Exploring the Implementation of Heritage-Based Education 5.0 Curriculum in Tertiary Institutions, in Zimbabwe
Author : Alexander Katiyo
Abstract :
The study explored the implementation of Heritage-based Education (HBE) 5.0 curriculum in tertiary institutions, in Zimbabwe. The Heritage-based Education 5.0 curriculum is anchored on five pillars: Teaching, Research, Community engagement, Innovation and Industrialization. The curriculum advocates for the production of goods and services which are the primary focus of the philosophy (Murwira, 2023). The study sought to come up with a strategic model that enhances the implementation of Heritage-based Education 5.0 curriculum. The study involved two cases: a teachers’ and polytechnic colleges. Survey questionnaire was used to collect quantitative data from a sample of 200 students. Semi-structured in-depth interview questions were used to generate descriptive data from 10 Student Representative Council (SRC) members and 10 College Management Board (CMB) members through focus group discussions, with virtual interviews held using zoom platform with Principals of the two selected colleges. The study established four fundamental Heritage-based Education 5.0 curriculum implementation findings, which are: key stakeholders involved in the implementation of HBE 5.0 curriculum who include lecturers, Principals, students, non-lecturing staff and the community; the benefits of HBE 5.0 curriculum which include skilled human capital, improved infrastructure, creation of employment, generation of income and, the production of goods and services; constraints which derailed the implementation process include the bureaucratic procedures, inappropriate infrastructure and equipment, limited funding and shortage of raw materials; Heritage-based Education 5.0 curriculum impacts on students by preparing them to be able to: innovate and industrialise, apply theory into real life-contexts, turn ideas into entrepreneur and become job creators. The study concluded and emerged with a five-step pedagogical-strategic-ladder model that enhances the HBE 5.0 curriculum implementation process which embrace: community engagement, collaborations, hands-on student-centric, pragmatic interdisciplinary and project-based learning processes. Further, the study recommends a holistic approach in the implementation of Heritage-based Education 5.0 curriculum in order to contribute significantly to the achievement of becoming upper middle-income economy in Zimbabwe by 2030.
Keywords :
Community engagement, curriculum, heritage-based education 5.0: implementation, innovation, industrialisation, research, teaching, tertiary
