Education 5.
0 and competence-based curriculum are geared towards achieving the same goal,
though working from different platforms and angles. The starting point towards understanding
the scope of both Education 5.0 and Zimbabwean Updated Curriculum is to accept that
Zimbabwe is tormented by a plethora of problems/ challenges. The challenges include the
following: unemployment closure of industries different kinds of pollution, pandemics natural
disasters like floods, climate change. The above problems and those not mentioned are thwarting
socio-economic development of Zimbabwe. As such the country has set a target of working
towards arresting the challenges so that by the year 2030 Zimbabwe would have achieved an
Upper Middle-Class Economy. Each ministry is playing its part towards achieving Vision 2030.
It is in this light that we are focusing on Ministry of Higher and Tertiary Education and MoPSE
since these are the education ministries are closely connected. This essay seeks to discuss the
compatibility of educational 5.0 and updated curriculum. Key terms to be defined are education
5.0 and competence-based curriculum.
Educational 5.0 is a heritage-based philosophy/ doctrine geared towards harnessing local human,
material and epistemological resources towards innovation and industrialization of Zimbabwe
(MoHTEISTD, 2019). It is now demanded of the nation’s higher and tertiary education sector to
not only: (1) teach, (2) research and (3) community serve but (4) innovate and (5) industrialize
Zimbabwe. Under Education 5.0, Zimbabwe’s state universities must launch into outcomes-
focused national development activities towards a competitive, modern and industrialized
Zimbabwe. It is now all about problem-solving for value-creation (Murwira, 2019). Education
5.0 can be defined as a heritage-based philosophy in tertiary institutions aiming to produce goods
and services that satisfy the aspiration of industrialization and modernization of the economy for
the nation to attain middle economy status by 2030.
According to UNESCO (2022) competence-based curriculum is that which emphasizes the
complex outcomes of a learning process (that is knowledge, skills and attitudes to be applied by
learners) rather than mainly focusing on what learners are expected to learn about in terms of
traditionally-defined subject content. Competency based curriculum (CBC) is an education
system that puts emphasis on a learner’s unique talents and abilities rather than focusing wholly
on academics and exam performances (Gitahi, 2021). Competence based curriculum involves the
expansion in the capabilities of information and communication technologies and the emergence
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of an information-driven economy underpin the need for the development of new skills sets that
enable citizens to live and work competitively in the global village (MoPSE, 2019). Therefore,
competence-based curriculum implies that learning activities and environments are chosen so
that learners can acquire and apply the knowledge, skills and attitudes to situations they
encounter in everyday life. The competence-based curriculum seeks to ensure learners
demonstrate desirable literacy and numeracy skills including practical competences necessary for
life and foster lifelong learning in line with the emerging opportunities and challenges of a
knowledge society.
Education 5.0 puts store in the use of Zimbabwe‟s local environment in teaching and learning
(GoZ, n.d.; & Tagwira, 2018), in line with the heritage-based philosophy. Education 5.0 also
seeks to make technology simple and be understood, for concepts can be expressed in any
language (GoZ, n.d.; & Tagwira, 2018). The assumption that „concepts can be expressed in any
language‟ denotes the fact that the use of indigenous languages in instruction is allowed although
it is not officially communicated. Muzira & Bondai (2020) also submit that “the teaching aspect
now requires that theory be blended with practice. As a result, the Minimum Bodies of
Knowledge and Skills [MBK/S] that are being introduced to the university curriculum will also
influence teaching.” This demonstrates that the Teaching Mission as embedded in Education 5.0
should aim to straddle intellectual cognitive development with the physical-psychomotor
vocational development of the neophyte. The foregoing is substantiated by Muzira & Muzira
(2020) who argue that “Degrees should equip the students with both knowledge and skill” in line
with the “doctrine for the Modernization and Industrialisation of Zimbabwe through Education,
Science and Technology Development to achieve Vision 2030.” Thus, the imparted knowledge
constitutes intellectual-cognitive development whereas the skills taught epitomize physical-
psychomotor-vocational development of the learner.
