education 5.0 essay

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Transitioning towards tomorrow’s workforce: education 5.0 in the landscape of society 5.0: a systematic literature review.

1. Introduction

2. methodology, 2.1. prisma protocol, 2.2. timeline, 2.3. search strategy, 2.4. inclusion and exclusion criteria.

• Published in Scopus-indexed journals;
• Studies published between the years 2016 and 2024;
• Studies published only in English;
• Only research and review papers that were subjected to peer review;
• Studies that focused on at least one aspect of S5.0 and E5.0.

2.5. Data Analysis

3.1. preliminary findings, 3.2. research on higher education role to empower the future workforce in society 5.0, 3.2.1. future-ready higher education, 3.2.2. navigating the transition from academia to industry, 4. discussion, 5. conclusions, 6. recommendations, supplementary materials, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.

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Shahidi Hamedani, S.; Aslam, S.; Mundher Oraibi, B.A.; Wah, Y.B.; Shahidi Hamedani, S. Transitioning towards Tomorrow’s Workforce: Education 5.0 in the Landscape of Society 5.0: A Systematic Literature Review. Educ. Sci. 2024 , 14 , 1041. https://doi.org/10.3390/educsci14101041

Shahidi Hamedani S, Aslam S, Mundher Oraibi BA, Wah YB, Shahidi Hamedani S. Transitioning towards Tomorrow’s Workforce: Education 5.0 in the Landscape of Society 5.0: A Systematic Literature Review. Education Sciences . 2024; 14(10):1041. https://doi.org/10.3390/educsci14101041

Shahidi Hamedani, Sharareh, Sarfraz Aslam, Bha Aldan Mundher Oraibi, Yap Bee Wah, and Shervin Shahidi Hamedani. 2024. "Transitioning towards Tomorrow’s Workforce: Education 5.0 in the Landscape of Society 5.0: A Systematic Literature Review" Education Sciences 14, no. 10: 1041. https://doi.org/10.3390/educsci14101041

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Education 5.0: Requirements, Enabling Technologies, and Future Directions

We are currently in a post-pandemic era in which life has shifted to a digital world. This has affected many aspects of life, including education and learning. Education 5.0 refers to the fifth industrial revolution in education by leveraging digital technologies to eliminate barriers to learning, enhance learning methods, and promote overall well-being. The concept of Education 5.0 represents a new paradigm in the field of education, one that is focused on creating a learner-centric environment that leverages the latest technologies and teaching methods. This paper explores the key requirements of Education 5.0 and the enabling technologies that make it possible, including artificial intelligence , blockchain, and virtual and augmented reality. We analyze the potential impact of these technologies on the future of education, including their ability to improve personalization, increase engagement, and provide greater access to education. Additionally, we examine the challenges and ethical considerations associated with Education 5.0 and propose strategies for addressing these issues. Finally, we offer insights into future directions for the development of Education 5.0, including the need for ongoing research, collaboration, and innovation in the field. Overall, this paper provides a comprehensive overview of Education 5.0, its requirements, enabling technologies, and future directions, and highlights the potential of this new paradigm to transform education and improve learning outcomes for students.

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EDUCATION 5 0 IN ZIMBABWE

The study sought to assess the effectiveness of education 5.0 in improving innovation and industrialisation in Zimbabwe. The objectives of the study were; to discuss the effectiveness of the education 5.0 policy in Zimbabwe, to establish the focus of the education 5.0 as a philosophy in Zimbabwe, to identify strategies which have been implemented by the government of Zimbabwe to implement education 5.0 and to recommend mechanisms which

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This chapter provides a snapshot of the higher education system and institutions in the Republic of Zimbabwe. The current (2018) 14 public and 10 private higher education institutions can potentially deliver academic programmes (depending on programme accreditation status) at any level (certificates to doctorates) within the Zimbabwe National Qualifications Framework. The intriguing case of Zimbabwe manifests a deep contrast between a complex, historically vibrant and internationalised higher education sector and one characterised by marginalisation, isolation and brain drain. Yet inadvertently, the political and economic challenges have given rise to opportunities for consolidation, harmonisation and transformation of the higher education system. First, the article sets the context and briefly looks at higher education before and after independence. It then explains the effects of the reforms that took place before considering the current system and institutions. Throughout the stages outlined, challenges, successes and innovations regarding the higher education system are contextualised within the prevailing socio-economic and political environment.

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Please note you do not have access to teaching notes, the role of education 5.0 in accelerating the implementation of sdgs and challenges encountered at the university of zimbabwe.

International Journal of Sustainability in Higher Education

ISSN : 1467-6370

Article publication date: 9 April 2021

Issue publication date: 28 October 2021

Higher education can play a role in the implementation of sustainable development goals (SDGs). However, there are steps and structures which are necessary for this to be possible. This paper aims to establish how the University of Zimbabwe (UZ)’s innovation hub is implementing SDGs for water, energy and food, resources which are in critical shortage in Harare; as part of its mandate to implement the newly introduced Education 5.0.

Design/methodology/approach

This paper is based on qualitative research. Interview guides were used to gather information from Harare residents, university staff and students. Observations were undertaken and review of secondary data was done. The data was collated into a narrative and content analysis was used to analyse it.

The UZ innovation hub is aimed to deliver Education 5.0. It houses research projects on energy and food. Water-related projects are still in the pipeline. The research revealed challenges that call for mobilisation of funding to support the projects, to protect researchers’ intellectual property rights and to strengthen interdisciplinary research and information flows between the university and the community. The paper argues for higher and tertiary education institutions to work directly with policymakers and societies in implementing SDGs.

Originality/value

Education 5.0 is relatively new and not much research has been done to establish how it intends to deliver its objectives. The innovation hub model has the potential to yield positive results in SDGs implementation. This research can motivate other universities to work with policymakers and communities in implementing SDGs for urban transformative adaptation.

• Sustainable development goals
• Education 5.0
• Heritage-based education
• Higher tertiary education institutions
• Innovation hub
• Energy and food nexus

Acknowledgements

This paper forms part of a special section “Higher education and the acceleration of the sustainable development goals in Africa”, guest edited by Rudi Pretorius and Melanie Nicolau.

The University of Zimbabwe Innovation Hub and the Zimbabwean Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MHTEISTD).

Togo, M. and Gandidzanwa, C.P. (2021), "The role of Education 5.0 in accelerating the implementation of SDGs and challenges encountered at the University of Zimbabwe", International Journal of Sustainability in Higher Education , Vol. 22 No. 7, pp. 1520-1535. https://doi.org/10.1108/IJSHE-05-2020-0158

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Title: education 5.0: requirements, enabling technologies, and future directions.

Abstract: We are currently in a post-pandemic era in which life has shifted to a digital world. This has affected many aspects of life, including education and learning. Education 5.0 refers to the fifth industrial revolution in education by leveraging digital technologies to eliminate barriers to learning, enhance learning methods, and promote overall well-being. The concept of Education 5.0 represents a new paradigm in the field of education, one that is focused on creating a learner-centric environment that leverages the latest technologies and teaching methods. This paper explores the key requirements of Education 5.0 and the enabling technologies that make it possible, including artificial intelligence, blockchain, and virtual and augmented reality. We analyze the potential impact of these technologies on the future of education, including their ability to improve personalization, increase engagement, and provide greater access to education. Additionally, we examine the challenges and ethical considerations associated with Education 5.0 and propose strategies for addressing these issues. Finally, we offer insights into future directions for the development of Education 5.0, including the need for ongoing research, collaboration, and innovation in the field. Overall, this paper provides a comprehensive overview of Education 5.0, its requirements, enabling technologies, and future directions, and highlights the potential of this new paradigm to transform education and improve learning outcomes for students.

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University and Education 5.0 for Emerging Trends, Policies and Practices in the Concept of Industry 5.0 and Society 5.0

• First Online: 24 March 2023

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• Elias G. Carayannis 3 &
• Joanna Morawska 4  

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This chapter focuses on new theoretical constructions that can lead to a more sustainable future, that is a Quadruple/Quintuple Helix approach to innovation and Industry 5.0 and Society 5.0. We see them as a framework integrating and including all the relevant actors of the innovation ecosystems and realms of democratic values in their core. Definitively, there is a need for a new interdisciplinary research between science and engineering with the aim of developing a perfect human-technology collaboration in Industry 5.0. In addition to this, it is necessary to develop and conduct a multi-level analysis of the future university model 5.0. A smart University 5.0 must understand and update the situation inside and outside its boundaries, with a broad perspective of intra-organizational and inter-organizational cooperation. We therefore concentrate on theoretical views and considerations with some practical implications of the aforementioned research concepts and their potential to build a new system of innovation that promotes in a systemic way the open, “glocal”, social and digital social innovations for the benefit of people with a key role of science and its social and societal impact. The concept of University 5.0 and Education 5.0 is an attempt to address present ongoing digital transformation and green transitions, and to stimulate the social dimension of universities’ missions. In a single university perspective, a micro level would concern the optimization of research and innovation processes. At a meso level, we can assume an analysis of the innovation ecosystem in which the university is located, also including the territorial peculiarities within which cooperative synergies would be developed. Lastly, a macro analysis (completely external agents, such as political, economic, demographic, sociocultural conditions, legal aspects, technology, etc.) can be implemented to support innovation growth based on new routes of a university fully declined? In terms of 5.0 version (Carayannis et al. in J Knowl Econ 13:2272–2301, 2022). This multi-level path is still very relevant to the condition of industry 4.0 towards Industry 5.0/Society 5.0. Starting with a clear vision and mission statement, then translated into strategies and operational plans, can ensure the sustainability of the entire ecosystems of innovation, by taking into account all the Ethical, Legal, and Social Implications (ELSI) involved. Again, given the importance of the social aspects related to the concept of Industry 5.0, Zhang et al. (IEEE Trans Comput Soc Syst 5:829–840, 2018) proposed a paradigm shift from cyber-physical systems (CPS) to cyber-physical-social systems (CPSS). The application of the (eco)logics orbiting around the quintuple helix innovation model (Carayannis and Campbell in Int J Technol Manag 46:201–234, 2009; Carayannis and Campbell in Int J Soc Ecol Sustain Dev 1:45–69, 2010a; Carayannis and Campbell in J Knowl Econ, 2010b) can ensure the continuous interaction of the five dimensions involved: (1) Industry, (2) Government, (3) University (4) Society and (5) Natural Environment, going towards an innovation eco-system design based on a truly human centered “evergetical” 5.0 paradigm (furthermore, see also Carayannis and Campbell in Innovation systems in smart quintuple helix innovation systems. Springer, Cham, 2019).

We need to change the way we envision both business and society. The old ways have worn themselves out. We are having both a crisis of democracy and a climate crisis . They are both a result of a limited way of thinking . (Carayannis, 2020 , p. 3: http://riconfigure.eu/wp-content/uploads/2020/01/Interview-with-Elias-Carayannis_2020_Final.pdf )

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Carayannis, E.G., Morawska, J. (2023). University and Education 5.0 for Emerging Trends, Policies and Practices in the Concept of Industry 5.0 and Society 5.0. In: Machado, C.F., Davim, J.P. (eds) Industry 5.0. Springer, Cham. https://doi.org/10.1007/978-3-031-26232-6_1

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Education 5.0 : A New Paradigm for Sustainable Development

• DESC Publications

• May 11, 2023
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Introduction  

The world is facing a number of complex and interconnected challenges, including climate change, poverty, and inequality. These challenges can only be addressed through a concerted effort by all stakeholders, including governments, businesses, and civil society. Education plays a critical role in this effort, as it can help to build the knowledge, skills, and values needed to create a more sustainable future.

