By Thabisani Dube

Zimbabwe’s universities stand at a crossroads of tradition and innovation, poised to redefine higher education. The ambitious Education 5.0 vision aims to transform universities into engines of innovation, industrial growth, and cultural renewal. Yet systemic challenges persist: underfunded institutions, overcrowded campuses, aging infrastructure, and a growing exodus of talented academics. Amid these pressures, the question arises: can Zimbabwe’s universities navigate these hurdles while producing graduates equipped for both local impact and global competitiveness?

New Ziana tracked down and spoke to Professor Evelyn Chiyevo Garwe, to explore how the country’s Education 5.0 is reshaping higher learning, research, and employment pathways across Zimbabwe.

From Crisis to Opportunity

According to the 2024 Zimbabwe Council for Higher Education (ZIMCHE) Annual Report, enrolment exceeded 180,000 students, yet many institutions struggle with high staff-to-student ratios, in some cases averaging 1:35. The national statistics agency, Zimbabwe National Statistics Agency (ZIMSTAT) in (2024) estimated graduate unemployment at 14 percent, with shortages most visible in Science, Technology, Engineering, and Mathematics (STEM), health, and agriculture.

Emphasised Prof Garwe: “Education 5.0 is about more than classrooms and examinations. It envisions universities as catalysts for national development—places where innovation meets heritage.”

This philosophy requires universities to generate solutions to community problems, drive industrialisation, and preserve cultural knowledge, preparing graduates for a modern economy.

Engaging Communities Through Curriculum

At the University of Zimbabwe, the Department of Construction and Civil Engineering has embraced hands-on, solution-oriented projects. Students develop practical solutions for water resources, sanitation engineering, and infrastructure. The department’s Industrial Park Innovation Hub enables students to patent ideas, pilot prototypes, and link innovations to local industries. Lectures blend virtual and face-to-face instruction with site-based experience.

“Engineering students design water purification systems for communities, agriculture students focus on indigenous crop resilience, and renewable energy projects are integrated into science programmes. This approach blends scientific methods with indigenous knowledge,” said the Professor.

Universities are promoting hybrid skill portfolios. Graduates gain technical expertise, digital literacy, intercultural communication, critical thinking, and ethical reasoning.

Entrepreneurship Meets the Informal Economy

With formal jobs shrinking, many graduates are turning to the informal sector, which universities now view as a space for innovation. Low-cost irrigation technologies are helping smallholder farmers increase yields, while start-ups like Avalon Health use AI tools to improve clinic efficiency.

“The informal economy is not a failure,” says Prof. Garwe. “It’s an opportunity for young people to test solutions, create jobs, and build entrepreneurial skills.” 

Institutions such as Chinhoyi University of Technology (CUT) are advancing agri-tech through their agro-industrial park, showing how higher education can link directly to grassroots enterprise.

Balancing Innovation with Persistent Challenges

While Zimbabwean universities pioneer Education 5.0, systemic challenges remain. Funding shortages, overcrowded lecture halls, and aging infrastructure continue to strain resources. Scaling innovation hubs beyond urban centres is difficult; rural campuses often lack laboratories and digital access.

“While innovation hubs are thriving in urban centres, rural campuses face limited resources, a challenge the government is actively addressing,” Prof. Garwe notes.

Graduate unemployment and bridging formal qualifications with the informal economy further underscore the complexity of higher education reform. Yet, by combining heritage-based philosophies with modern technologies, universities empower students and generate tangible community impact.

Balancing Global Partnerships with Local Identity

International collaboration is essential for knowledge exchange but can dilute local priorities. 

She emphasises: “We avoid donor-driven models that risk eroding Zimbabwean priorities. Our approach is collaborative, ensuring universities contribute as equal partners.”

Dual-track exchange programmes allow international students to learn Zimbabwean heritage while local students gain global exposure. Climate-resilience courses co-taught with foreign universities integrate indigenous farming practices with global scientific expertise.

Comparative research by McDade (2021) and the African Research Universities Alliance (2020) shows that while Kenya and Rwanda have advanced internationalisation, their reliance on donor support often limits autonomy. In Ghana, the Ghana Research and Industry Collaborative (GRIC) 2023 report highlights efforts to link research directly to industrial applications—an approach Zimbabwe is also pursuing, though with a heritage-driven focus.

Maintaining Rigour While Encouraging Innovation

A critical tension in higher education is balancing traditional quality assurance with agile innovation. In explaining a dual-track system, she said: “Traditional degree programmes maintain rigorous benchmarks, while a flexible framework supports experimental courses and innovation.”

Tools like the DuraIsiphala263 data warehouse track enrolment, research outputs, and employability metrics in real time. Faculty receive training in digital pedagogy and AI-supported assessments, enhancing transparency. New programmes undergo industry consultations before approval.

Sector-Specific Success Stories

• Engineering and Renewable Energy: At Midlands State University (MSU), students are seeing firsthand the impact of their innovations. “Working on solar-powered irrigation at MSU showed me how engineering can directly solve community problems,” says a student intern.
• Agriculture and Indigenous Knowledge: CUT students experimented with drought-resistant traditional crops, integrating soil science with farmers’ experiential knowledge.
• Health and Social Innovation: University of Zimbabwe nursing students launched a mobile health awareness campaign, reaching over 3,000 households on hypertension and maternal health.

These examples illustrate how Education 5.0 bridges theory and practice, empowering students to create tangible social, economic, and cultural impact.

Lessons from Across Africa

Zimbabwe’s innovations align with Ghana’s efforts to link research directly to industrial applications (Ghana GRIC, 2023). Unlike Kenya and Rwanda, which risk donor-driven agendas (McDade et al., 2021; ARUA, 2020), Zimbabwe distinguishes itself by blending indigenous knowledge with modern technologies, creating a heritage-driven model of global relevance.

The Vision Ahead

Prof. Garwe’s vision is clear: “Our goal is to produce graduates who are globally competitive yet deeply rooted in local heritage. Education 5.0 is not about producing job seekers—it’s about creating citizens who generate value for themselves, their communities, and the nation.”

Through innovation hubs, industrial partnerships, and community projects, Zimbabwe’s universities are shaping the nation’s future. Even amid scarce resources, they prove that higher education can be both an engine of innovation and a custodian of cultural heritage—fuelling national renewal.