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Partial and Virtual Return: the Willingness of Migrant Zimbabwean Teachers in South Africa to Participate in Skills Transfer

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  • Zenzele Weda

    (University of South Africa)

  • Rian Villiers

    (University of Pretoria)

Abstract

With an estimated 40,000 migrant Zimbabwean teachers in neighbouring South Africa, the question of tapping into their skills for the development of their country hinges on their willingness to participate. This study sought to understand the disposition of the resident migrant Zimbabwean teachers in South Africa to participate in a skills transfer programme through partial and virtual return. The study established that all the participants would be willing to volunteer to contribute to the development of their patria through partial and virtual return and that some of them were already engaged in some voluntary developmental work in certain communities. However, a lack of time and a stifling political environment were cited as the major challenges to their possible participation.

Suggested Citation

  • Zenzele Weda & Rian Villiers, 2021. "Partial and Virtual Return: the Willingness of Migrant Zimbabwean Teachers in South Africa to Participate in Skills Transfer," Journal of International Migration and Integration, Springer, vol. 22(3), pages 849-864, September.
  • Handle: RePEc:spr:joimai:v:22:y:2021:i:3:d:10.1007_s12134-020-00778-x
    DOI: 10.1007/s12134-020-00778-x
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    References listed on IDEAS

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    1. Donald Lien & Yan Wang, 2005. "Brain drain or brain gain: A revisit," Journal of Population Economics, Springer;European Society for Population Economics, vol. 18(1), pages 153-163, July.
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