This study was an exploration of educators’ perceptions towards the adoption of Education 5.0 which was conducted at a state University in Zimbabwe. Education 5.0 is a new curriculum reform that would need a buy-in of educators for possible smooth implementation. The study revealed that educators perceived Education 5.0 as a helpful and more beneficial to the education system than the preceding Education 3.0 although they bemoaned lack of infrastructure and financial resources for proper implementation. The study recommended that the University administrators should source funding from business partners and banks to build physical infrastructures such as industrial parks and innovation hubs to support Education 5.0 adoption. The study also recommended that the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development conduct seminars with educators to address sticky issues regarding Education 5.0, since educators are directly involved in its implementation.
This paper explores how taboos and storytelling could be applied in the curriculum decolonization agenda of Africa through the Zimbabwe's Curriculum Framework for Primary Education adopted in 2015. The main question that underpinned the discussion was, What role could taboos and storytelling play towards a framework design for education decolonization at primary and high school levels in Zimbabwe and elsewhere in Africa? The theories that guided the reflective analysis and arguments advanced in the paper are Postcolonial theory and Afrocentric theory because of their complementary nature for the subject matter studied. The study found that taboos have a fear-deterrence effect to teaching and learning discourse while storytelling promotes ‘peership' and social equality among the learners. The study concluded that taboos and storytelling are just a few of the many possible African indigenous knowledge resources that could be considered towards curriculum decolonization framework at primary and high school levels in the continent.
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