CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

Using a literature review, researchers can get a knowledge of the current research and
academic disputes pertinent to the subject matter at hand. What is known and what is not
known about a topic can be discovered through a literature review. It can also indicate areas of
discussion or controversy and help develop questions that need additional investigation
(Bolderson 2013). For this reason, a literature review is crucial and advantageous in combining
the most important works and research of the subject, as well as concerns, purposes, and
pertinent analyses. Multiple secondary sources were used to locate up-to-date research for
example Loesberg and Dervojeda (2021) who have revealed that technology should be used in
learning to help students with struggles they encounter in learning. Saunders et al. (2009)
claim that a critical examination of the literature will serve as a foundation for one's research.
Education policies in Zimbabwe, the concept of Zimbabwe's Education 5.0 policy,
implementation strategies, and recommendations for improving education policies were
examined in the following literature review.

2.1 Establishment of Education 5.0 philosophy

Formally speaking, education policy is defined as the activities made by governments in regard
to educational practises, as well as how governments address the production and delivery of
education in a given educational system. A broader view of education policy is promoted by
some, who acknowledge that private players or other institutions, such as international and
non-governmental organisations, can develop educational policies that are implemented by
governments (Espinoza, 2009). But the focus of this research was on educational policies
created by public authorities (the government) for the delivery of public education. Rayou and
van Zanten's (2014), definition of education policies is helpful in this regard: education policies
are programmes devised by public authorities that are shaped by values and ideas, directed at
educational actors, and implemented by administrators and education professionals. Many
different topics fall under the purview of education policy, including but not limited to equity,
the overall quality of educational outcomes and school and learning environments, or the
system's ability to educate children for the future (OECD, 2015). Education policies can relate
to a variety of initiatives affecting students from prekindergarten through post-secondary
levels of education (Van Zanten, 2014).

2 . 2 Challenge of education 5.0 policy

Zimbabwe's new education approach is called Doctrine 5.0. Model 3.0 only focused on
teaching, research, and community service; Doctrine education 5.0 includes two additional
pillars: innovation and industrialization. Products and services are the primary focus of these
initiatives (GZU 2019; Jonathan 2019). An educational approach that aims to make Zimbabwe
competitive, modern, and industrialised has been proposed by Jonathan (2019). Leaners
involvement model that supports industrial innovation efforts that have an influence on the
national economy is what this model is all about. According to Jonathan (2019), ministerial
Doctrine Education 5.0 should appropriately educate Zimbabwe for the demands of the fourth
industrial revolution presently taking place. Zimbabwe's education, according to Murwira
(2019), is in need of new methods for gathering minds and utilising potential to market the
country as a top educational destination. There are plans to create innovation centres at every
state university, proving that student involvement is critical to the pursuit of quality assurance
in generating quality education (Murwira 2019).

An educational system that is centred on action and outcomes, according to Marwira (2019),
will be the future of learning. Despite several efforts to offer proper training, evaluation, and
related assistance, the quality of graduates generated each year continues to worsen. Thus,
the gap between what businesses require and the intellectual human capital that is being
developed and supplied continues to widen (Muzira, 2018). Training new employees on an
ongoing basis is a huge commitment of time and money for the company. Students and
children alike frequently enter school and higher education without having any idea what they
hope to accomplish when they get there. It is extremely difficult for institutions and individual
tutors to implement large-scale changes in a short period of time (Kraft, 2017). When it comes
to operations and business, sustainability necessitates a lot of shortcuts, which is where ready
reckoners come in. Even in normal situations, the items fail to work well because of this trial
and error technique. A "natural cycle of change" affects every industry and corporate
organisation, including the education sector, according to Jonathan (2019). Unless we innovate
and bring in the necessary change proactively in every element of the process, we will be
battling today's problem with yesterday's tool unless we innovate and bring in the necessary
change.