Likewise, the Curriculum Framework for Primary and Secondary Education for period 2015-
2022 (GoZ, 2015) spells out learner exit profiles at various levels in the education system,
“which describe the acquired knowledge, skills, values, attitudes and attributes that a learner
should possess as a result of their learning.” Thus, in congruity with the Teaching Mission of
Education 5.0, the Curriculum Framework (2015-2022) provides for teaching with a view to
imparting knowledge and skills, among others.
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Pertaining to knowledge in particular, the Curriculum Framework (GoZ, 2015) submits that: At
the most basic level, every learner has to be fully literate, numerate and skills-oriented. Beyond
this, it is important that all learners must be exposed to a generic education that encompasses
Science, Technology, Arts and Mathematics [STEAM] disciplines and are informed by
knowledge of history, culture and geography of Zimbabwe and the world at large.
he foregoing quote demonstrates that Zimbabwe‟s primary and secondary education system
focuses on the mastery of content knowledge as well as relating that content knowledge to
practice, again in line with the Teaching Mission of Education 5.0. Moreover: A skill refers to
the ability and capacity acquired through deliberate, systematic and sustained effort to effectively
carry out complex activities. The Curriculum Framework provides for the acquisition of skills
that will make learners productive, employable and have the capacity to create employment
(GoZ, 2015). With this predisposition towards recognising the prominence of knowledge and
skills especially at the secondary school level, the Curriculum Framework (2015-2022) is
compatible with the innovation, commercialisation, industrialisation and modernisation agenda
as embedded in Education 5.0.
According to GoZ (n.d.), research and development are the engines for bringing new ideas and
innovations. Thus, Education 5.0 incorporates inquiry with a view to promoting and sustaining
the production of new knowledge, among others. In the same vein, Muzira and Muzira (2020)
argue that in Education 5.0 emphasis is on lecturers guiding their students as they do research.
This, therefore, demonstrates that research is the mainstay of literary development, ideation,
innovation, industrialisation, commercialisation, economic growth and modernisation in
Zimbabwe. The recently resuscitated Continuous Assessment Learning Activity(s) [CALA],
which is part of the Updated Curriculum or Curriculum Framework 2015-2022, gives
Zimbabwe‟s secondary school system a research-oriented outlook thereby making it compatible
with the Research Mission of Education 5.0. According to GoZ (2021), CALA requires learners
to perform, demonstrate their knowledge, understanding and proficiency. Thus, it yields a
tangible product and/or performance that serves as evidence of learning and it presents a
situation that calls for learners to apply their learning in context. Therefore, CALA
comprisesproblem-based and research-based activities. In CALA, Learners apply knowledge,
concepts, and skills learnt and generate knowledge. CALA incorporates practical activities such
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as data collection through interviews, questionnaires, checklists, observations, and experiments.
Hence, CALA is endowed with originality, creativity and innovativeness. Moreover, CALA is
characterised with learning area integration. With its inquiry-based nature, CALA fundamentally
compels learners to venture into the local community to inquire on any given area of concern.
CALA, thus, harmonises with the Research Mission of Education 5.0.
Research influences community service through innovation. “To sustain the competitive position
among world higher and tertiary education systems, there is need to radically improve the
relevance to development of the educational community. Thus, the education system has to be
oriented to achieve this goal” (GoZ, n.d.; & Tagwira, 2018). Therefore, Zimbabwe‟s higher and
tertiary education should be tailor-made to becoming relevant in the thrust towards developing
local communities socially, economically and politically in congruity with the heritage-based
philosophy, the functional curriculum theory and Unhu/Ubuntu. This highlights the fact that
Zimbabwe‟s Curriculum Framework for Primary and Secondary Education for period 2015-2022
is expected to engage and service the local communities accordingly - a predisposition which is
consistent with the Community Service Mission of Education 5.0.
In addition, “innovation is the bridge between knowledge produced in lecture rooms, laboratory
and industrial production” (GoZ, n.d.; & Tagwira, 2018). This implies the concept of innovation
hub which denotes the harnessing of knowledge acquired from the lecture room or laboratory in
addressing the socio-politico-economic problems vexing communities within a postcolonial but
globalising Zimbabwe. In this regard, Murwira (2019) claims that his Ministry [MoHTEISTD] is
creating ecosystems for innovation and modernization. These ecosystems are, in themselves, the
innovation hubs about which Murwira (2019) writes: We have started creating innovation hubs
at all Higher and Tertiary Education Institutions, as well as industrial parks linked to these
institutions, in order to create a collaborative community of forward-looking private and public
players and academics with the objective of developing cutting-edge products for the
marketplace. Innovation hubs shall be sources of our new technology. Innovation hub is where
technology will be born.
