ple in­clud­ing the girl child and peo­ple liv­ing with dis­abil­i­ties, to in­te­grate prin­ci­ples and val­ues of in­clu­siv­ity into higher ed­u­ca­tion and train­ing and cre­ate con­ducive ed­u­ca­tion and train­ing en­vi­ron­ment re­spon­sive to the needs of all learn­ers for their ben­e­fit and that of the na­tion.

“The in­clu­sive ed­u­ca­tion pol­icy places learn­ers at the cen­tre of all teach­ing and learn­ing. It is hoped by cre­at­ing con­ducive en­vi­ron­ments the learn­ers will de­velop norms and val­ues that en­able them to solve chal­lenges and cre­ate tan­gi­ble goods and ser­vices for their ben­e­fit and for the ben­e­fit of the gen­er­al­ity of the pop­u­la­tion,” he said.

Ac­cord­ing to the Dis­abil­ity Act, a min­i­mum of 10 per­cent of the stu­dent pop­u­la­tion in all in­sti­tu­tions should be re­served for learn­ers or peo­ple with dis­abil­i­ties.

“I am re­li­ably in­formed that in line with your man­date in­dus­trial skills train­ing pro­grammes to the phys­i­cally chal­lenged the so­cio eco­nom­i­cally dis­ad­van­taged and the so­ci­ety as a whole have been at the core of your pro­grammes.

“Adap­tive men­tor­ship, en­trepreneur­ship ini­tia­tives and part­ner­ships with com­pa­nies like Bata, King­fisher Tex­tiles Sch­weppes among oth­ers have en­abled you to keep afloat de­spite the try­ing eco­nomic times,” he said.

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