Traditional education models have been largely focused on preparing students for the workforce. However, in today’s rapidly changing world, this approach is no longer sufficient. We need a new paradigm for education, one that is focused on sustainability.

Education 5.0

Education 5.0 is a new approach to education that is designed to prepare students for the challenges of the 21st century. It is based on the following principles:

Sustainability : Education 5.0 is focused on sustainability, both in terms of the environment and society. It teaches students about the importance of protecting the planet and creating a more just and equitable world.

Human-centered : Education 5.0 is human-centered, meaning that it focuses on the needs and interests of the individual learner. It provides students with the opportunity to develop their own unique talents and abilities, and to find their own path in life.

Innovative : Education 5.0 is innovative, using new technologies and approaches to learning. It encourages students to think creatively and to solve problems in new ways.

Collaborative : Education 5.0 is collaborative, teaching students to work together to achieve common goals. It helps students to develop the skills they need to be successful in the global economy.

How Education 5.0 Can Achieve Sustainability

Education 5.0 can play a critical role in achieving sustainability by:

Teaching students about sustainability: Education 5.0 can teach students about the importance of protecting the planet and creating a more just and equitable world. This can be done through a variety of courses and activities, such as environmental science, social justice, and peace studies.

Helping students develop sustainable skills : Education 5.0 can help students develop the skills they need to live more sustainable lives. This includes skills such as energy efficiency, waste reduction, and sustainable consumption.

Empowering students to take action: Education 5.0 can empower students to take action on sustainability issues. This can be done through a variety of activities, such as volunteering, campaigning, and starting their own businesses.

Education 5.0 is a new paradigm for education that is designed to prepare students for the challenges of the 21st century. It is based on the principles of sustainability, human-centeredness, innovation, and collaboration. Education 5.0 can play a critical role in achieving sustainability by teaching students about sustainability, helping them develop sustainable skills, and empowering them to take action.

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• December 13, 2022

Education 5.0 underpins socio-economic development

Nqobile Tshili, Chronicle Reporter

THE country’s socio-economic development will be underpinned by the Heritage-based Education 5.0 model with institutions of higher learning expected to lead in research and innovation in the utilisation of local resources, a Minister has said.

Education 5.0 is a five-mission model of teaching, research, community service, innovation and industrialisation, established to move the nation forward towards an innovation-led and knowledge-driven economy. It speaks to utilisation of local resources for social and economic development.

The new model, which was adopted four years ago, seeks to produce graduates who solve national problems instead of just being job seekers.

In 2018, President Mnangagwa set out a clear vision for higher and tertiary education. He enunciated that he wanted a human capital development sector that would contribute to national development.

The President wants to see higher and tertiary education institutions playing a more significant role in national development, and providing the essential knowledge and skills needed for production of quality goods and services for the industrialisation and modernisation of the nation.

This meant moving away from old traditional ways of teaching and learning to building an innovation-led and knowledge-driven economy by 2025, as espoused in the National Development Strategy 1 (NDS 1).

This way, the sector would significantly contribute towards the attainment of an upper-middle income economy by 2030.

The President then directed that the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development embark on stakeholder engagement with all its universities, polytechnics, industrial training colleges, industry and commerce, to inform the nation on the  status and needs of the human capital development sector.

The Ministry subsequently ratified the Higher and Tertiary Education Doctrine Framework, which was an evidence-based framework consciously developed to reconfigure the national educational design from that centred on teaching, research and community service to one that would be anchored on a Heritage-Based Education 5.0.

The philosophy behind the model is to contribute to Zimbabwe’s national strategic intent of attaining the status of an upper-middle income economy by 2030 through production of tangible goods and services.

To successfully implement the new philosophy of Heritage-Based Education 5.0, the Ministry embarked on the stakeholder consultative process that produced two key national policies; the Zimbabwe National Critical Skills Audit and the Zimbabwe National Qualifications Framework, which were later ratified by the President in July 2018.

Heritage-Based Education 5.0 spurred progress in technological developments and infrastructural expansions.

This is a shift from the past when the country’s education sought to regurgitate Eurocentric views without coming up with tailor-made solutions to Zimbabwe and Africa.

Universities and colleges have been mandated to innovate and respond to community challenges. Government has increased funding towards infrastructure development at universities so as to synchronise the transformation led by higher and tertiary institutions.

In the 2023 National Budget, the Treasury allocated $9,8 billion towards infrastructure development at universities which is a precursor towards aligning universities with their national mandate in the development discourse.

Responding to questions from Chronicle, the Minister of State for Presidential Affairs in charge of Monitoring and Implementation of Government Programmes Dr Joram Gumbo said Heritage-based Education 5.0 is key to attaining Vision 2030.

Mr Joram Gumbo

“The future of the country’s socio-economic development trajectory is underpinned by the Heritage-based Education 5.0 model. The institutions of higher and tertiary learning are now citadels of innovation and industrial hubs, proffering solutions to communities’ problems,” he said.

Dr Gumbo said the positioning of universities is in sync with economic activities of where that particular institution is located.

He said the Education 5.0 learning model has started bearing fruit as most tertiary institutions have begun to articulate President Mnangagwa’s call for technological development to drive the country towards Vision 2030 of an empowered upper middle income economy.

“For instance, the Lupane State University (LSU)’s dryland agro-industrial park is working on improving agriculture production systems from subsistence to semi-intensive and intensive farming systems.

Lupane State University

The surrounding communities are benefitting from specialised services such as avian artificial insemination to improve the breed of their indigenous chickens,” he said.

Dr Gumbo said the Great Zimbabwe University (GZU)’s innovation centre for dryland agriculture in Chivi is advancing knowledge on traditional grain and indigenous livestock breeds.

Great Zimbabwe University

“During the 2021/2022 farming season, a total of 263 farmers were contracted to produce traditional grains across all the seven districts of Masvingo province. Chinhoyi University of Technology has embarked on Industrial Cattle Pens and a milking parlour to improve knowledge on artificial insemination and milk production,” he said.

The National University of Science and Technology (Nust) is expected to lead the country’s technological innovations that will create new industries in line with its science, technology, engineering and mathematics (STEM) mandate.

The minister said the Marondera University of Agricultural Science and Technology is leading in research on the nutritional value of traditional foods.

“Gwanda State University’s mining engineering department is setting up a laboratory to research on recovery processes, value addition and beneficiation of all precious and semi-precious minerals. The mentioned institutions are just examples, among other higher and tertiary learning institutions,” he said.

Dr Gumbo said through the human capital development at higher and tertiary institutions, the Government is equipping primary and secondary schools with information communication technologies infrastructure to improve delivery of education.

He said the Government has since connected 1 192 schools to the internet countrywide.

“A total of 65 information communication technology (ICT) laboratories were established and equipped with internet and computers and one example is Mzinyathini High School in Umzingwane District in Matabeleland South Province,” said Dr Gumbo.

“A total of 1 192 schools, including those in rural areas, were connected to the internet countrywide. The connectivity is bringing rural pupils to speed with ICT development in areas of learning.” Dr Gumbo said 20 higher and tertiary learning institutions have been connected to the internet.

He said the Government has also connected Public Service Commission Training Centres such as Elangeni in Matabeleland South and Murehwa in Mashonaland East to the internet to capacitate civil servants with ICT skills.

Dr Gumbo said to ensure that no place and no community is left behind, the Government has connected 164 community centres with ICTs. -@nqotshili

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Share this:, education 5.0 and vision 2030…re-configuring zim university degrees.

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THE Minister of Higher and Tertiary Education, Science and Technology Development, Professor Amon Murwira, hogged the limelight and drew mixed feelings from the public for announcing that ‘useless’ degrees would soon be dropped from our universities. 

The media is awash with the news that Government is actively reviewing degrees offered by state universities with a view to standardising qualifications and abolishing ‘irrelevant’ programmes that are ostensibly creating ‘idle’ graduates who do not have innovative skills. 

The idea is obviously to remodel university curricula to improve the competitiveness of local tertiary qualifications. 

It has also been reported that the Zimbabwe Council for Higher Education (ZIMCHE) has since been directed to audit all degrees at state universities. 

This announcement has sent chills across several spines as both on-stream students and graduates wonder whether what they are learning or have learnt would survive the chop. 

This article explains the Minister’s Education 5.0 thrust.

Perhaps what Minister Murwira said can be understood better if read together with the minister’s philosophy guiding higher education in Zimbabwe. He calls it ‘a heritage-based doctrine’. It is critical that we all understand the doctrine so as to appreciate where the minister is coming from. But before we unpack this, let us go down memory lane.

Historical context

Zimbabwe was Africa’s breadbasket in the 1990s when agriculture contributed nine to 15 percent  of Gross Domestic Product, 20 to 33 percent of export revenue and livelihoods to 70 percent of people. 

nine to 15 percent  of Gross Domestic Product, 20 to 33 percent of export revenue and livelihoods to 70 percent of people. 

The 2000 Land Reform and Resettlement Programme, which is the second most important national milestone after 1980 independence led to the sabotaging of the breadbasket status as powerful Western countries (Europe and US) sympathetic to the former white farmers imposed economic sanctions on Zimbabwe. 

Notwithstanding, agriculture is still Zimbabwe’s economic backbone contributing 10 percent to the 2017 GDP. 

Mining also remains an economic pillar. Zimbabwe has the second largest platinum and chrome deposits and is the fifth largest lithium producer in the world. 

In 2017 mining revenue was US$2,3 billion, contributing 13 percent of GDP, about 70 percent export revenue. 

To these, we can add digital innovation as another key economic driver. 

Here is how one patriot, Dr Dennis Magaya, in his article titled ‘Digital Innovations: the Vision 2030 Real Deal’, summarises the dark vicissitudes Africa went through:

“To understand how these three economic pillars are the real deal for Zimbabwe, we first have to go back in history. Africa requires an economic model that mitigates colonisation and slavery legacy which resulted in missing development milestones. Africa missed the first industrial revolution due to slavery, then the second industrial revolution happened during colonisation (while) the third industrial revolution happened during liberation struggles for independence. However, Africa is now well-positioned to take advantage of the fourth industrial revolution happening now (which) is technology and innovation-driven. Colonisation wiped out cultures and knowledge systems that built the likes of (the) Great Zimbabwe. It created national boundaries with economically and socially fragmented countries without critical mass. Colonisers stole wealth and built insurmountable competitive advantage. The Western world took more than 400 years which included genocides, cold and real wars to develop democracy. Africa has a maximum 55 years after independence, but there is pressure to replace pre-colonisation functional political systems with Western type democracy. Slavery ended 155 years ago, but Europe and the US had built some existing economic foundations. Zimbabwe, therefore, needs an economic model that leverages traditional leadership, culture and values while developing Western democracy. A model that leapfrogs the missed development cycles and historical imbalances requires a little more than agriculture and mining economic pillars alone. We propose a mining, agriculture and digital innovation economic model that uses natural resources to offer world class services thereby attracting global economies of scale as the best foot forward to vision 2030.” 

People may misunderstand Vision 2030 and Minister Murwira’s timely intervention if they have no idea which rough path Africa and Zimbabwe travelled.

Zimbabwe’s Vision 2030

Zimbabwe’s Vision for an upper middle-income status by 2030 is integral to the ‘new dispensation core values’. 