The foregoing quote speaks to having students putting into practice what they would have learnt
in the lecture room. Similar sentiments are echoed by Muzira & Muzira (2020) who emphatically
declare that “what has been learnt in class should be put to practice by the students thereby
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developing critical thinking in students so that they do not become mere reflectors of other
people‟s thought.” This revolves around and resonates with the ideal of „education with praxis‟.
Moreover, it could be argued as well that the absence of critical thinking occasions poor
innovation and in turn poor industrialisation.
The Curriculum Framework for Primary and Secondary Education for period 2015-2022 adopts
the Innovation Mission through the seemingly erstwhile but practically functional agenda on
Science, Technology, Engineering and Mathematics [STEM]. To substantiate the preceding,
GoZ (2015) argues that “school institutions need to engage learners with renewed focus on
STEM so that they can thrive in a knowledge-based economy and society.” Thus, Zimbabwe’s
primary and secondary education system should be inclined toward contributing to the churning
out of innovative graduates who are well-positioned to thrive in the production-based economy.
Basing on his research findings, Wagner, cited in GoZ (2015), argues that “STEM education
empowers learners with the most important skills that they need in order to be productive
citizens.” Through STEM, it is, therefore, possible to cascade the „innovation hub‟ concept to
Zimbabwe‟s secondary system of education for a start. This way, knowledge acquired from the
classroom and school laboratory is harnessed for the production of goods and services thereby
contributing to the commercialisation, industrialisation and modernisation of the country. As
implied in Education 5.0, innovation should lead to national industrialisation.
Hence, “from the innovation hub, certified prototypes are relayed to the industrial park. Thus, the
industrial park is the highest stage for production of goods and services” (GoZ, n.d.; & Tagwira,
2018). This mainly parades development of Zimbabwe‟s manufacturing sector (industrialisation)
as the ultimate goal of the country‟s higher and tertiary education within the new world order
powered by the globalisation sensibilities. “Institutions of higher education would therefore
produce graduates who have entrepreneurial skills and are equipped to set up industries rather
than being job seekers” (Muzira & Bondai, 2020). This substantiates the position that the
ultimate aim of Education 5.0 is to commercialise and industrialise the nation as well as
empower the citizens economically. In congruity with the Industrialisation Mission of Education
5.0, the Curriculum Framework 2015- 2022 (GoZ, 2015) holds that “Zimbabwe‟s participation
in a new global economy is premised on an education system with a Science, Technology,
Engineering and Mathematics [STEM] bias.” This demonstrates that STEM is again the
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powerhouse of the envisaged Industrialisation Mission of Zimbabwe‟s primary and secondary
education. Moreover, the five pathways at Advanced Level include the STEM disciplines,
among others (GoZ, 2015). Hence, the Innovation and Industrialisation Missions of Education
5.0 are well represented at the secondary school level.
Furthermore, if patiently and meticulously implemented, the Continuous Assessment Learning
Activities [CALA] can also turn out to be a vivid manifestation of the Industrialisation Mission
as encapsulated in Education 5.0. The author advances this argument because ideally the CALA
component of learning revolves around and accentuates learners‟ acquisition of problem-solving
and creativity competencies, which are highly cherished in the country‟s manufacturing sector.
Wagner, cited in GoZ (2015), argues that “STEM education empowers learners with the most
important skills that they need in order to be productive citizens.” Through STEM, it is,
therefore, possible to cascade the „innovation hub‟ concept to Zimbabwe‟s secondary system of
education for a start. This way, knowledge acquired from the classroom and school laboratory is
harnessed for the production of goods and services thereby contributing to the
commercialisation, industrialisation and modernisation of the country.
