Abstract:
Textile, Clothing and Design programmes’ provision to students with diverse academic backgrounds in
universities of technology in Zimbabwe has led to various concerns raised by the stakeholders emanating
from curriculum implementation approaches, such as students’ failure, drop out and prolonged completion
of programmes. This study therefore, sought to examine teaching strategies used to cater for the students in
provision of the programmes in 2 sampled universities. The study adopted post-positivism paradigm and
used mixed method research approach that integrated concurrent qualitative and quantitative procedures
in data collection, analysis and interpretation. Questionnaire, interview and document analysis were used
to collect data from 36 lecturers, 2 quality assurance directors, 2 faculty deans of studies, 2 chairpersons and
6 lecturers. Collected data were analyzed using statistical and non-statistical procedures. The study
revealed that lecturers used various teaching strategies to cater for the students, despite the absence of
university curriculum implementation policy.