In his inaugural speech, President Emmerson Mnangagwa said: “This policy seeks to share with the international community at large, as well as domestic stakeholders, our key reform initiatives and commitments, under the new dispensation, on rebuilding and transforming Zimbabwe to become an upper middle-income economy by 2030.” 

He further outlines an update of the ‘Lima Agenda’, giving milestones and progress attained so far, as well as our next steps towards a new Zimbabwe. 

The new political dispensation follows more than 18 years of economic isolation and erosion of investor confidence, which has seen Zimbabwe losing phenomenal ground in terms of development.

The formation of the new Government, therefore, provides an opportunity for reconstruction and transformation of the economy to one which is capable of creating maximum opportunities for people to live a full and dignified life, taking advantage of the immense and diverse domestic resource endowments as well as tapping into investment prospects from international markets. 

The transformation process will require fixing of broken relations and rebuilding bridges with co-operating partners both at home and abroad, he added. 

Education 5.0

As you can see, every sector of the economy has its unique role to play if the Vision is to see light of day. But as you may be aware, education is the most powerful catalyst for transformation, hence it must be modelled in such a way as to deliver the mandate of an upper middle-income economy by 2030. 

Minister Murwira is quite clear what role his Ministry has to play. That is why he says in his own words: 

“Our vision for Zimbabwe is to become a developed upper middle-income economy by 2030. This is only possible if we develop an industry that produces quality goods and services; if we develop an education system that leads to an industry that produces quality goods and services. It is therefore, important to understand that science is the power that drives industry. Energy from science has to be captured using a particular design, just as fuel needs a strong tank for it to be useful, otherwise it just evaporates. Likewise, the education system that does not produce goods and services is not relevant at all. In order for STEM to be useful in Zimbabwe, it needs an appropriate design for its implementation. We are guided by the philosophy that we do not buy development but we have to create it through science, technology, engineering and mathematics (STEM). No matter how many STEM subjects we teach, with a wrong system design, industrialisation would not happen.”

The minister understands clearly that, currently, Zimbabwe’s knowledge sector, dominated by state universities, should be seized with the practicalities of this exciting development. 

In other words, Zimbabwe’s state universities’ traditional tripartite mission of teaching, research and community service has been revised to align to the urgent national ambition to attain middle-income status by year 2030. 

It is now demanded of the nation’s higher and tertiary education sector to not only: Teach, research and community serve, but innovate and industrialise Zimbabwe. 

Under Education 5.0, Zimbabwe’s state universities must launch into outcomes-focussed national development activities towards a competitive, modern and industrialised Zimbabwe. It is now all about problem-solving for value-creation.

Allow me to cite at length what another patriot says about  what the minister is talking about:

“To the level-headed, Education 5.0 is a bold statement to the effect that Zimbabwe’s modernisation and industrialisation champions must be state universities and with good reasons. State universities, by their nature and character, are better positioned to grasp and decipher the threatening disruptive technologies such as the Internet of Things (IoT), advanced robotics, and the automation of knowledge work that continue to dramatically reshape the global business and social landscape. These institutions, by combining critical thinking, creative thinking, innovativeness and an entrepreneurial mindset to the technological know (how) can provide national economy impacting industrial solutions.

The immediate must-do for our committed Education 5.0-subscribed state universities is adopting and nurturing a job-creator (JCR) mode mindset. 

The job-creator mindsets demand close interaction with their host communities to identify economic opportunities to not only inform their curriculum trajectory but, most important, innovation, research and development agenda. 

In the job-creator mode, the state university’s sole fascination is exploiting the identified economic opportunities in their host communities to realise university-linked start-ups and, ultimately, companies that contribute to the national purse. 

This requires that state universities take advantage of the provincial economy concept being actively promoted in the second republic. 

This subject has been discussed in previous articles under the title 

‘Zimbabwe state universities must also open for business’.

Another must-do for any serious Education 5.0-subscribed state university is to immediately operate in the industry solutions provider (ISP) mode. In comparison to the more lucrative JCR mode, the ISP mode is a low-hanging fruit in terms of immediate revenue generation. Here, the university reaches out to industries in their host communi ties, learns of their problems, works out and provides the industry solutions. Both modes involve creating economic value from knowledge packaging and offer further benefits to the state universities by way of access to successful industry CEOs to serve as student mentors, as well as industrial exposure and experience that further enrich their research and teaching staff.Another must-do is for any Education 5.0-subscribed state university to demand participation of their councils in dictating funding and incentives approaches. It is an open secret that state universities, through tuition fees, have access to very cheap funds. The traditional tripartite mission elements (teaching, research and community service) are best attended to by provisions for a Research Fund (RF) managed by an active Research Board combining academics and selected state university councillors.”

The innovate and industrialise elements demand fresh thinking, for example, the setting up of an Innovation and Industrialisation Fund (IIF) managed by an Innovation and Industrialisation Committee whose members must exclude university staff and are drawn from among the university councillors, IP lawyers, private and public sector CEOs, business organisations, to include venture capitalists with demonstrated track record in successful start-ups. University councillors should commit a percentage of the tuition fees as seed for both the RF and the IIF. 

The issue of incentives for staff, students and alumni who make Education 5.0 to happen demands active participation of state university councillors.”

I am particularly touched by his concluding remarks. This is what he says:

“Lastly, state university councils must dictate key performance indicators. It is tradition, even at graduation ceremonies, to be reported on local student enrolment, graduation statistics and, very rarely, number of research publications or student employability. State university councils, in consultation with the parent ministry, could up the game via performance indicators such as international students enrolment, Masters and PhD enrolment numbers, number of internationally cited research publications, citations, invention disclosures, patents, student employability, Quacquarelli Symonds (QS) ranking, Times Higher Education ranking and, most important, revenue generated from industry solution-provider contracts as well as revenue generated by the university as a job-creator via university-linked start-ups, companies and/or direct industrial investor. 

University-linked start-ups and/or companies will be those formed by active research academics, current students and/or alumni.

The poignancy in this observation wears any serious thinker down. 

Surely Zimbabweans cannot just throw out graduation ceremonies that do not promise food on the table. 

If education cannot industrialise, then it is barren. We do not need to reinvent the wheel; rather let’s learn from those countries such as Japan, Germany and China who looked around their heritage to develop globally competitive economies.

As Booker T. Washington counsels to former slaves, there is no need to search for deliverance elsewhere:

 …sink your bucket where you are. This is where Minister Murwira is coming from when he talks about ‘The doctrine’.

Heritage-based doctrine

A doctrine is a set of principles or beliefs taught and accepted by a people in a community of practice. It is accepted as a guide to action. It is a philosophical position informing direction. 

As already indicated, Professor Murwira calls his ‘heritage-based doctrine’. To achieve Vision 2030, we need a model of education that speaks to that mission. And here is how he explains the new philosophy of education:

“Our design of Education 5.0 is meant for and is expected to produce goods and services and thus is designed for the modernisation and industrialisation of this country. We are redesigning, and we have redesigned because the game is won or lost in the design stage. We have said we are going to follow within this design, the heritage-based development or philosophy which will guide the Ministry in its quest to advance science and technology for industrial development.

Our philosophy of heritage-based science and technology development uses the most cutting-edge competitive knowledge STEM; knowledge from anywhere in the world but is applied on the local environment. Great Zimbabwe was built of stone that was around. It was never built using stone that was imported. Therefore, our science has to use the local resources in order for us to advance this country. We are saying we cannot buy development.

We can (develop) based on this heritage-based philosophy. Saudi Arabia is known for being developed because of its oil heritage. Zimbabwe shall be developed using the resources that are here but using its people, science and colleges. This is the context in which we are applying our STEM; STEM on industrialisation that is based on the heritage. 

We have orange juice, why not matamba juice because grapes grow wild in Italy and in the Mediterranean. Apples also grow wild in Europe. When we bring them here, we are struggling to put them in a wrong envelope. That is why production is very expensive.

We are saying our science, technology, engineering and mathematics has to look near because they almost say in teaching, sometimes fools look far for solutions when the solution is just close to them. This is what we are teaching; to say matamba can make very good juice because we do not need irrigation on matamba. Our expenses on irrigation are caused by the fact that we are growing a crop that should not be grown in the first place in this climate.

Our aim is for education to (grow) industry, not vice versa. We were used to an education system whereby a person finishes and say give me a job but then you wonder – why did we send you to school? It was a wrong design of our education system. That is what we are saying. Our STEM should be used within this context.

Science and technology will be applied to advance the delivery of goods and services aimed at industrialising and modernising Zimbabwe. We are implementing STEM at our higher and tertiary institutions using the heritage-based philosophy which basically says; use the local environment to innovate.

You cannot import in order to develop. We have to be able to make sure that we reduce the import bill by making sure that we use science, technology, engineering and mathematics properly in this country on its local resources.”

The key phrase is ‘local resources’. Japan used local resources. Germany used local resources. China used local resources. And by resources we mean both people and ‘things’. 

And his point is that the education curricula (content) should not only reflect local resources but also equip students with knowledge, skills, competencies and attitudes which have a capacity to transform these local resources into ‘goods and services’. 

Therein lies the import of reviewing current university offerings to ensure that degrees that do not speak to this new trajectory are either strengthened or dropped.

The curriculum is a set of skills, concepts and processes that students are expected to learn from kindergarten to university.  The purposes of any curriculum review process include the following:

λ To respond to the changing needs of society at large. 

λ To establish student learning expectations in each curriculum area.

λ To provide a process for continual improvement of the curriculum to meet changing educational demands.

λ To establish consistency and progression within, between and across educational levels and subjects.

λ To provide an orderly and systemic process that will avoid unnecessary duplication and

λ To provide for a responsible use of resources and materials.

When targeted reviews are conducted, the mapping process is defined by the reason for the review.  Resources may or may not be changed as a result of a targeted review. 

The other point to emphasise is that implementation demands that the teachers and lecturers require a great deal of re-socialisation. 

It is at this stage of the process that decisions are made to define the locus of responsibility for assuring high standards of implementation.  

Professional development for the staff is integral to successful implementation of any curriculum and is especially important when many changes in content are involved. 

The level and nature of the professional development is planned in conjunction with the revision process. 

Ongoing professional support is also provided based on input from the building administrators and related curricular support staff. 

Dynamic curricula, in conjunction with skilled professionals, engaged students as well as supportive parents and community members, contribute to effective learning which results in increased goods and services.

Programmes Audit

To this end, it is quite clear that the minister means well. 

The audit is for the good of the country. It is for the good of everybody. Industrialisation and modernisation of the economy is every Zimbabwean’s desire. But there is no gain without pain. 

As the minister says:

“The reforms, which are part of recommendations from the Zimbabwe National Qualification Framework, are also meant to ensure that 80 percent of core courses for similar degrees offered at all universities overlap. What we are doing is, we have silently, radically reformed higher and tertiary education since last year, after our skills audit. One of the things we did was to ensure that we have the Zimbabwe National Qualification Framework, which makes sure that our degrees equip graduates with knowledge and skill. We are, therefore, streamlining our education so that it results in that goal of producing goods and services.”

What is clear from his reference to the Zimbabwe National Qualifications Framework is that the programmes audit is not going to be haphazard. 

It is going to be carried out methodically by ZIMCHE.

