Towards A Higher and Tertiary Institutional Design in the Context of Education 5.0 in Zimbabwe

Abstract

The study evaluated teaching-learning designs for higher and tertiary institutions before the adoption and after the adoption of the Education 5.0 philosophy in the year 2020. It seeks to make a comparative analysis of the designs to establish the connoisseurship of teachinglearning in institutions of higher learning. The study focuses on pedagogic and andragogic methodologies during these two epochs. The study found that the application of pedagogic instructional design and delivery methods characterised the Education 3.0 epoch with less andragogy. However, Education 5.0 has been characterised by more of an andragogic design and delivery with the learner, community and industry-centred teaching-learning. Despite the wide use of pedagogy and andragogy as the main models of teaching-learning, the existence of a holistic model that drives the innovation and industrialisation thrusts of Education 5.0 has been non-existent. To this end, the study found out that there are other models in addition to the combination of andragogy and pedagogy (humanagogy) that characterise university learning. These include ergonagy, heutagogy and ubuntugogy. Despite the advocacy for pragmatism through Education 5.0, forms of assessments and teaching methodologies are yet to change.