In education 5.0, the first and most important goal is to make education more relevant to the
actual world. A greater grasp of the environment and theoretical conceptual knowledge are
essential to achieving this goal. It is important that learners are given an experimental and
experiential setting in order to achieve better results and secondly a more practical approach is
needed wherein the present problems of the nearby industries and business organisations
have to be studied, and educational institutions should begin by providing feasible and realistic
solutions to those pertinent problems. As a result, the chasm between academics and industry
is narrowed, as learners get hands-on experience with real-world problems. Education 5.0 has
a long list of intended outcomes if it is successfully implemented. Even more crucial is the fact
that the unemployment rate must be reduced (Muzira, 2018). Most of society's and the
nation's challenges can be solved by a well-designed education system. The country's higher
education system must be reformed to fulfil the country's present development needs, as a
result of this.

The introduction of Education 5.0 in Zimbabwe was a response to the country's educational
demands and the country's cultural context. Minister of Higher and Tertiary Education
Professor A. Murwira's heritage-based ideology encourages students to apply their knowledge
to the local environment in order to develop meaningful goods and services (Ministry of Higher
and Tertiary Education, Science and Technology Development, 2018). After that, two more
pillars were added to Education 3.0. The teaching aspect now necessitates the integration of
theory and practise in the classroom.

A purposeful link between the pillars of education is that teaching should probe research,
which influences community service through innovation, and research influences
commercialization and industrialization through the creation of innovation hubs and industrial
parks (Ministry of Higher and Tertiary Education, Science and Technology Development, 2018).
Higher education institutions should consequently generate graduates with entrepreneurial
skills and the ability to start their own businesses, rather than those who are looking for
employment.

2.3 Effectiveness of education 5.0 in Zimbabwe .

It seems plausible to believe, according to Hanushek and Woessman (2008), that the quality of
education acquired has a beneficial impact on labour market results. For a variety of reasons,
however, the relationship between educational quality and labour market outcomes has
mostly been descriptive. The main cause is a lack of trustworthy education quality statistics,
regardless of the metric chosen, a problem that is especially acute in developing nations,
where education quality measurement should arguably be one of the most crucial markers of
policy success or failure.

Second, while data on education quality exists, conceptual differences in how it should be
judged have resulted in widely disparate statements about the importance of education quality
in the labour market. The most common disagreement among scholars is whether education
quality should be assessed using an input or output technique (Hanushek and Woessman,
2015).
However, in recent years, there has been a concerted effort to guarantee that the most
comprehensive measure of educational quality is employed in the examination of labour
market outcomes. To this goal, much of the focus has switched to cognitive skill measurement
and its impact on future and current labour market results. Hanushek and Woessman (2015)
argue that understanding pay differentials between individuals and the slowdown of growth
convergence between developed and developing countries requires cognitive skills rather than
simply educational achievement. When it comes to confirming how good colleges are at
imparting or increasing cognitive skills to students, gathering data on cognitive skills is critical
(Chamberlain and Van der Berg, 2015).

Researching the association between cognitive skills and incomes in developing nations with
limited resources could be useful in determining which types of cognitive talents to invest in
(Glewwe, 2017). According to Solomon (2016), the quality of education input has a much
bigger impact on cognitive results in poor nations than it does in developed countries. Small
increases in input quality, according to Heyemand and Loxley (2013), lead to dramatic changes
in disadvantaged communities. These papers seem to suggest that educational quality in terms
of outputs is especially important for the poor, who generally have lower initial levels of
cognitive skills than their more affluent counterparts.

Although there is universal agreement that formal university attendance has a role in the
development of cognitive skills, other factors such as family and other environmental factors
also play a role in cognitive skill development and subsequent labour market results.
Unfortunately, most of these factors are less susceptible to government intervention and
pressure than school quality factors such as physical infrastructure, teacher motivation, and
effective management of school resources, which are tools that governments can use to
address the cognitive skill development challenges that future workers in developing countries
face (Heyemand and Loxley, 2013).
According to Solomon (2016), the acquisition of cognitive skills by leaners and students while
still at high school and university plays a critical influence in defining their living standards later
in life in both developed and developing countries. The apparent and continuing failure of
emerging countries to catch up to developed countries in terms of economic growth and
societal welfare has been well documented. In order to boost productivity and economic well-
being, these countries' development policies have usually focused on raising educational
attainment, with many countries making great progress in improving access to education and
average educational attainment. Despite these advancements in educational options and levels
of knowledge, the expected individual and social consequences are not always realised
(Hanushek, 2015). Unfortunately, education levels and cognitive skills are not synonymous for
huge segments of the population in most developing countries. Many of these countries'
education and labour markets are plagued by shortcomings and inefficiencies on both the
demand and supply sides.

