1. The substantial development of Education 5.

0 is currently popular educational innovation

in Zimbabwe. Education 5.0 is centred on heritage based philosophy in shaping the future

through Information and communication technology (ICT) which has led to a number of

economic development in all countries worldwide. Having irreversibly transformed

individuals’ habits, lifestyle, forms of work, communication, business and even governance

processes, the ICT sector plays an important role in creating new jobs, new sources of

income, new business models and reducing the cost of access to public services. As such this

essay seeks to focus on roles of ICT in economic development. Education 5.0 and ICT will be

defined.

Education 5.0 is a heritage based philosophy in shaping future technology through innovation

and industrialisation (Courtenay 2018). Dede (2018) says education 5.0 is a type of education

which is centred on the heritage based philosophy in shaping future technology through

innovation and industrialization. Therefore education 5.0 as a complete transformation of

mission where education system will be focusing on programmes that lead to production of

goods and services.

According to Adeleye and Eboagu (2019) ICT is defined as the combination of informatics

technology with other related technologies, specifically communication technology. Peter and

Antonisch (2016) regards ICT as “consisting of hardware, software, networks, and media for

collection, storage, processing, transmission, and presentation of information (voice, data,

text, images)”.Therefore ICT generally, relates to those technologies that are used for

accessing, gathering, manipulating and presenting or communicating information, which

could include hardware (e.g. computers and other devices); software applications; and

connectivity.

The development of the ICT sector affects economic growth at both macro and micro levels.

At the macro level, this influence mainly manifests through contribution to productivity,

1
effectiveness, innovation, and the efficiency of financial markets, while at the micro level,

rapid access to information, knowledge and social networks accelerates communication,

paves the way for new markets, reduces production and capital costs, and promotes business

sustainability (Myovella, Karacuka and Haucap (2020). There is a growing body of research

in scientific literature focused on the analysis of the relationship between the ICT sector, ICT

infrastructure development and investment in ICTs and national or regional economic growth

for Zimbabwe to meet middle income economy level by year 2030. Basing on the results of

previous empirical studies, many researchers see ICT development as one of the key drivers

of economic growth. Nevertheless, some researchers (Myovella 2020) note that economic

growth largely depends on the level of national economic development and population’s ICT

skills, which implies that ICT development can bring greater economic benefits to developed

than developing or transition economies in Zimbabwean situation.

The positive impact of ICT development on economic growth is also confirmed in a number

of studies analysing the samples of developing countries. For instance, Rath and Hermawan

(2019) confirmed the existence of the positive relationship between the factors under

consideration in Indonesia in both the short and long run. Adeleye and Eboagu (2019) found

that ICT development statistically significantly affects economic growth in developing

countries like Zimbabwe thus to meet its desired level in economy by 2030. In the latter

study, ICT development is represented by a number of Internet users (i.e. individuals using

the Internet), a number of mobile telephone connection subscribers and a number of fixed

connection telephone subscribers.

According to Watson (Ed.) (2013) future growth potential and prospects in transition

economies depend to a large extent on ICT development, investment in ICTs and the ability

to ensure the efficient use of ICT infrastructure by the population at both macro and micro

levels. Based on the report of the Prestridge (2017) a positive macroeconomic impact of ICTs

2
can arise as a result of: higher productivity of the ICT sector itself; ICT investment across the

economy that raises labour productivity; contribution of ICTs to business innovations and

overall efficiency. The positive impact of ICT development on economic growth at the macro

level is confirmed in a substantial part of previous empirical studies.

2. ICTs influences employment both as an industry that creates jobs and as a tool that

empowers workers to access new forms of work, in new and more flexible

ways,” said Prestridge (2017). For instance, creating digital products .One can make a course

or offer advice on one’s blog, selling it as an eBook or create a membership site for people

who want to learn from one. One can also write articles for blogs or magazines, take photos

of food one cook and post them on Instagram with links back to one’s recipe website where

they can purchase ingredients. 

Secondly one can sell products online. One need to create a website and, once it is set up, one

just have to wait for the orders to come in! The most common way of selling on the internet

is through affiliate marketing – this means that if someone purchases something during ones

first week generating income one will get a cut of that sale according to Watson (Ed.) (2013).

