The dissertation is concerned with education for social development in Zimbabwe because, before independence, the curriculum in all educational institutions reflected a racial bias and served a colonial purpose.
An exploratory study designed to aid in planning for education for social development in Zimbabwe was carried out in October/November, 1983. A random sample survey of 104 students and 83 lecturers at the University of Zimbabwe was drawn in order to assess if the respondents perceived the curriculum as relevant to the social development needs of independent Zimbabwe.
There was a separate instrument with a Likert-type scale designed for each sample. The questionnaires were mailed with two follow-up phases. There were 86 student respondents and 48 lecturer respondents.
The findings indicate that the University curriculum is perceived as irrelevant by not being responsive to the needs of independent Zimbabwe. The curriculum provides skills to meet the needs of an urban sector rather than the rural areas where the majority (80%) of the population live. The researcher makes recommendations for necessary changes by the University and indeed Zimbabwe on planning considerations for social development.