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Education 5.0 – Africa University shares milestones and strides made towards the continental innovation and industrialisation

12 January 2022

Africa University received the Director of Higher Education Programmes (HEP) in the Ministry of Higher and Tertiary Education, Science, Innovation and Technology Development (MHTESITD), Dr. Dennis Murekachiro on the 12 th of January 2022 at the Mutare main campus. The HEP is on a nationwide familiarisation tour of both public and private institutions of higher learning across the country to explore how Education 5.0 is being implemented into curriculum development and the teaching and learning processes of universities in Zimbabwe.

Education 5.0 is an education philosophy anchored on 5 pillars- Teaching, Research, Community Service, Innovation and Industrialisation. The philosophy further encourages heritage-based learning that looks to the natural resources locally available and seeks to develop industries around these resources that result in value added products that are ready for market and export. The main objective of education 5.0 is to change the development trajectory of the nation of Zimbabwe from selling unfinished/ raw resources at a lower cost to the global economy, to selling finished products that support the creation of sustainable industries, encourage entrepreneurship, and shift the African economy from one of mass consumption to mass production.

Acting Vice Chancellor Professor Peter Mageto officially welcomed the director and his delegation and stressed the importance of Education 5.0 in the development of empowered, driven and innovation- minded graduates.

“Education 5.0 is critical to the enhancement of our educational landscape and the reshaping of the minds we teach. Africa needs new skills, new competencies, new ways of thinking and reimagining.  Historically, our African education systems have focused on just the first three pillars of Education 5.0, Teaching, Learning and Community Engagement. The addition of the pillars of Innovation and Industrialisation takes our country and continent to the next level.”

Prof. Mageto and the executive went on to present to the HEP the sterling work and strides that the university has made towards Education 5.0 from the dynamism of the i5 Hub that has taken a number of products through the innovation process, the university farms’ award-winning dairy and piggery projects, through to the recasting of programme curricula to focus on empowering students to develop solutions to problems faced within their respective countries of origin.

Director of HEP Dr. Murekachiro outlined what the envisioned impact of Education 5.0 in Zimbabwe and Africa is and acknowledged the role AU is playing is bringing this to fruition.

He said, “This familiarisation tour by the Ministry is to get to learn and understand more about Africa University and how it is aligned to the mandate, drive and direction of the Ministry. As a nation, we look to achieving an upper middle-income economy and this is possible through knowledge and education. Universities have a critical role to play. They build capacity of students and staff to propel this vision forward. They offer us room for a process of evaluation and continuous improvement. As the Ministry, we are giving a call to action to institutions of higher learning to fulfil this mission. We want to modernise and industrialize our nation. Our education system should train students to produce services and goods. The work that has been presented to today by Africa University shows that the institution is running with the vision of Education 5.0. What you have achieved so far is highly impressive and we look forward to seeing what more is to come in 2022.”

Director of Higher Education Programmes Dr. Dennis

Murekachiro viewing yogurt samples at the university farm

The Directorate of Higher Education Programmes serves as a link between the Ministry and universities in Zimbabwe. It also serves to provide policy guidance and support in various areas of the development of higher education in Zimbabwe.

A Ministry representative viewing Malaria parasites at the AU/ Vectorlink Malaria Insectary Unit during a campus tour.

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• Bindura University of Science Education Vice Chancellor Prof. Mwenje shares his Africa University experience and talks avenues for collaboration →

Hungry Workhorse

What Does Digital Mean for Your Business?

Education 5.0

“We can’t solve problems by using the same kind of thinking we used when we created them.”

– Albert Einstein

All eyes are on Vice President Sara Duterte-Carpio, who has been appointed Education secretary, as the country’s education system teeters amid what many call a crisis. The Philippines has, over the years, scored poorly in global quality of education rankings.

A 2021 World Bank report stated that proficiency levels were below minimum for more than 80 percent of Filipino students. Furthermore, the Philippines was rated last in reading and second to the last in science and mathematics among 79 countries.

The Unesco Global Education Monitoring Report, meanwhile, showed a decline in the country’s quality of education ranking: 55th in 2021 from 52nd in 2020 on a list of 77. It exposed cracks in the education system when schooling moved to virtual or remote.

Other indicators released by global independent organizations also show the sorry state of our education system.

It is not that our policymakers don’t know the root causes of the education crisis. Scholars, lawmakers and independent organizations have always pointed these out: lack of classrooms, poor infrastructure, poor pedagogy, low textbook quality and poor internet connections, among others. Policymakers, however, keep using the same approaches in trying to address these issues.

Duterte-Carpio appears to be bringing a fresh perspective. Her early pronouncements indicate a focus on addressing the impact of the pandemic on education and a review of K to 12 programs, the latter seemingly being blamed by lawmakers as ineffective.

To address the education crisis, however, we should not stop at just band-aid fixes for a six-year government term. It entails a long-range vision of how we want the education system to look like and the creation of a 10 or more year roadmap.

The growth in online education due to the pandemic has exposed the need to meld the student’s educational needs with his or her well-being, emotional intelligence and technological advancements. This is where visioning about the future of education comes into play.

Education has evolved over the decades. Education 1.0 in the pre-1990s was characterized by a teacher-centered system. In the 2000s, it evolved to Education 2.0 where communication and collaboration started to grow with the advent of mobile devices and the internet. This was predominantly an exam-based approach to learning where memorization of knowledge was the key to get good grades. The lesson plan was the most relevant to teachers.

With technological advancements at the onset of 2010, the teacher transformed into a coordinator, facilitator, advisor and learner guide. There was more dialogue, technology was everywhere, and the student became self-learning. Education 3.0 adopted a student-centered approach to learning where the lesson plan was most relevant.

Further advancements such as in artificial intelligence, big data and the Internet of Things saw learning evolve to Education 4.0 where co-creation and innovation was at the center. This is where learning is done at home or outside school while in school students develop skills. Personalized teaching and learning are at the core and learning plans are now called creativity plans.

The Philippines is stuck between Education 2.0 and 3.0 where rote memorization is rewarded in the classroom and technology is least applied due to costs and the lack of good internet connectivity.

Many developing countries and developed ones, meanwhile, are optimizing Education 4.0 with the use of educational technologies and new learning approaches. Developed nations are even now preparing for Education 5.0, which is projected to be realized by 2030.

The teaching philosophy and management processes in Education 5.0 start with humans, not technology. It focuses on specific outcomes that need to be achieved by teachers and students because of a particular learning experience. It is not about providing every learner with a laptop or a tablet or improving infrastructure and connectivity or developing digital tools and platforms. These are part of the givens.

Rather, it is about preparing socially, emotionally and intellectually strong students who are also aware of their health and personal development. This is where the appropriate pedagogical approaches are developed and applied and where the role of the teacher is to bring motivation and creativity back to learners. Technology will still play a crucial role but as an enabler and not the end-all.

Our country has a fresh six years under a new government to revisit and reboot the education system. Policies to transform education, however, require long-range vision and execution, a fact that Duterte-Carpio, lawmakers and policymakers should consider.

The author is the founder and CEO of Hungry Workhorse, a digital and culture transformation consulting firm. He is a fellow at the US-based Institute for Digital Transformation and teaches strategic management in the MBA Program of De La Salle University. The author may be emailed at [email protected].

Source: https://www.manilatimes.net/2022/07/07/business/top-business/education-50/1850032/

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Education is one of the most important pillars of the country’s infrastructural development. Education sector needs to be aligned with the modernization of general business to industrial and technical development for the better benefits and outcome s . This paper is planned to discuss the historical perspective of educational development as standard originated as Education 1.0. Its latest form is Education 5.0, and it is highly rated in terms of its association with the current business needs and integration with the industrial and technological developments. Education needs to adopt the use of modern industrial and technological revolution like artificial intelligence, robotics, machine learning and data analytics for providing an immersive and interactive learning environment. This paper reviews the Education 5.0 implementation in both developed and developing countries through an extensive literature review. Study discussed the mapping of main components of Exudation 5.0 in the education sector of both developed and developing countries of the region through observation of relevant literature. Countries are selected by using the PRISMA method based on the research in last almost six years. Saudi Arabia and Malaysia are selected from the developed countries from the region, where Education 5.0 is being implemented successfully. Zimbabwe and Sri Lanka are selected from the developing countries to observe and assess the deployment gap of Education 5.0. Study has found that there is big need of revisiting the current situation of implementation of Education 5.0 in developing countries. Study could be further extended to investigate based on quantitative and qualitative methodologies in different areas as pointed out in the study to observe and assess some other latent concerns, which are affecting the implementation of Education 5.0 in developing countries.

Education 5.0 , PRISMA , Artificial Intelligence , Robotics , Machine Learning , Data Analytics

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1. Introduction

Academic learning aspiration is the pivotal significance of societies since the humanity evolved. It is an ongoing process to nurture the learners with skillful practical academic knowledge aligned with the competitive market needs, by using the most modern tools and techniques. Generally, elementary education has been one of the basic components for the development of any country. Whereas, higher education is the main platform which prepares the graduates to play their practical role in the countries is economical, medical, technical and industrial growth. Most of developed country’s educational infrastructure is aligned with the modern technologies and benefits from that to improve the academic base. Modern world situate distinct concentration on development of modern education environment, which could enhance and improve the learner’s academic aptitude at all levels (Samiha et al., 2022) . As Higher Education Institutions have been playing a key role in development of skillful academic environment for fostering the youth with state of the art technology. Saudi Arabia and Malaysia are the two examples among many others, who have deployed the most modern technologies in the education sector and they are ranked very high among the most advanced countries list. It matters a lot when it comes to under developed countries, where there is a big gap between the integration of modern technologies in the education sector. Zimbabwe and Sri Lanka are the two examples among many other countries, who are far behind in terms of modernization of education sector.

COVID-19 pandemic breakthrough severely hit financially the entire world, but poor countries had suffered more. Due to financial issues, poor countries had to prioritize their spending and medical and hospital sector took priority. This has also affected the education sector and priority of brining innovation in education sector was highly affected. During this period, it has been a serious concern for poor countries in developing an improved and appropriate education standard in the education sector. Furthermore, uncertainty situation of COVID-19, where regular on campus classes were forced to shift to an online class environment, got more importance in terms of extra spending. This has become a vital and important domain for academic experts in developing countries. Poor and developing countries put financial cuts on education budget to increase the budget for hospitals.

In last few decades, education as standard has been reviewed in relation with the technological development to bring the innovation in academic sector. In this regards, academic experts have evolved the term Education as a standard to be adopted and synchronized with the use of most modern technological standards. This term is vibrantly used in improving the academic environment in collaboration with the industry standards and modern technology in parallel. This particular paper is reviewing the overall development of education sector and its integration with the technological development in both developed and developing countries. Focus of the paper is to observe and assess the current situation of poor counties to highlight them the main features of Education 5.0 to get maximum benefit of the modern technological tools in their education sector. For this purpose, historical perspective of standards Education and Internet/Web is given here under.