The Industrialisation Mission and the Curriculum Framework 2015-2022 As implied in
Education 5.0, innovation should lead to national industrialisation. Hence, “from the innovation
hub, certified prototypes are relayed to the industrial park. Thus, the industrial park is the highest
stage for production of goods and services” (GoZ, n.d.; and Tagwira, 2018). This mainly parades
development of Zimbabwe‟s manufacturing sector (industrialisation) as the ultimate goal of the
country’s higher and tertiary education within the new world order powered by the globalisation
sensibilities. “Institutions of higher education would therefore produce graduates who have
entrepreneurial skills and are equipped to set up industries rather than being job seekers” (Muzira
& Bondai, 2020). This substantiates the position that the ultimate aim of Education 5.0 is to
commercialise and industrialise the nation as well as empower the citizens economically. In
congruity with the Industrialisation Mission of Education 5.0, the Curriculum Framework 2015-
2022 (GoZ, 2015) holds that “Zimbabwe’s participation in a new global economy is premised on
an education system with a Science, Technology, Engineering and Mathematics [STEM] bias.”
This demonstrates that STEM is again the powerhouse of the envisaged Industrialisation Mission
of Zimbabwe‟s primary and secondary education. Moreover, the five pathways at Advanced
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Level include the STEM disciplines, among others (GoZ, 2015). Hence, the Innovation and
Industrialisation Missions of Education 5.0 are well represented at the secondary school level.
Furthermore, if patiently and meticulously implemented, the Continuous Assessment Learning
Activities [CALA] can also turn out to be a vivid manifestation of the Industrialisation Mission
as encapsulated in Education 5.0. The author advances this argument because ideally the CALA
component of learning revolves around and accentuates learners‟ acquisition of problem-solving
and creativity competencies, which are highly cherished in the country‟s manufacturing sector.
With some schools evolving into production units (schools practicing cattle rearing, chicken
production and piggery) as urged by the Curriculum Framework 2015-2022, Zimbabwe‟s
education system is envisaged to manifest a robust „commercialisation of education‟ drive or a
vibrant „education with production‟ thrust, which is so central in the country‟s Industrialisation
Mission. Thus, Zimbabwe‟s secondary school system, as embodied in the Curriculum
Framework 2015-2022, presents a sound platform for cascading Education 5.0 from higher and
tertiary education to the school system.
It has emerged from the foregoing that there is strong compatibility between Education 5.0
which is an invention of the MoHTEISTD and the Curriculum Framework 2015-2022 compiled
under the auspices of the MoPSE. This reflection, therefore, envisions the possibility of
broadening the scope of Education 5.0 so that it incorporates Zimbabwe‟s secondary cycle of
education, for a start. In other words, the possibility of cascading Education 5.0 to Zimbabwe‟s
secondary education is vividly foreseeable. This connotes that if Education 5.0 begins to take
root as from the secondary school level, then its success at higher and tertiary education level is
further guaranteed. This article, thus, recommends that Education 5.0 be cascaded to the
secondary education level with a view to brightening its chances of success. Success in this
undertaking is deemed a development of paramount importance since it is envisaged to further
stimulate the modernisation, commercialisation and industrialisation agenda of Zimbabwe.
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REFERENCES
Government of Zimbabwe (GoZ). (2015) Curriculum Framework for Primary and Secondary
Education 2015-2022. Harare: Ministry of Primary and Secondary Education [MoPSE].
Government of Zimbabwe (GoZ). (n.d.) Doctrine Education 5.0, Heritage – Innovation -
Industrialisation. Harare: Ministry of Higher and Tertiary Education, Science and
Technological Development [MoHTEISTD].
John, G. (2021) What Is Competency-Based Curriculum: Washington DC. Pearson.
Murwira, A. (2019) Towards Revitalizing the Roles of Universities in Development (Zimbabwe).
Harare: MoHTEISTD.
Muzira, D. R., & Bondai, B. M. (2020) Perception of educators towards the adoption of
Education 5.0: A case of a State University in Zimbabwe. East African Journal of
Education and Social Sciences, 1(2), 43-53.
Muzira, D. R., & Muzira, R. (2020) An assessment of educators‟ level of concern on the
adoption of Education 5.0: A case of one University in Zimbabwe. Current Journal of
Applied Science and Technology, 39(17), 22-32.
Wuta, R. (2022) Extendibility of the Education 5.0 Concept to Zimbabwe’s Secondary School
System as Encapsulated in Curriculum Framework 2015-2022. Indiana Journal of
Humanities and Social Sciences. Indiana Publications.
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