Participation and Equity in Zimbabwe’s Education 5.0: A Human Development Analysis of Gender and Socio-Economic Inequalities

Judith Sikala

doi:10.25159/2412-8457/20058

Authors

Judith Sikala University of the Free State https://orcid.org/0000-0001-6789-3462

DOI:

https://doi.org/10.25159/2412-8457/20058

Keywords:

human development, Education 5.0 policy, participation, gender, higher education, capability approach, equity

Abstract

The adoption of the Education 5.0 policy by Zimbabwe represents a positive transformation in higher education, and positions universities as engines of innovation, industrialisation and socio-economic development. The policy is poised to enhance employment opportunities and promote inclusive participation among graduates, enabling meaningful contributions to national economic growth. Nevertheless, despite the government’s efforts to drive the agenda, research evidence from higher education suggests that inclusion and equity in policy implementation remain contested, especially regarding gender dynamics and socio-economic differences. In response to that, I applied the human development and capability approach frameworks to critically explore how gender, participation and socio-economic background affect students’ experiences and opportunities when implementing the policy at a selected public university in Zimbabwe. I collected data through 21 individual in-depth semi-structured interviews and three focus-group discussions with 20 final-year students from three distinct faculties. The findings revealed complex and sometimes contradictory perspectives among students. The participants from the Social Sciences predominantly viewed gender as a non-issue, attributing fair participation to the university’s open-door policies. Conversely, the participants from the Arts and Humanities and Engineering and Geosciences reported persistent gender-based barriers. In addition, complexity is evident in male students’ perceptions of reverse discrimination stemming from affirmative action policies. Economic background also emerged as a significant factor intersecting with gender, shaping students’ readiness for university, programme choices, and aspirations for future economic security. Finally, the study recommends policy refinements and institutional strategies to foster truly inclusive and fair participation in Zimbabwe’s higher education landscape.

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