The didactical approaches teachers deploy in delivering construction technology subjects at the school level in Zimbabwe are broadly meant to prepare learners for an easy transition into the labour market, further training and self-employment after school. This paper explored the vocational didactics teachers use to effectively deliver construction technology-related subjects such as Building and Wood Technology and Design at the school level. A systematic review of curriculum documents such as the school TVET policies, syllabi, evaluation reports and research publications was done. The systematic review included documents on vocational didactics for TVET schools elsewhere and those in Zimbabwe from 1980, when the country achieved independence, to the present day. This was done to understand the philosophical shifts in post-independence vocational didactics intended to improve equity and inclusion in the first ten years and later to solve growing unemployment for school leavers after 1990. Findings suggested that, in the first phase after independence, teachers adopted those didactical skills that emphasised the acquisition of craft skills needed in the production line and nurtured learners’ positive attitudes towards manual work and trades. The second phase, after 1990, focused on inclusive vocational skills development to solve socio-economic challenges. A stronger orientation emerged towards equipping learners with high-level technical, entrepreneurship and problem-solving skills for self-employment. Vocational didactics in construction technology must continue to evolve with sustainable skill set requirements for green jobs and workplaces so that school leavers can easily advance with higher-level training and transit into the labour market with relevant skills.