The scarcity of datasets that include some measure of cognitive skill and a reliable welfare
indicator such as income at the individual level is the most significant hurdle to objectively
researching the impact of education on labour market outcomes in developing nations. Further
estimating issues exist in poor nations due to high rates of unemployment and
selfemployment, whereas industrialised countries have relatively low unemployment rates and
substantial sections of the workforce that are wage earners (Glewwe, 2017). Furthermore,
where there are a small number of wage earners, the government may employ a large fraction
of those people. Because the government has little incentives to pay employees their marginal
product, returns to education for the employed may be mostly determined by government
compensation scales rather than market-related educational rewards (Glewwe, 2017).
Nonetheless, there have been a number of studies in developing nations that have made
heroic attempts to identify the link.

Individuals who are better educated make others better by sharing their knowledge, more
skilled societies are more likely to be innovative, and organisations could become more
productive as a result of individuals who are better educated since they can effortlessly
introduce new technologies (Hanushek, 2015). These externalities linked to a better-educated
society are by no means exhaustive, but they do demonstrate some of the ways in which a
community could achieve a higher level of economic growth.

2.3 Government strategies for the implementation of Education 5.0

2.3.1 Stem Policy

One of the most important prerequisites for industrialisation is a large supply of skilled labour
in a country. Zimbabwe has attempted to use human resources such as these in order to speed
up the socioeconomic reform process. For example, in March 2012, the Government of
Zimbabwe issued the 'Second Science, Technology, and Innovation Policy' framework, which
gave the two Ministries of Primary and Secondary Education and Higher and Tertiary
Education, Science and Technology Development the opportunity to implement the policy
document's relevant spellings (Chitate, 2016). In 2014, the government began a review of the
national curriculum, which resulted in the creation of the Zimbabwe Education Blueprint
(2015-2022). That education-design strategy involves a lot of different components.
One of the most important is an intentional emphasis on the teaching of Science, Technology,
Engineering, and Mathematics, or 'STEM' as it is now commonly known. In those subjects,
classroom education is designed to equip students with cutting-edge abilities that will enable
them to participate meaningfully in both the local and global economies (Chitate, 2016). A
policy like this is a significant step toward making education 5.0 a reality.

2.3.2 Establishment of Science Parks

The Zimbabwean government plans to build scientific parks/innovation centres at all state
universities, as well as Industrial Parks in each of the country's ten provinces - a facility that has
yet to be adopted by Higher and Tertiary Institutions. This project will build the infrastructure
needed to support the conversion of university-generated knowledge into goods and services,
resulting in long-term socioeconomic transformation and rapid growth. This effort draws
lessons from countries that have achieved fast industrialization, such as the Republic of Korea,
China, Malaysia, Brazil, and others. Six science parks/innovation hubs will be established at
selected state universities as part of phase one of this programme, including the University of
Zimbabwe (UZ), Chinhoyi University of Technology (CUT), Harare Institute of Technology (HIT),
Midlands State University (MSU), Zimbabwe National Defence University (ZNDU), and National
University of Science and Technology (NUST) (NUST). In all provinces of the country, industrial
parks linked to higher and tertiary institutions would be built (Ministry of Higher and Tertiary
Education, 2018).

2.3.3 Vocational training

Vocational and technical education programs in Zimbabwe polytechnic colleges serve

numerous purposes. The purposes range from narrow skill training aimed at providing
individuals with occupational skills for employment in specific jobs or a cluster of jobs, to
enhancing general education (Hawke, 2020). Traditionally, training received in high school
vocational education programs provided the skills and competencies necessary for gainful
employment upon completion of the program (Burnett, 2015). Over the years, technology in
industry has developed from the artisan-craftsman stage, from emphasis upon manual skills, to
the factory system operated and controlled by man (Lynch, 2000.

2.4 Summary

In conclusion the chapter has managed to review literature from various sources and scholars
in context with the research topic. The chapter managed to present the concept of the
education 5.0 policy. The chapter also reviewed the effect of education policies on labour
market challenges. Strategies and recommendations on the implementation of education
policies were also looked at in this chapter. The following focused on the research
methodology of the study.