Abstract:
The Zimbabwean education system has gone through various reforms in search
of frameworks that can inspire socio-economic growth as poor economic
performance had crippled the country. There is increasing disapproval over the
pertinence of education currently given to students. There is need to produce
learners who are problem-solving, prepared for sustainable development and
enterprising, who contribute to their country’s growth. The article explores and
discusses the argument that due to the increase in underdevelopment and societal
problems, which include poverty and hyper-unemployment, particularly in
Africa, the school should be a focal point for the plan of action and a
demonstration centre for the community. The study is a qualitative study with a
desktop research approach. The study revealed that the school is a multi-layered
platform that can echo resistance of the oppressed masses as a community centre
for demonstration in this case, decoloniality and Africanisation of the education
sector. The study reveals that the school can be a platform for learning through
Education 5.0, that has served as a learning method towards innovation and
industrialisation, creating graduate attributes and students that can create than
seeking employment. The study concludes that the school system remains both a
key to learning and demonstration through liberation of the oppressed minds and
suppressed histories.
