By Tinotenda Afarasi
In the book, “Redefining Zimbabwe’s Education System: ED Mnangagwa’s Vision and Transformational Leadership”, the authors, Professor Charles Pfukwa, Professor Mandivamba Rukuni and Dr Blessing Chiparausha, present a compelling narrative that delves deep into the critical role that education plays in the development and well-being of society.
Rooted in the fundamental understanding that humanity heavily depends on education, the book advocates for a pragmatic approach to education that strategically addresses Zimbabwe’s cultural heritage, needs and aspirations.
At the core of the book lies the concept of Heritage-Based Education 5.0, which challenges the conventions of the Education 3.0 model. This fresh approach advocates for a more thoughtful and holistic method to education, extending beyond traditional teaching and learning practices to incorporate the rich tapestry of Zimbabwe’s cultural heritage.
The authors argue persuasively that Africa’s political leaders and intellectuals have long acknowledged the deficiencies of the colonial education system in advancing African societies.
President Emmerson Mnangagwa’s assertion that Zimbabwe is undergoing a “Chimurenga Chepfungwa”, loosely translated to mindset revolution, underscores the pressing need to redefine the country’s education system to seize the intellectual space and propel national development.
A notable strength of the book is its adept articulation of the challenges Zimbabwe and Africa face in liberating themselves from a colonial education system that marginalised indigenous knowledge and wisdom, and explains President Mnangagwa’s clarion call of “Chimurenga Chepfungwa”.
The book unpacks Education 5.0, implemented by the Second Republic at the behest of President Mnangagwa, which not only acknowledges but also leverages Africa’s rich cultural heritage as a catalyst for contemporary development.
“Chimurenga Chepfungwa should be an inspiration for a whole generation of scholarship that should not wait to be given space, but they should seize the space, just like Chaminuka did in the First Chimurenga,” write the authors.
“Another generation went on to do the unthinkable and took the colonial power head on. The script conti nues with land reform and this generation should also be bold enough to march into new spaces in the Fourth Industrial Revolution and create new possibilities that probe this nation into a modern and fully industrial state.”
The authors’ exploration of President Mnangagwa’s vision for education reform is insightful, offering readers a comprehensive understanding of the Government’s strategies and initiatives in this regard.
By emphasising the pivotal role of education in driving industrialisation and modernisation, the book underscores the integral role that education plays in shaping Zimbabwe’s future.
“Chimurenga Chepfungwa is a bold leap into the unknown. All new things live in the field of the unknown. It is a liberation of the mind from the cultural fetters of Western tradition which manifest themselves in language, dress, values and the like.
Added the authors: “The Education 5.0 scholar should not only redefine and critique existing knowledge but should go on to reconceptualise and repackage it to meet the needs of the nation and continent.
“This perspective demands the daring thinker who is also a doer in the mould of the generation who left their books in the 1960s and ‘70s and marched off to war to finish off a struggle that was started by another generation.”
The book’s discussion of Heritage-Based Education 5.0 is particularly compelling as it advocates for the recognition and utilisation of tangible and intangible heritage resources.
The authors present a compelling argument of how education can serve as a powerful tool for national development, fostering a deeper connection to one’s cultural identity while simultaneously propelling progress.
“Redefining Zimbabwe’s Education System” emerges as a thought-provoking and timely exploration of the intersection between education, culture and national development.
Empowering knowledge in the book on President Mnangagwa’s vision for education is succinctly summarised as “knowledge that empowers Zimbabweans in particular and Africans generally to reach the future we desire”.
Heritage-Based Education 5.0, as explained by President Mnangagwa, emphasises “the modernisation, not Westernisation or Easternisation of African society”. This approach recognises the importance of building upon Africa’s rich cultural heritage while also embracing beneficial aspects of global knowledge and innovation.
Heritage-Based Education 5.0 signifies a departure from simply copying and pasting other cultures blindly.
Instead, it advocates for the continuous improvement of Africa’s own heritage, viewing development as the re-engineering of tried and tested societal norms and values. In essence, it is about preserving the essence of African identity while adapting to the demands of a rapidly changing world.
Zimbabwe’s foreign policy mantra of being a “Friend to all and enemy to none”, is also explained in the book. It opens the door for beneficial engagement and collaboration with other countries and global players.
The scholars who unpack the President’s vision, eloquently explain how, rather than isolating itself or blindly imitating others, Zimbabwe seeks to learn from diverse cultures and perspectives, borrowing intelligently to enhance its development trajectory.
“The nation is in dire need of scholarship which tears off the white collar and gets to work on solutions that take the nation into modernistion and industrialisation. This scholar should be able to isolate the needs such as those found in the skills audit of 2018, but will not stop there.
“The same scholar should be innovative in his search for solutions to these needs. These solutions will be internally driven and in tandem with local conditions,” say the authors.
The book reveals how central to President Mnangagwa’s education vision is the notion of empowerment.
Under the Education 5.0 model, education is not only about imparting knowledge, but also equipping individuals with the skills, mindset, and agency to shape their own futures.
And by fostering critical thinking, creativity and problem-solving abilities, education becomes a powerful tool for personal and collective advancement.
The writers of the book explain how education plays a pivotal role in driving socio-economic development, clearly showing how a well-educated populace is essential for building a knowledge-based economy, fostering innovation and creating opportunities for sustainable growth.
By investing in education, Zimbabwe can unlock the full potential of its human capital and position itself as a leader in the global arena.
However, achieving this vision requires a multifaceted approach, including reforming the education system to ensure quality and relevance, investing in infrastructure and resources and promoting inclusive access to education for all segments of society.
In addition, partnerships with academia, industry and civil society are crucial for driving innovation and knowledge exchange.
Furthermore, education must be holistic, addressing not only academic knowledge but also socio-cultural values, environmental sustainability, and ethical considerations. By instilling a sense of pride in African heritage and promoting responsible citizenship, education can contribute to the overall well-being and resilience of society.
President Mnangagwa’s vision for education embodies a commitment to empowering Zimbabweans and Africans to navigate the complexities of the modern world while staying true to their cultural roots.
Heritage-Based Education 5.0 offers a pathway to modernisation that is rooted in Africa’s rich heritage, ensuring that development is not just about economic growth but also about preserving identity and fostering social cohesion. By embracing this vision, Zimbabwe can chart a course towards a future that is both prosperous and sustainable, built on the foundation of empowered knowledge.
This important narrative serves as a poignant call to action for policymakers, educators and citizens alike to embrace a new paradigm of education that honours Zimbabwe’s heritage while charting a course towards a brighter and more inclusive future.
The book stands as a testament to the transformative power of education when rooted in cultural authenticity and national aspirations and a wise leadership.
It is a must-read for anyone invested in the advancement and prosperity of Zimbabwe and Africa as a whole.
