Abstract
The Government of Zimbabwe launched the Zimbabwe Agenda for Sustainable Socio Economic Transformation in 2013.The government called upon all Ministries to mainstream Zim Asset into their sectors. The economic changes catch up with international and regional efforts to improve the education systems in ways that are relevant to pupils who in turn would drive economies. The improvements challenge the negative consequences of colonial education in Africa and Zimbabwe in particular. This researcher was curious and wondered about the ways the Ministry of Primary and Secondary Education was mainstreaming Zim Asset in the teaching of practical subjects. At the same time, the researcher wondered on how the Ministry linked the new curriculum and Zim Asset, especially practical subjects. These curiosities informed the researcher to conduct a study to assess the ways the Ministry was mainstreaming Zim Asset in the teaching of practical subjects at Lord Malvern High School. The study was based on the objectives, questions and interview guide questions. The researcher was informed by Julius Nyerere‘s (1922-1999) philosophy on self reliance. The philosophy helped the researcher to locate the study as she inquired from the school administration and pupils on ways the school mainstreamed Zim Asset. The researcher was also informed by various theoretical frame works (see chapter 3).The study presented data, analysed data and discussed it in view of related authorities. The discussions helped the researcher to see the ways the Ministry, through the head, teachers, pupils and the researcher was mainstreaming Zim Asset at the school. Mainstreaming is not an event but rather a process. The researcher learnt that the Ministry has trained the District school heads; distributed relevant literature; school and class activities talking about Zim Asset; pupils beginning to make sense of Zim Asset and the researcher caused the school Administration to increase its awareness and understanding about Zim Asset. These ways and recommendations are spelt out in chapter 5. The latter are opportunities for the Ministry, school administration, pupils and other researchers to scale up mainstreaming and research on significance of Zim Asset in teaching of practical subjects in schools.
