The School as a Multi-layered Platform for Learning and a Community Demonstration Centre

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.