One can also make money online by selling one’s products through social media platforms

like Facebook and Instagram. These are both great ways to advertise products without having

any physical stock.

One can be a tutor. One way in which people use technology to make money is through

tutoring. This is traditionally done in person, however the future of tutoring is through video

chat and online tutoring platforms. It makes it simple and streamlined, and one can do it on

one’s own time for whatever hour’s one want according to Peter and Antonisch (2016). This

is a great way to supplement ones income and help children with their learning. Online

3
tutoring also has the added advantage of not needing a physical space or traditional

classroom.

One can share music or art on online platforms. For those who are more creative, there are

many ways of making money through music. There are many online platforms that will allow

one to upload ones songs and, if they get enough plays or downloads, one will start making

money (Myovella etal 2020). These include Spotify, Tidal, Apple Music and Deezer, among

many others. This is a great way of getting exposure for ones work while still being able to

generate income from it.

Moreover one can start a One tube channel. The world we live in is very different from a few

decades ago, but one thing that remains the same is that we love to be entertained. One tube

currently has more than 37 million channels operating on it, and many of the more

established channels make money through advertising according to Watson (Ed.) (2013). One

can start one’s own One tube channel and earn passive income through the views on that

video.

3. With the right teaching methods, educators can create an enjoyable and productive

classroom experience for students where they can learn important academic and social skills

to last a lifetime without adequate media. Cooperative learning can be used. As the name

suggests, cooperative learning involves a lot of group work. However, it also requires a lot of

structure and intervention on the part of the teacher to make learning as effective as possible.

Some commonly used cooperative learning strategies include “think-pair-share.” (Courtenay

2018). Discussions in small groups or pairs can also be effective, as can a “jigsaw” approach.

In the jigsaw model, students are broken into small groups to read or learn from a certain

perspective thus to meet the number of media available.

4
Project based can be used .A relatively new teaching method, project-based learning falls

within the student-centered approach. As the name suggests, in project-based learning

students complete projects. However, these are big, meaty projects in which students acquire

knowledge, research, think critically, evaluate, analyze, make decisions, collaborate, and

more according to Dede (2016). Typically, projects are created in response to an open-ended

question such as “How can our school be computer literate?” or “How is our city planned in

the past and how could it be planned in the future?” Another important part of the projects is

that they relate to real-world problems. The projects shouldn’t just apply to the classroom but

have an impact, too (Courtenay 2018). For example, students might make a radio show for

the whole school to hear.

Small group instruction (SGI) can be used and usually follows whole group instruction and

provides students with a reduced student-teacher ratio, typically in groups of four to six

students. SGI allows teachers to work more closely with each student on a specific learning

objective, reinforce skills learned in whole group instruction, and check for student

understanding according to Peter and Antonisch (2016). This teaching method is based on

constant activities around workstations: groups working with the teacher and groups working

independently on varied activities, such as using manipulatives or computer/online resources.

In summation lack of access to adequate resources is a complex challenge that prevents

teachers from teaching ICT. However with discussed above methods teachers can teach with

available resources .Once more the essay discussed ICTs which can be used to enhance

livelihood of the school leavers .Importances of ICT was also discussed as well.

5
 References

Adeleye, N., & Eboagu, C. (2019). Evaluation of ICT development and economic growth in

Africa. NETNOMICS: Economic Research and Electronic Networking, 20,

31– 53. https://doi.org/10.1007/s11066-019-09131-6

Courtenay, S., (2018). Education for Employment in the 21st Century. Harare: The British

Council.

Dede, C. (2016). Comparing frameworks for 21st century skills. Bloomington, Solution Tree

Press.

Myovella, G., Karacuka, M., & Haucap, J. (2020). Digitalization and economic growth: A

comparative analysis of Sub-Saharan Africa and OECD economies.

Telecommunications Policy, 44(2), 101856.

Peter K. Antonisch (2016): Databases as a Tool of General Education. Lecture Notes in

Computer Science 4226, 59-70,

Prestridge, S. (2017). Engaging with the transforming possibilities of ICT. Australian

Educational Computing, 22(2), 3‐9.

6
Watson, D. (Ed.) (2013). Impact – An Evaluation of the Impact of the Information

Technology on Children’s Achievements in Primary and Secondary School.

London: King’s College London.