2. Historical Perspective Education Standard

Education standard 1.0 evolved in parallel with the inception of the Internet during mid1990s. Practically professional calls that “ Read-Only ” web platform, where the average user participation was just to scroll down the given information on static web platforms, which is mostly know as dot-com boom of internet but only for technical users. Education sector was barely using this platform for the academic purposes. By the end of 1999 Web 2.0 was launched, this was marked as “ Read-Write-Publish ” web framework and non-technical users can be benefited by this. These non-technical but professional users can actively participate by using different blog websites. This has changed the face of internet globally and people welcomed and involved in using the information of their interest available on websites. Web 3.0 is known as the semantic executing web lead the world to newer phenomenon of “ Read-Write-Execute ”. The term semantic has further two layers semantic markup, which denotes bridge the communication gap between the user and the machine and web service is a software tool designed to help and facilitate the user to perform the task from one computer to another computer. Web 3.0 provided a soft communication tunnel, where different application can communicate to each other by using the symmetric software interfaces. Practically, first three levels were a bit more traditional and were not used in academic environment, as more modern methods and methodologies have been evolved and presented Education 4.0 and 5.0. No doubt, Web 3.0 provided that baseline for academic institutions to further explore and link the computing tools in academic learning environment. Almost a decade ago, education 4.0 has got huge acceptance in the academic environment because it was linked with the development of suitable and appropriate technology (Sharma, 2019) . Both teachers and students have well defined roles and privileges in the learning room. The role of the teachers is to perform the knowledge source whereas students are on the receiving end to learn the knowledge from the teachers in an academic environment. This method is mostly understood as instruction based learning process with minimum eye to eye contact or physical interactions between the teacher and student (Newby, 2003) .

Education 4.0 is a method to make the best of use of the technology in the learning environment. This industrial revolution focuses on smart technology, artificial intelligence, robotics, machine learning and data analytics for a better and conducive immersive and interactive learning environment; all of which now influence our everyday lives. Higher education institutions must adopt the best practices to produce more successful university graduates. This could only be done when higher education institutions will adopt the cyber-physical systems. This motivates the decision makers that technology has to be part of the modern education environment. This forces the decision makers to integrate the technology aspect in the university curriculum to adapt to the modern academic environment. As this technology integration initiated with Education 2.0 with revolutionary web development of Web 2.0 (Maria, Shahbodin, & Pee, 2018) . Education 3.0 is the third revolution in education where technology got more integration in teaching. Technology was used to create and transfer the knowledge by using the technology. The dilemma of this development was that there was shortage of certified and licensed professionals (teachers) to conduct the learning activities (Anealka, 2018) . Following are the levels of Education standard shown in Figure 1 below.

Figure 1 . Evolvement Process of Web and Education 1.0, 2.0, 3.0, 4.0 and 5.0.

3. What Is Education 5.0?

Since the technology and academic institutions have been running in parallel for transformation of the education. Development of modern tools and techniques are also being updated in parallel for the better education standards. Education 5.0 is the next gen in precedence of the previous four versions (Mustafa Kamal et al., 2019) . All parties involved who could play a role in teaching like teaching staff, students, and administration, define the core of Education 5.0 as learning. In particular, learning is connected to the student or the learner, focused on the learner, demonstrated by the learner and driven by the learner (University Teknologi Mara, 2019) . As such, the learner is seen as a whole person of whose values, beliefs, thoughts, knowledge and skills are not seen as separate fundamentals to be nurtured and trained. Dynamic technology surrounds the learner and provides options for the learner’s core decisions of what, where, when, how, why and with whom to study (Melluso et al., 2020) . Detail is given in Figure 2 below.

Figure 2 . Education 5.0 (University Teknologi Mara, 2019) .

Education 5.0 has following key areas for implementation to obtain maximum benefits:

· Focused learning to become a professional.

· Improved and blended concept of personalized learning.

· Applying creative thinking for solving the problems.

· Developing value based learning culture.

Following are the key pillars of Education 5.0 and their outcome:

• Coherent and Relevant Curriculum: Curriculum development is a key to enrich the learning environment. This requires intuitive methodology for designing and developing a dynamic and organic curriculum. Students will be provided a real world to learn and perform the skills in a real industry or business. Students must be capable of performing these skills with adaptive competency. For this purpose, curriculum must include industry and community relevant concerns and requirements. Furthermore, shared and distributed content and multidisciplinary electives and programs must be included in the curriculum.

• Innovative Delivery and Assessment: Students are not only a business perspective; technology will help and transform the classroom environment where student will play a role of an active learner. This will move the traditional learning scenarios from instructive mode to transform the learned information into a practical and applied knowledge. Delivery method will be updated with practical presentations and teaching instead of traditional assessments.

• Meaningful Learning Experience: Learning will have a strong intellect of converting knowledge to an experience based information. It will consist of comprehensive set of magnitudes like activity oriented, technology supportive, compliant experience, and comprehensive relevance with the industry.

• Transformative Learning: Learning environment will be an active and unique environment by adapting advance technology for effective and meaningful learning. This will include applied learning experiences from converting the structural paradigm to practicing the learner’s opinions and spirits into practical activities between teachers and students. Furthermore, smart schools equipped with data analytics labs for performing the theories and formulas in an immersive and interactive learning environment. Student will play the role of agent for further extending the knowledge.

4. Globalization Impact on Education 5.0

Globalization is one of the most important factor in recent past which influencing the modern education. Advancement in Information and Communication Technologies (ICT) has revolutionized the way of traditional education to modern means of education. ICT is facilitating and enhancing the transition from industrial based society to information based society. This phenomena has a strong impact on the education systems, bring new innovative ideas, adding values in learning mechanisms, student’s and teacher’s role is dynamically changed (LeTendre, 2022) . In addition to this, globalization is bringing a big shift in social industrial sector, where societies are being transformed into an information based societies. It also has a strong impact on cultures being cultural domination shaping up into a modern form of culture (Sharma, 2012) .

Future world is a diversified business competitive environment, where distance and space is less important and counties and societies are emerging into a new and pioneering global market, where businesses and economies are based on knowledge based industrial platform for businesses (Sart, 2022). This platform is run supposedly run and managed by skillful set of knowledge by using the intellectual intelligence to compete in the global market and to address the uncertainties involved in this process. Education 5.0 is helping and facilitating the graduates with most important and long-life knowledge based on learning skills with hands on training experience in the competitive market (LeTendre, 2022) .

Globalization has also some concerns, like increasing inequality, financial corruption, jobs security and most importantly poverty and environmental issues. This also brings huge stress on education sector to produce technical professionals to meet the global requirements especially in developing and under developed countries (Quainoo et al., 2022) . This is big concern for poor counties, where already lack of physical and financial resources is affecting the overall growth.

5. Key Role of the Teacher in Education 5.0

This is also helping the teachers to improve their teaching methodologies aligned with the international standards and market requirements. Teacher’s role has become an essential part of the modern education; following are some of the key roles of teachers in Education 5.0:

• Resource Specialist: Teacher must fulfill the requirements of a resource specialist because modern education more relies on the source of knowledge instead of just knowledge. Therefore, it is teacher’s role to provide source of information for the students and to help them how to use the provided information.

• Support Person: Teacher will be playing a role of support person, instead of traditional way of delivering lecture etc. Students need support while leaning new skillset of informative knowledge both technical and otherwise. Teachers job is to facilitate the student whenever some information is needed like a coach, leader or a counselor to help the student in learning and acquiring the knowledge in a specific subject.

• Mentor: In modern education, teacher’s role is more towards presenting himself as a mentor, having all capabilities of admiring a student, shape the student’s behaviors; expand the required work ethics, provide leadership skills for their continuous growth in developing their personality as a true professional, which will influence the student to be more motivated towards learning. Student will always look for a role model instead of a traditional instructor.

• Helping Hand: This is very important role of the teacher is to help the student during the learning process and providing help in other extracurricular activities in accordance with the school/institute policy.

• Learner: One of the very important role of the teacher to be open always as a learner because learning is a continuous and life-long process, this will add values to the teachers personality and will help the students to learn better from the teacher.

This study is mainly focusing on the implementation of Education 5.0, in developing and developed countries. It was important to look for the most appropriate method for selecting the countries for the studies. For this purpose, systematic analysis process is adopted using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).

6. Counties Selection Process for the Study

Researcher conducted an extensive process of looking for the relevant data for the current study. First, the research papers were searched on peer-reviewed journals. The main purpose was to determine the scope of the research regarding different education standards, particularly Education 5.0 development. Second, criteria were extended to articles published in the ICT domain, as this study was focusing on the combined development of Education and Technology in rich and poor countries. For both areas, some benchmarks were set to make the research evidence strong and helpful. For this purpose, cite score, impact Factor was considered as a base benchmark. Moreover, Google Scholar metrics, Social Science category ranking, Education and Technology classifications. Lastly, this process was also restricted to last 6 years research development in both developed and developing countries. To make the process more authentic and updated, the last PRISMA checklist was used for the current study. For this purpose some important key words were used in search process, like ‘Education 1.0, 2.0, 3.0, 4.0, 5.0, Industry 1.0, 2.0, 3.0, 5.0, Computers and Education, ICT and Education. This process was used by searching through the Science Direct database (https://www.sciencedirect.com/journal/computers-and-education) to get the most relevant research papers.

This search process found around 46 research papers; next phase was to filter the journal ranking, availability of paper in English language and must be related to the education and technology. Finally, 32 research papers were selected for the current study. There were very few studies found in developing counties addressing the issues of this research. Following are the studies adopted after the selection of research article for the current study:

7. Research Paper/Article Selection Method

Mostly studies were searched addressing to the education standards, IT, ICT and the focus was that studies must be published in peer reviewed journals, Full text availability in English language was ensured and most importantly studies must be focusing the relationship of education and technology. Similarly, rejection was based on if the article is other than English language, ICT, research method is not clearly defined and if the research is on a review paper. The criteria for selection and rejection of the studies for the current study are detailed below in literature synthesis Table 1 given below.

In addition to this, for handling the biasness in the selection process, a thorough process was adopted in searching for the required articles on web databases. Total 32 studies articles were found and after applying filter process with reference to the study requirements i.e., restructuring the education sector, upgrading the academic process, systemize the operations and promote the digitization in education sector aligned with the Education 5.0. In addition to this, study were selected from the year 2017 onwards, this date filter was applied to take the most recent research studies in this domain. Total 32 research papers were found relevant to the study topic and selected for the study to be used as a source of reference as per the procedure explained above in Table 2 . The literature synthesis detail is given below for better understanding:

Table 1 . Literature synthesis detail.

PRISM data flow is shown in Figure 3 below, which explains the process of selection of relevant literature for the current study.

Figure 3 . PRISMA Flow Diagram used for the current study.

Table 2 . Literature Synthesis Detail used in the current study.

Table above shows the detail of literature synthesis used for the current study; researcher thoroughly evaluated the related material. Researcher being located in Kingdom of Saudi Arabia, was focusing the developments in the field of ICT, IT and Education, searched for the studies and make a comparison with Malaysia being known for providing high quality education. Malaysia was actually selected after reading the articles regarding recent development in Education sector in recent past. Most of the students from the region are studying in Malaysia and hence it was good to use the literature for the current study. Two developing counties Sri Lanka and Zimbabwe were found very low in terms of research conducted in this domain. Hence, researchers choose these two countries to make the analysis and comparison more understandable in terms of implementation of Education 5.0.

