Lloyd Makonya
Correspondent
ZIMBABWE’S education sector is entering a transformative phase as schools reopen for the 2025 calendar year on January 14.
This milestone follows Government’s landmark decision to replace the Continuous Assessment Learning Activities (CALA) system with a more streamlined, practical, and inclusive framework.
The new approach aligns with the country’s Vision 2030 and the Heritage-Based Education Framework for 2024–2030, emphasizing creativity, critical thinking, and innovation.
The education sector will experience a paradigm shift as the CALA system, criticised for its burdensome requirements and limited infrastructure support in rural areas has been replaced by school-based projects that focus on hands-on learning.
The reduction in learning areas across all levels of education aims to ease learners’ workload, while improving the quality of education.
For example, infant levels now focus on six learning areas instead of 11, and secondary learners have five core subjects instead of seven.
This educational reform is closely tied to Zimbabwe’s broader push towards a science and technology driven future.
The revamped curriculum encourages problem-solving, programming, and innovation as essential skills for the modern workforce.
As part of this forward-looking agenda, Zimbabwe is also ramping up efforts to educate learners on Intellectual Property (IP).
Knowledge of IP rights is vital for protecting and monetising innovations, a cornerstone of the country’s aspirations to become an upper middle-income economy by 2030.
The African Regional Intellectual Property Organization (ARIPO), in collaboration with the World Intellectual Property Organisation (WIPO), has been instrumental in promoting IP education through initiatives like school IP clubs.
These clubs empower learners by teaching them to recognise the value of their creative works, from poems to product designs. ARIPO’s four-phase approach of training teachers, establishing IP clubs, hosting competitions, and spreading awareness through student ambassadors is a long term investment which can prove successful.
The initiative not only educates but also motivates students to apply their knowledge practically.
Zimbabwe’s Education 5.0 Model underpins this transformation. By integrating research, innovation, and industrialisation into its educational framework, the country aims to produce graduates equipped to solve real-world challenges.
Universities should serve as hubs for technological innovation, supporting startups and fostering collaborations between academia and industry.
Agriculture and mining remain pivotal to Zimbabwe’s economy, contributing significantly to Gross Domestic Product (GDP) and employment.
The new education model, with its focus on practical and research-driven learning, is poised to revolutionise these sectors.
With an emphasis on innovation and technology, the revamped curriculum can address critical issues like climate change, soil degradation, and food security.
Learners equipped with programming and problem-solving skills can develop precision farming technologies, improve irrigation systems, and create sustainable agricultural practices.
Moreover, IP education ensures that innovations in crop management, pest control, and seed development are protected and commercialised, benefiting both the economy and the farmers.
Through Education 5.0, agricultural colleges can foster collaborations with farmers, enabling research outputs to be directly applied in the field.
These efforts will not only enhance productivity but also align with the objectives of the National Development Strategy (NDS1), which emphasises agricultural modernisation and rural development.
Mining is one of Zimbabwe’s largest foreign currency earners and contributor to the country’s GDP and it stands to gain immensely from the integration of technology and innovation in education.
Learners trained in robotics, data analytics, and programming can develop safer and more efficient mining practices.
For example, drones and AI technologies can be utilised for mineral exploration and monitoring environmental compliance.
IP systems further bolster this by protecting new mining technologies and processes, ensuring Zimbabwe retains ownership of its innovations.
Collaboration between mining companies and educational institutions can lead to the development of local expertise, reducing dependency on foreign technology and expertise while creating high-value jobs for Zimbabweans.
Government’s focus on education reform is deeply intertwined with the objectives of Vision 2030 and the National Development Strategy.
By fostering a generation of innovators and problem-solvers, Zimbabwe aims to diversify its economy, enhance productivity, and create sustainable growth.
In agriculture, this means achieving food self-sufficiency and becoming a regional exporter of agricultural products.
In mining, it involves increasing value addition and beneficiation, turning raw minerals into finished goods that fetch higher prices on the global market.
By integrating IP education, fostering creativity, and investing in research and development, Zimbabwe is laying the groundwork for sustainable economic growth.
The nation’s focus on science and technology, coupled with its efforts to nurture young innovators, positions it as a future leader in industrialisation and innovation.
As learners return to school next week, they carry, not only their books, but also the promise of a brighter, innovation-driven future for Zimbabwe.
