MILLICENT HUNGWE
MASVINGO-Zimbabwe’s education system is undergoing a major transformation as the Heritage-Based Curriculum (HBC) and Education 5.0 continue to reshape learning from classrooms to communities.
The Midweek Watch confirmed that the two frameworks are now being viewed as complementary forces driving the country towards Vision 2030 by promoting innovation, industrialisation, entrepreneurship and the use of indigenous knowledge systems.
Education experts say the shift marks a departure from the old colonial-oriented Education 3.0 model, which mainly focused on teaching, research and community service.
Under the new Education 5.0 system, innovation and industrialisation were added as key pillars aimed at producing graduates capable of creating goods and services rather than merely seeking employment.
The Heritage-Based Curriculum acts as the foundation of this transformation by grounding education in Zimbabwean culture, values and indigenous knowledge systems while aligning learning with the country’s socio-economic needs.
Together, HBC and Education 5.0 seek to decolonise education and make it more relevant to local realities.
Speaking on the development, one of the best secondary schools in Masvingo Province, Zimuto High head Langton Chikaka confirmed that the two frameworks are changing the way learners think and apply knowledge in schools and communities.
“HBC and Education 5.0 are closely linked because they empower learners to use local knowledge, innovation and practical skills to solve community problems and contribute to national development,” said Chikaka.
He added that unlike the previous system where learning felt foreign and disconnected from local realities, the new approach allows students to connect education with their own environment and heritage.
“In the past, many examples used in schools were imported from Europe and had little relevance to communities such as Zimuto, Mwenezi, Buhera or Murewa.
“Today, learners are encouraged to innovate using resources and knowledge from their own communities,” he said.
Education 5.0 is also promoting Technical and Vocational Education and Training (TVET) from an early stage, ensuring continuity from primary and secondary schools to tertiary institutions.
“Learners are now being equipped with practical skills in agriculture, robotics, technology, entrepreneurship and manufacturing.
“The combined approach is also expected to help Zimbabwe move from a resource-exporting economy to a knowledge-driven economy through value addition and beneficiation of local minerals, flora and fauna,” he explained.
Analysts say one of the major weaknesses of the old Education 3.0 system was that graduates often left institutions without the ability to create products or industries.
Zimbabwe continued exporting raw materials such as chrome instead of manufacturing finished products locally for export.
However, Education 5.0 seeks to reverse this trend by producing job creators instead of job seekers. The model encourages students to innovate, industrialise and commercialise ideas for the benefit of communities and the nation at large.
Chikaka said schools across the country are already witnessing positive results from the integration of heritage and innovation.
“Learners are becoming technically skilled, culturally grounded and globally competitive at the same time. They are now able to code, build, innovate and still preserve Zimbabwean cultural values and ubuntu,” he said.
He noted that the philosophy aligns with the national mantra, “Nyika inovakwa nevene vayo”, (a country is built by its own people).
Together, the two systems are producing a generation capable of driving Zimbabwe’s industrialisation while remaining rooted in national heritage and values.