8. Education 5.0 Implementation in Developed World— Malaysia

Developed countries are providing ample financial resources for the development of higher education sector to meet the market needs and demands. As they believe this is the backbone of the country’s future prospect in terms of economical and industrial growth. Most of the modern world academic institutions are in the top rank list, which shows they are using the best technologies to provide innovative education aligned with the market needs. In recent past countries like Malaysia is an example where they developed and transformed the educational sector to a level that most of the world is attracted to the Malaysia. First, they cater the demand of their nationals and in addition to this; students from the region have also been coming for the higher education (Awang, Taib, & Muda, 2020) . Their focal point is to shift the learners aptitude from traditional learning to experience based learning by launching the new innovative ideas, challenging the critical concerns to express and develop a more flexible and saleable learning environment for the learners. A study was conducted in 2015 to assess and evaluate the impact of learning outcomes of modern methodologies deployed at higher education sector (Anealka, 2018) . Study proved that the paradigm shift of education from earning higher grades to learn by experience in the competitive market made a huge impact on the learner’s academic achievement. Following are some of the key achievements in terms of providing modern education at higher education level:

· Educational Ecosystem Transformation:

Ecosystem is the theory, which focuses on the integration and association of stakeholders in an academic environment including educational management, academic staff and parents to facilitate the learners in providing quality education an academic environment. This was one of the main area, which shaped the experience based learning abilities of the students aligned with modern world requirements based on the market and industry needs and demands (Sułkowski et al., 2021) . The main purpose of this transformation is to adapt the most modern tools and techniques for preparing the learners to perform better in the competitive market place (Maria, Shahbodin, & Pee, 2018) .

· Industrial and Social Evolvement:

This is another big shift in terms of addressing and coping up with the fast and swift change in the competitive market place. Arise in competition forces the industries to be moved cautious and specific in adopting the modern methodologies in the industry and hiring the right man for the job. Because raw human resource needs more time in acquiring the relevant knowledge by training and workshops, which industries are not interested at this period? Industries are more towards hiring an infidel, who is academically qualified, skilled and equipped with the modern tools and technologies required by the industry and ready to work as joins the company (Awang, Taib, & Muda, 2020) . Similarly, social evolvement is the area where society will play this role for the development of societal standards and improving the social setup at different levels (Adnan et al., 2020) . Academic believes that better academic education add strong values, passion and sense of social and civic fabric aligned with modern tools and techniques will add values to the societal development in evolving it and aligning it with modern world. This will be helpful in adding values to the society and environment as well.

· Modifications at Higher Education Sector:

Malaysian education sector was thoroughly studied and professionals recommended certain changes in the higher education sector. Focus was in upgrading the curriculum to the market needs and this process should run periodically to cater the market and industry needs. Most importantly, technology is playing a key and vital role in the entire process of modernization of academic environment (Díaz Lantada, 2022) . Thoughtful deployment of technology will ensure the betterment if learning environment and will make sure that academic learning is fully integrated with the modern experience based learning. Detail is illustrated in Table 3 below.

Table 3 . Mapping with education revolution in Malaysia.

Figure below states the relevance of each education standard to its corresponding area in the education sector. First, 28% studies discussed in the literature review about restructuring the rules and regulations, modernize the teaching philosophy, and improve the process of training and supervision. Second, 30% studies discuss to improve the academic process to upgrade the curriculum, redefine the policies, and improve the skills and creativity. Third, 20% studies focused on the operations to promote self-financing, prepare skillful human resource, and provide best equipment to improve the efficiency. Lastly, 22% of the studies emphasized the importance of digitization to use the digital library, plan and prepare the smart schools, promote the scientific research culture in schools and make the educational environment a center of excellence. Further distribution of these studies is shown in Figure 4 below.

Figure 4 . Distribution of Studies used in the Mapping in Malaysia.

9. Education 5.0 Implementation in Developed World— Saudi Arabia

Secondly, Saudi Arabia is a country that is spending huge amount of financial and human resources in developing the education sector to meet the market demands and needs aligned with the international standards. Specially VISION 2030 is based upon three main pillars, i.e. a vibrant society, a thriving economy and an ambitious nation (https://www.moe.gov.sa/en/aboutus/aboutministry/Pages/visionmissiongoals.aspx). This shows that the country is using its resources to help and develop the youth of Kingdom has to meet the international standards. Following are the key elements of Vision 2030:

• Educational Development: First priority of the government is to focus on building the educational development like, philosophy, policy and goals of the curriculum. Second, developing a mechanism to integrate the philosophy and policy to achieve the goals by developing a professional academic environment (Yusuf, 2017) . This will help the learner to learn in a more convenient environment to develop skills, personality development, improving confidence, and promoting spirit of creativeness in an attractive, preferred and stimulant school environment, connecting it with supportive and integrated services systems.

• Administrative Development: Academic environment at all levels must be redefined to groom the talent, instills skills and encourages the youth to face challenges, competitiveness. A flexible environment should be provided where learners loves to learn by enforcing the educational discipline. Learners should be provided an environment to excel their skills without any fear. For this purpose, rules and regulations for developing an international standard education environment is given top priority (Iqbal & Sohail, 2021) . This is planned to increase the efficiency by reducing the cost, maximizing the learner’s potential with state of the art technology and physical infrastructure.

• Changing Trends: Improving and building up the administrative condition in the Ministry and its Education divisions, endorsing decentralization of the management, assigning controls to offices and schools to serve the instruction framework (Mirghani, 2020) . Creating rules and techniques to guarantee work earnestness and control in instruction framework, advance equity and prize for extra ordinary achievements for learners.

• National Education Platform: Saudi authorities have also worked on developing a national education platform to provide best possible services to students, teachers, administrative staff and the parents. Furthermore, this includes developing an inclusive student profile to cater the student health information, professional counseling, digital knowledge libraries and smart school (Lang et al., 2018) . This platform also includes the responsibilities put on the education ministry to make sure that these services are provided by developing a bridge between the students and teachers. Following are some of key initiatives taken under this platform (Lang et al., 2018) :

• The expert and self-improvement of the academic staff towards raising teaching and taking initiatives in developing and structuring the management capabilities.

• An online library system “Saudi Digital Library” has been setup to help both the learners and teachers for getting help in accordance with the imparting the international level education standards.

• More consideration has been emphasized on building of educational buildings, equipped with state of art technical facilities in the premises. This provides best possible academic environment for learners and teachers and management.

• Scientific research has been given a top priority to enhance the application of knowledge production towards scientific research. For this purpose, universities and colleges have setup research center and financial remunerations to researchers are provided to the researchers.

• Saudi government has encouraged the private sector to take part in setting up academic institutions in parallel with the public sector. This is healthy and competitive development and affordable educational system.

• Smart school provides state of the art facilities to the learners and teachers for imparting the knowledge. Saudi authorities have encouraged smart schools and most of schools, colleges and universities are connected to these modern educational systems.

• Saudi government is giving overseas scholarships to the eligible the students for the higher studies from reputable universities from outside the Kingdom.

Detail is illustrated in Figure 5 below:

Figure 5 . Programs Compliance to Vision 2030 (Government of Saudi Arabia, 2016) .

10. Vision 2030 Mapping with Education Revolution

Education standards have evolved to the next level where it is being treated as an industry, which helps and builds the youth by blending both traditional and modern tools. Industrial development has transformed the traditional education systems to a more modern and sophisticated technology based systems. Education industry evolvement starting from 1.0 and continues through 2.0, 3.0, 4.0 and recently reached to level 5.0. This industrial revolution is based on the digital transformation to prepare the academic sector to meet the needs and requirements of the fast growing academic requirements worldwide. Modern world has used the best industrial developments by linking their academic institutions to the modern industry standards. Adoption of industrial developments, linked with the modern technological developments will help and build the future education more helpful for the learners and teachers. Researchers have pointed out that this modern development in the industry has helped in modernizing the academic environment (Werner & Tang, 2017) . In light of the recent research, studies results, most of the academic institutions at all levels have to launch the industry levels in the education systems. Education 1.0 was the first initiative in this regards of getting knowledge through education (Maria, Shahbodin, & Pee, 2018) . Education 2.0 further proposed methods for learners by introducing developed principles to optimize and improve the quality and output (Tan et al., 2018) . Education 3.0 was a big revolution by linking the telecom industry, made it easier for the learners and teachers to access the online school systems. Furthermore, it helps the students to share the knowledge with other students to come up with new ideas by using the most modern technology (Mustafa Kamal et al., 2019) . Education 4.0 is also a great achievement in the industry by using the modern technologies like artificial intelligence, robotics, machine learning and data analytics for immersive and interactive learning environment. Saudi government has also taken indicatives to map the industrial revolution with the education sector for developing a state of the art academic environment. This helped to enhance the academic standards in the kingdom to meet the international standards.

Higher education institutions like other businesses cannot grow or even sustain, if they do not adopt the modern tools and technologies in the education industry. Disruption is defined as “ process whereby a smaller company with fewer resources is able to successfully challenge established incumbent businesses ”. The disruptive innovation adds modern values to the business by disrupting the existing business, products and associations (Agrawal et al., 2021) . The term was defined and first analyzed by the American scholar Clayton M. Christensen and his collaborators beginning in 1995 (Ajit et al., 2022) . In addition, it has been called the most influential business idea of the early 21st century. Modern business environment demands are innovatively high in lots of aspects i.e. social, business and economic are basic areas, which must be categorized as under:

· Business or Industry has been disrupted.

· Business or Industry is being disrupted.

· Business or Industry is going to be disrupted.

Businesses are categorized in one of the above-mentioned three areas of disruption innovation. Business has already been disrupted and adopted the technology innovation or in the process of being disrupted and going to avail the technology based tools for business growth or a business is in the process of evaluating the innovation of disrupted technology for the industry.

Education 5.0 is highly innovative method, which can develop the teaching staff, students, administration to the next level of technology adoption in learning environment. Learning process is established by the learner and driven and controlled by the learner (University Teknologi Mara, 2019) . As such, the learner is seen as a whole person of whose values, beliefs, thoughts, knowledge and skills are not seen as separate fundamentals to be nurtured and trained. Dynamic technology surrounds the learner and provides options for the learner’s core decisions of what, where, when, how, why and with whom to study (Melluso et al., 2020) .

Saudi ministry of education and higher education institutions are working jointly to form and develop the most appropriate and suitable learning environment. In this regards, Saudi authorities have launched the Tenth Development Plan and the Role of the Ministry of Education for the betterment of the education infrastructure presented in The International Conference & Exhibition for Education 2020, in Riyadh, Saudi Arabia (Summit, 2020) . This plan focuses on the innovative requirements for the betterment of the overall education sector. This project has given considerable amount of following importance for education sector (Summit, 2020) :

• 6 new universities have been established in higher education sector to target and cater 1.3 million students and graduating students will be 800,000 during this plan by expanding the offered program in the Saudi universities by 5% of current total number of registered students in higher education sector (Summit, 2020) .

• 97 technical colleges have been started for female and total number of schools are touching a number of 30,000, catering 5.5 million students, which will be increased to 397.000 by the end of next year to provide education to early childhood education (Summit, 2020) .

In terms of mapping VISION 2030 with the Education 5.0, ministry of education has addressed the challenges faced by the education sector. General goals and key indicators were identified for performance measurement in accordance with the Education 5.0 transformations. National Transformation Program for General Education program is an evidence for ensuring the practical approach and to resolve the challenges and obstacles faced by the education sector (Summit, 2020) . Following are key initiatives for betterment of overall Saudi education sector:

• Academic curriculum philosophy, policies and goals development in accordance with the international standards in an improved education environment to stimulate the creativity and skills. To enhance the operational performance by adopting the cost effective measures and making the most of human capabilities, resources, equipment and buildings.

• Equal quality educational opportunities for all by improving the enrollment of students with the target of enhancing the values and skills of students both at primary and at higher education level. Includes structural reforms by drafting the new rules and regulations by forcing the discipline in the educational system, seriousness in educational practice, participating in activities and attending forums and events.

