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- Title
Decolonising higher education in Zimbabwe: prospects and challenges of education 5.0.
- Authors
Viriri, Eunitah
- Abstract
A discussion on Education 5.0 as part of the Zimbabwean curriculum reform introduced in 2020 mainly focused on both the intended and practical benefits of the new system as well as the challenges faced in implementing the model during the early stages. Researchers conducted a qualitative case study using a state university in which four senior lecturers representing different schools were interviewed. Results show how noble Education 5.0 is in transforming the university curricula as it responds to emerging local needs and fast-changing socio-economic contexts. However, the non-involvement of students in innovation and industrialisation projects, stakeholder inadequate knowledge as well as resistance to change and lack of adequate resources are derailing the project. Although negative results were recorded, the research deepens understanding and closes with a positive indication that Education 5.0 points to the future success of the country. Researchers therefore, recommend among other things, mobilisation of enough financial resources for the curriculum project, mounting productive workshops and holding inclusive stakeholder engagement sessions. All these will culminate in the production of industrially innovative students capable of bringing about national and continental economic independence.
- Subjects
ZIMBABWE; HIGHER education; DISCUSSION in education; DECOLONIZATION; CURRICULUM change; RESEARCH personnel; NOBILITY (Social class)
- Publication
Journal of African Education, 2024, Vol 5, Issue 1, p37
- ISSN
2633-2922
- Publication type
Article
- DOI
10.31920/2633-2930/2024/v5n1a2