INTRODUCTION
As a developing country Zimbabwe employed a multi-faceted approach in achieving
the country’s SDGs with some of the goals being presenting industrialisation and
innovation to anchor national strategies and pillars as well as foster economic
progress at the first stages of professionalism. The embankment of this agenda is
spearheaded by the introduction of education forums like education 5.0 a
improvement from the latter education 3.0. The following essay seeks to elaborate on
how the tenets of education 5.0 promote entrepreneurship within peers at the
university of Zimbabwe.1
Education 5.0 is characterised by five pillars namely, industrialisation, innovation,
research, teaching and community service. The embracement of the package
revolutionises the learning sphere and integrates in class learning with
industrialisation thus paving way for entrepreneurship among the students. 2 Ways in
which education 5.0 has developed Entrepreneurship skills at the University of
Zimbabwe include , to begin with industrialisation.
industrialisation equips graduates with the necessary skill to fit in the dynamics of the
changing economy as well as market in Zimbabwe. this is through advanced learning
methods which adhere to currency allowing the students to be versatile in
collaboration and social connecting tools for example google meet and zoom These
are not only learning tools but also pose as resources in the business sector.
Embracing such technology in the classroom widens the student horizon in problem
solving as well as creativity which are necessary skills one ought to have in the
entrepreneurship terrain.3 Industrialisation stretches to also cover the hosting of
seminars within the institution. The availability of experts in the field enhances the
collaboration skill among students which is very necessary for them to thrive in the
dynamic economy as entrepreneurs.
1
Zvobgo, R. J. (1986). Transforming Education: The Zimbabwean experience. College Press.
2
Togo, et al , C.P. (2021), "The role of Education 5.0 in accelerating the implementation of SDGs and
challenges encountered at the University of Zimbabwe", International Journal of Sustainability in
Higher Education, Vol. 22 No. 7, pp. 1520-1535
3
Tirivangana, A. (2019). Education 5.0 and Vision 2030, re-configuring Zim university degrees.The
Patriotic, March 28, 2019. Retrieved fromhttps://www.thepatriot.co.zw/education/education-5-0-and-
vision-2030-re-configuring-zim-university-degrees/
Moreover, education 5.0 introduced the integration of entrepreneurship courses for
example EPEC to the curriculum which are very ideal in cultivating the entrepreneur
mind-set among the students. These offer the introductory steps for the students to
venture into the cooperate world through nurturing entrepreneurship mind-set and
through these courses essentials of the entrepreneurship world are uncovered
Furthermore, in stimulating the embarkment of students to the entrepreneur
ecosystem, the university of Zimbabwe host competitions for instance the Research
week , which allows students to manifest their ideas and give a public display to
public figures. The mechanical process that students go through not only does it
prepare them but makes them more insightful in bisinessnplanning, being idealistic
and sharpened problem solver which results in them acquiring the necessary skills for
entrepreneurs.
Education 5.0 requires student to partake in internships, mentorship programs as well
as work study programs a very prominent program in the university of Zimbabwe.
Through these students expose students to vast opportunities which can anchor their
entrepreneurship status and allows them to rub shoulders with industry prominent
figures which can share valuable insights thus preparing students to set foot in
entrepreneurship4.
Project based learning also introduced by education 5.0 , is another tool that enables
peers to boost the entrepreneurship spirit. Students are required to create projects and
thoroughly do analysis on the project studying the strengths and weaknesses of the
project. The hands on approach allows the students to be Abe to manoeuvre in the
entrepreneurship ecosystem and invent new ideas that will not only sustain them in
the business sector but also allow them to contribute towards national building.
CONCLUSION
In conclusion, Education 5.0 plays a pivotal role in shaping and cultivating the
entrepreneurship mind-set among students through a series of its features which are
embraced into the curriculum. Education 5.0 brings the reality pronged approach to
the lecture rooms allowing students to be able to have the taste of the coperate world
4
Ministry of Higher and Tertiary Education, Science and Technology Development. (2018c).Study in
Zimbabwe: Towards vision 2030.Government Gazette.
and expand their horizon to devise mechanisms of further innovation as well as
problem solving
REFERENCES
Togo, M. and Gandidzanwa, C.P. (2021), "The role of Education 5.0 in accelerating
the implementation of SDGs and challenges encountered at the University of
Zimbabwe", International Journal of Sustainability in Higher Education, Vol. 22 No.
7, pp. 1520-1535
Tirivangana,A.
(2019).Education5.0andVision2030,reconfiguringZimuniversitydegrees.ThePatriotic,
March28,2019.Retrievedfromhttps://www.thepatriot.co.zw/education/education-5-0-
and-vision-2030-re-configuring-zim-university-degrees/
Ministry of Higher and Tertiary Education, Science and Technology Development.
(2018c).Study in Zimbabwe: Towards vision 2030.Government Gazette.
Zvobgo, R. J. (1986). Transforming Education: The Zimbabwean experience. College
Press.