• Restructuring the educational sector, with a recent drafting of the system of regulations, instructions and executive rules that govern the development of curricula, the enrollment of teachers in the educational sector, the organization of educational supervision, and the continuous improvement of professional development and training.

• Raising the efficiency of operational performance, reducing wasted costs, and making the most of human capabilities, resources, equipment and buildings.

• Increasing the financial resources of the both private and public education sector for the capacity building of education and training system to meet the competitive labor market requirements.

• Educational Investment Services Center has been established to allocate the financial resources from private sector. Ministry has also formed partnerships with the concerned agencies to overcome the difficulties facing investors.

• Ministry has launched initiatives to encourage and support foreign investment to resolve the investor’s concerns in all regions of the Kingdom.

• Saudi Digital Library has been setup as the largest academic collection source in the Arab world, having more than 310,000 scientific references, catering most of academic and scientific fields. Smart school buildings are connected to provide support services of linked educational platforms to monitor data trends.

• Scientific research including the Center of Excellence, Distinguished Planning Forum, and the National Olympiad for Robots, the Scientific Olympics, Nashr program and the Center for Developing Research Works has been initiated to encourage the researchers.

• Ministry is also providing external scholarship program to qualified students to send them abroad for higher education from well-reputed universities.

Further distribution of these studies is shown in Figure 6 below.

Above-mentioned figure states the relevance of each education standard to its corresponding area in the education sector. First, 26% studies discussed in the literature review about restructuring the rules and regulations, modernize the teaching philosophy, and improve the process of training and supervision.

Figure 6 . Distribution of studies used in the mapping in KSA.

Detail is illustrated in Table 4 below.

Table 4 . Vision 2030 mapping with education revolution.

Second, 22% studies discuss to improve the academic process to upgrade the curriculum, redefine the policies, and improve the skills and creativity. Third, 18% studies focused on the operations to promote self-financing, prepare skillful human resource, and provide best equipment to improve the efficiency. Lastly, 34% of the studies emphasized the importance of digitization to use the digital library, plan and prepare the smart schools, promote the scientific research culture in schools and make the educational environment a center of excellence.

Table 4 shows a tabulated detail of different actions planned and exercised in deploying the education levels in education sector. It shows the efforts made in restructuring the education industry, improving the academic process and operations. It also details the digitization development in the education industry. Vision 2030 is a hallmark of the Saudi authorities in adopting the modern tools and techniques in the education sector. Saudi government has taken thoughtful actions in development of education sector in accordance with the international standards. This process has been further extended in year 2010 by focusing on the modern tools and techniques in education industry. Education has been recognized as industry and considerable efforts were taken to modernize the education industry to meet the international requirements. Vision 2030 was launched in 2016 and made the revolutionary enhancement in the education industry. Ministry of Education has taken important initiatives to modernize the education industry by adopting the modern tools and techniques. It also emphasized on restructuring the educational environment by developing rules and regulations based on the required relevance with the academic process. Special focus is given to impart technical certifications, trainings, and supervision of the classroom environment. Furthermore, academic process is given due consideration by developing the curriculum philosophy based on the policies and goals. These policies will further enhance the skills and creativity among the peers. It also shows that the efficiency of operations is considered very high to improve the academic activity by making the best use of teaching staff capabilities, other resources and equipment. Saudi authorities have planned to transform the government universities from public sector to private sector on a self-finance policy. This is another sector to encourage the investment from the private sector. For this purpose, Educational Investment Services Center has been established to provide the technical assistance to address and resolve the issues faced by the financers and investors. Saudi authorities have also taken initiatives to encourage, help the foreign investors to setup, and launch colleges and universities in private sector. Digitization is another great achievement for providing a digital platform for students, teachers and researchers. Digital library and smart schools is a great development, which helps to improve and enhance the academic process by giving them a single point of resource availability. In addition to this, distinguished planning forums have been setup at higher level in the government and private sector including National Olympiad for Robots, Scientific Olympics, Nashr program and the Center for Developing Research Works to help and guide the help the researchers (Samiha et al., 2022) .

11. Education 5.0 Implementation in Developing World— Zimbabwe

Under developed countries are facing many problems like economic and financial issues, which affects highly the mainly education and health sector. Zimbabwe is one the developing countries, who is going through different issues like, political and economic. Recently, a study was conducted to explore the learner’s perception towards the modern methods of learning like Education 5.0 in the state university of Zimbabwe (Rumbidzai Muzira & Maupa Bondai, 2020) . Study showed that the overall education sector has many deficiencies to cater the market needs and align the education sector with the market demands. In this regards, Education 5.0 was recommended at state higher education to bridge the gap between the country’s market needs and the academic knowledge provided at universities. Focus was the transform the traditional education system to learning based academic environment aligned with the market needs as Education 5.0 is more towards developing the research oriented educational environment. It also provides the social services and brings innovational integration between the education sector and industries (Rumbidzai Muzira & Maupa Bondai, 2020) .

12. Education 5.0 Implementation in Zimbabwe

Most of recent studies have recommended the following for successfully deployment of modern and innovative tools in the higher education sector of Zimbabwe (Awang, Taib, & Muda, 2020) :

• Infrastructural Development: For the purpose of implementation of Education 5.0, Zimbabwean higher education ministry has given authority to the Zimbabwe Council for Higher Education (ZIMCHE) to implement the Zimbabwe National Qualifications Framework to plan the programs for improving the transparency in the education sector (Rumbidzai Muzira & Maupa Bondai, 2020) . Program was launched to cater the market developmental needs and to remove the obsolete and outdated academic programs out of the curriculum. Modern and innovative benchmarks were setup based on the competitive market needs and demands in the higher education sector.

• Financial Infrastructure: Furthermore, for providing the basic technological needs to higher education sector, financial resources were allocated to cater the educational needs of students, teachers and other equipment purchasing. In addition to this, student’s loans were granted for the deserving students through Ministry of Higher and Tertiary Education, Science and Technology Development program (Rumbidzai Muzira & Maupa Bondai, 2020) . Both local and international financial institutions for helping the needy students to achieve their higher education at most cost effective environment.

• Promotion Infrastructure: Another very important issue was the academic staff promotion to higher ranks, Higher and Tertiary Education Institutions formed a unified policy across the country to be adopted for developing a sustainable academic platform. This unified promotion criteria helped to overcome the favoritism and promotions were purely based on the predefined procedure (Rumbidzai Muzira & Maupa Bondai, 2020) . This process has helped to bypass the promotion anomalies at different stages and only the deserving candidates will be promoted to next level who fulfills the promotion requirements. As the new promotion infrastructure was based on true basis of equality benefitting only those who have performed better in their academic filed.

• Physical Infrastructure: Physical infrastructure is a strong base for any kind of investment; financial resources are an important source for this kind of development. In today’s era, government have limited financial resources, hence private sector to provide financial support to the higher education sector. Private Public partnership can play a vital role in developing the basic infrastructure of technology hubs, knowledge cities for providing state of the art technology in higher education sector (Rumbidzai Muzira & Maupa Bondai, 2020) . Zimbabwean government encouraged the public-private partnership for the development of physical infrastructure of science and technology fields for facilitating the education sector to excel promptly. These public-private partnerships were to form Build Operate and Transfer (BOT) and Build Own Operate and Transfer (BOOT) arrangements in the higher education sector of Zimbabwe. Government was there to give this entire legal umbrella by setting up the rules and procedures for monitoring this entire process (Awang, Taib, & Muda, 2020) . Below table gives the over detail of adoption of Education revolution in Zimbabwe. Detail is illustrated in Table 5 below.

Further distribution of these studies is shown in Figure 7 below.

Figure 7 . Distribution of studies used in the mapping in Zimbabwe.

Table 5 . Mapping with education revolution in Zimbabwe.

Above-mentioned figure states the relevance of each education standard to its corresponding area in the education sector. First, 22% studies discussed in the literature review about restructuring the rules and regulations, modernize the teaching philosophy, and improve the process of training and supervision. Second, 15% studies discuss to improve the academic process to upgrade the curriculum, redefine the policies, and improve the skills and creativity. Third, 17% studies focused on the operations to promote self-financing, prepare skillful human resource, and provide best equipment to improve the efficiency. Lastly, 26% of the studies emphasized the importance of digitization to use the digital library, plan and prepare the smart schools, promote the scientific research culture in schools and make the educational environment a center of excellence.

13. Education 5.0 Implementation in Developing World—Sri Lanka

Since the COVID-19 hit the world, most of the developing counties further dip down economically and that affected the education sector as well. Sri Lanka is one of those countries who has been affected seriously and was actually in a serious financial default situation in the year 2022. Studied conducted in the recent past shows that the economic crunch actually started before the COVID-19 break up and pandemic further hit severely and the overall economic situation went to default.

In year 2016, Research and Development Branch of Ministry of Education, Sri Lanka officially stated that there are serious concerns at early education level, which is affecting the higher education. This is recommended by the authors that in 2015, that education sector at early and higher education level needs substantial efforts to make the academic environment ready for a long and sustainable education model to meet the country’s economic and industrial growth. Researchers recommended that high quality of education centers should be setup, equipped with strong market oriented curriculum, properly trained staff by providing state of the art classroom environment for a long term and sustainable academic growth. This was thoroughly researched and recommended both at primary and higher level of education including and supported with the strong evidence (Research and Development Branch Ministry of Education Sri Lanka, 2016) . (Kalamany & Pragnadarshana, 2016)

A study was conducted in year 2022, discussing the issues of overall education sector in terms of quality academic teaching including the other concern, which could affect the overall situation of the country. Study covered the education sector across the board, covering most the important aspects for better observation, assessment and results. Main purpose of study was to provide education to everyone at all levels by providing them quality education with skilled academic staff and state of the art classrooms. Study actually recommended a monitoring and control system for evaluation of academic activities based on result-oriented framework, which proved to be a strong base for a strong and sustainable academic growth at all levels (Awang, Taib, & Muda, 2020) . Following are the comprehensive recommendations for improvement in the Sri Lankan education sector.

Table below was recommended based on a strong market research through an evidence-based policy, planning and enforcement for the improvement of overall education environment in Sri Lanka. Recent studies proved that there is big margin of improvement of overall educational system in Sri Lanka (Yang et al., 2022) . Recent financial crises added the risk level to it, which is more worrying for the future of the country. Serious kind of efforts required at this time to rebuild the educational infrastructure to strengthen the educational environment, shown in Table 6 given below (Ministy of Education, 2020) .

Table 6 . Recommendations for improvement in education system.

Developing countries are facing lot of issues in general and recent financial crises have affected the education sector of Sri Lanka. Recent research shows that the efforts made earlier for the improvements of education sector are on hold due to lack of financial resources availability. Priorities are changed during this financial crunch and government is trying to provide basic necessities to the people for the survival (Awang, Taib, & Muda, 2020) .

Table 7 below shows the status of the implementation of Education 5.0 in Sri Lankan education system, which proves that Sri Lankan education system needs serious efforts to bridge this gap and bring the innovation to their existing education environment for a bright future. Detail is illustrated in the table below.

Further distribution of these studies is shown in Figure 8 below.

Figure 8 . Distribution of studies used in the mapping in Sri Lanka.

Table 7 . Mapping with education revolution in Sri Lanka.

