ABSTRACT
Throughout the developing world, the decisive role that education plays in economic development is clearly articulated. The post-Independence education policies that have been pursued in most African countries, including Zimbabwe, have been biased towards formal education at the neglect of non-formal and informal education. 1 In many cases, this was justified politically by the overriding concern to reverse colonial bias in the formal education system and economically by the need to supply educated labour for a growing formal employment sector (primarily public enterprise).