Above-mentioned figure states the relevance of each education standard to its corresponding area in the education sector. First, 40% studies discussed in the literature review about restructuring the rules and regulations, modernize the teaching philosophy, and improve the process of training and supervision. Second, 22% studies discuss to improve the academic process to upgrade the curriculum, redefine the policies, and improve the skills and creativity. Third, 21% studies focused on the operations to promote self-financing, prepare skillful human resource, and provide best equipment to improve the efficiency. Lastly, 17% of the studies emphasized the importance of digitization to use the digital library, plan and prepare the smart schools, promote the scientific research culture in schools and make the educational environment a center of excellence.

14. Discussion

Education and businesses are interlinked with each other and technology is that additional raiser thin benefit to enhance and improve the quality of education. In order to realize and understand the inclusivity and quality of modern learning, it is very important to develop a strong technological base in the country’s development. The blend of Education and Technology will embrace the maximum benefits of the academic learning and to prepare them most valuable and a strong candidate to meet the market needs. In this regards, restructuring the entire academic process is very essential, academic coaching methodologies are so advanced; it needs a strong digital support to provide the quality education. Education and Internet/Web both run in parallel in last few decades, both complement each other at variety of levels for the academic excellence. Use of artificial intelligence, robotics, machine learning and data analytics in the modern education is common phenomena today and will increase in the future for conducive and an immersive and interactive learning environment. Study focused on the overall innovation process of academic education, in terms of developing the rules and regulations. Study has stressed that the philosophy of education is totally changed and classrooms are an old fashion lecture deliverance, role of the teacher is a facilitator to guide and help the learners to get used to run and adopt the technology. Education 5.0 also caters the importance of curriculum development, policies etc. for advancement of the academic sector to modern stages. Study has shown that creativity, skillful development of the learner is the most important part of education. It needs a strong and coordinated effort to reduce the concerns of the learners in getting the most updated knowledge. Education 5.0 enforces the use of equipment to bring the efficiency by using the digital tools in education sector. Study also shows that the scientific research has the highest importance to bring the innovative ideas to add value in the education sector for bring the highest level of excellence.

Study has focused on different domains like business needs, technological developments required for the innovative education. Developed countries have established the rules and regulations at highest level in ministry of education, industry and the business. The focus is the identifying the key obstacles at any level and to bridge the gap for sustainable and reliable advancement in the education sector. Poor countries need to conduct more scientific research to observe and asses the current situation at all levels to propose different new ideas based on evidence based study outcomes.

Study results revealed that restructuring the overall education process, needs to frame rules and regulations to make the education environment more organized, training and supervision process must be improved. Academic curriculum must be upgraded; knowledge, skill and creativity should be considered one of the key aspects for an advance and industrious education. Operational requirements regarding privatizing the education sector under the well managed control system is highly recommended for preparing a confident human resource with providing the state of art technological base to the students in academic environment. Use of digital resources from the online libraries, establishment of smart schools and excelling the scientific research culture in education sector at different levels is highly needed to bridge the gap between the market and academic institutions.

Last but not the least, this paper being a concept paper in nature has given a base to identify the week areas through mapping details to further work for bridging the gap. Study did not use any statistical data, so it could be further extended to conduct a quantitative research to further identify the gaps and bridge them accordingly based on the statistical data analysis.

15. Conclusion

Initially study was planned to review the relevant literature of education and technology in developed and developing countries in the rejoin. It was also considered to get benefit of the literature and compose the study to address the real world issues and concerns of both developed and developing countries. As this modernization of education is one of the basic pillars of the growth of countries. Study results have shown that adapting the Education 5.0 will be highly beneficial for providing better education with the use of the best of technology. Restructuring the education environment, revolutionizing the academic process, incorporating the operational excellence in education sector, use of digital resources in education, intensifying the culture of scientific research for observing and assessing the continuous changing the world of business and education will definitely help to upgrade the education in any country.

For the current study, total of 46 research studies were found on social sciences databases in last around six years. Studies were mostly focusing on the education standards in the academic environment. PRISMA method was adopted to further scrutinize the studies based on certain criteria suitable for the current study, and total 32 studies were finally selected for the current research paper. Selection of countries both from developed and developing countries was purely based on the literature reviewed for the current study.

Research study provided a detail literature for better use of deploying Education 5.0 in academic environment of the country. Studies also gave insight of the Education 5.0 standard in different sectors by showing a mapping table linked with its basic benchmarks in both developed and developing countries. This point out the weak areas, needs to be addressed on priority for obtaining better results of bridging the gap between in implementation of Education 5.0.

Education 5.0 is in the phase of reforms in terms of updating the body of knowledge, hence it is highly recommended that future studies must go further deeper to address the issues and concerns and bring up the doable solutions for the betterment of overall academic environment. Study was limited in nature being a conceptual research study, hence it could be further expanded to quantitative of qualitative research methodology for better observation and assessment.

Conflicts of Interest

The authors declare no conflicts of interest regarding the publication of this paper.

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Education 5.0: focus on pupils, not on technology

Involve more ministries in developing a vision for education.

Education has been under great pressure over the past year. Before we knew it, lessons were being taught mainly on a screen instead of in a classroom. Interaction between teachers and pupils was minimised. 

A necessary solution for the short term, but not the best option as we move forward. Together with the other ministries concerned, the Ministry of Education needs to formulate a more overall vision for education, the role of technology and the health of young people.  

Kristina Dervojeda, head of the Innovation Research Centre at PwC

Dehumanised education

‘Efficient, cost-effective and easy to use: technology offers huge potential for education,’ says Kristina Dervojeda, head of the Innovation Research Centre at PwC. 

‘However, we see that this is resulting in many schools – even primary schools – turning to a "dehumanised" version of education. That implies a minimum amount of human interaction, and a shift in decision-making from people to technology. These days, children even use technology to learn basic skills such as reading, writing and arithmetic. This trend is seen not only in standard schools, but also in schools with a special teaching philosophy, such as Montessori schools. That causes me concern,’ says Kristina Dervojeda.  

Working this way might be a good short-term solution in unusual situations such as the current coronacrisis, but it could have a very detrimental effect on students in the long run. Research shows that the youngest groups (under twelve years of age) are especially vulnerable to these effects. Delayed development, aggression, depression and digital addiction are just some of the effects we are seeing. What this tells us is that we should be very cautious about relying on technological solutions.

Long-term vision on education desirable

‘Politicians need to come up with a long-term vision for this. It is not only a matter for the Ministry of Education, but for all the ministries involved. The use of technology in education is set to increase, even after corona,' says Robert Loesberg, partner and chairman of the Education Group at PwC. It would be good to see the government coming up with a long-term vision on how technology can be properly incorporated into education without losing sight of the human aspect.’ 

‘Politicians need to come up with a long-term vision for the use of technology in education, without losing the human aspect.' Robert Loesberg Sub-Industry Leader Education at PwC

Political task to make education more relevant 

According to Loesberg, technology can be a huge help in adapting education to specific needs. ‘Technology can help to reduce inequality of opportunity by helping children in the subjects they struggle with. That makes education less generic.’

Dervojeda adds that the government should concentrate much more on the results students achieve. There should also be less emphasis on teaching individual subjects and more on multidisciplinary themes such as sustainability, energy and health. ‘That would make education much more relevant to the pupils themselves, but also to society as a whole. That is a task for our politicians.’

What is education 5.0?

Loesberg and Dervojeda refer to this as "Education 5.0". By this they mean the education of the future, which is about people rather than technology. 

‘In Education 5.0, technology is a way to add value and make education more effective. Education 5.0 is not about less or more technology, but about making conscious, responsible choices without losing sight of the bigger picture. In Education 5.0, special attention is paid to aspects such as privacy, ethics, security and technological mindfulness. It prepares students for lifelong learning and lays the foundation for a wide range of skills that go far beyond the digital.’

Recommendations for the new government in developing an overall vision:

• Approach technological transformation from the perspective of desired learning outcomes for people and do not put technology at the centre of the education agenda.
• Encourage initiatives to identify and disseminate good examples of the elements of Education 5.0. 
• Encourage education and training providers to develop common guidelines for the design and implementation of Education 5.0 and encourage their adoption.
• Encourage initiatives to monitor, analyse and prevent bad examples of digital education.
• Develop guidelines for education providers and students on data protection and privacy, as well as other aspects of digital ethics.
• Provide a healthy environment in schools that takes account of the sharp rise in the use of technology. Examples include minimising/removing electromagnetic radiation in schools, encouraging physical activity among students, and initiatives that make students aware of the consequences of excessive screen use.

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Education 5.0

Education 5.0 is a five-mission model of teaching, research, community service, innovation and industrialization, established to move the nation forward towards an innovation-led and knowledge-driven economy. Bondolfi Teachers’ College is proud to embrace and implement the principles of Education 5.0, an approach that redefines education for the 21st century. Education 5.0 represents a holistic shift from traditional educational models to a dynamic, experiential, and collaborative learning framework that prepares students for real-world challenges and opportunities.

Key Features of Education 5.0 at BTC

Collaboration is at the heart of Education 5.0, and our Early Childhood Development (ECD) department exemplifies this by partnering with the University of Zimbabwe (UZ) to create toys. The ECD Department has produced some prototype toys which the University of Zimbabwe is in the process of refining and multiplying for commercial purposes. These collaborative efforts are not only enriching the learning experience for our students but also addressing the critical need for quality educational materials in early childhood settings.

1st Edition

Educational Innovation in Society 5.0 Era: Challenges and Opportunities Proceedings of the 4th International Conference on Current Issues in Education (ICCIE 2020), Yogyakarta, Indonesia, 3 - 4 October 2020

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Description

This book consists of a selection of papers that discuss the challenges in the increasingly complex world of education and various educational problems such as moral degradation, lack of literacy, pedagogical curriculum and innovation, educational technology. Moreover, the book provides papers that deal with educational innovation in the era of Society 5.0, with a view to discuss and resolve various social challenges, issues, and problems relating to educators, students, the dynamics of the education system, and social dynamics. The subject areas treated in this book are: Character Education in Society 5.0 Era, Multiliteracy Education in Society 5.0 Era, Early Childhood Education in Society 5.0 Era, Inclusive Education in Society 5.0 Era, Curriculum, Media and Educational Technology for Primary Education in Society 5.0 Era, Joyful and Meaningful Learning in Society 5.0 Era, and HOTS in Society 5.0 Era. This book will help educators, stakeholders, and also parents to cope with the challenges in education.

Table of Contents

Dr. Yoppy Wahyu Purnomo , S.Pd., M.Pd. ( [email protected] ) is a lecturer at the Faculty of Education at Universitas Negeri Yogyakarta (Yogyakarta State University). Previously, he was an associate professor at Universitas Muhammadiyah Prof. DR. HAMKA (UHAMKA), Jakarta. He teaches postgraduate courses in Research Methodology, Issues in Educational Research, Write and Publish Scientific Papers, and Mathematics Learning Development. Currently, he moves to work at the Faculty of Education at Universitas Negeri Yogyakarta. His research interests include scale development study, classroom assessment, educational psychology, textbook research, mathematical knowledge for teaching, and teacher professional development.　 Dr. Herwin , S.Pd., M.Pd. ( [email protected] ) is a lecturer at the Faculty of Education at Universitas Negeri Yogyakarta (Yogyakarta State University). He teaches courses in learning assessment, educational research methodology, science education and comparative education. His research interests include evaluating educational programs, measuring education, item response theory, and developing scaling models.

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