TESTIMONIES OF TRANSFORMATION: PARTICIPANTS’ REFLECTIONS ON ZOU’S FEE-FREE SHORT COURSES AS SUPPORTERS OF EDUCATION 5.0 GOALS PHILLIPA MUTSWANGA1 AND EURITA NYAMANHARE1

TESTIMONIES OF TRANSFORMATION: PARTICIPANTS’ REFLECTIONS ON ZOU’S FEE-FREE SHORT COURSES AS SUPPORTERS OF EDUCATION 5.0 GOALS PHILLIPA MUTSWANGA1 AND EURITA NYAMANHARE1

PHILLIPA MUTSWANGA

EURITA NYAMANHARE

This study investigated how participants perceived Zimbabwe Open University’s (ZOU) fee- free short courses as tools for advancing developmental goals through community engagement. The research aimed to uncover how these programmes contribute to skills development,heritage preservation and inclusive growth, in alignment with Education 5.0. Zimbabwe’s higher education policy emphasising teaching, research, community service, innovation and industrialisation. Guided by the Windmill Reciprocity Model, symbiotic transformative epistemology and the Open and Distance e-Learning (ODeL) philosophy, the study employed qualitative methods to gather data from purposively selected individuals who had completed at least two short courses. Data was collected through semi-structured interviews, participant observation and narrative accounts. Follow-up calls and triangulated methods ensured clarity and saturation of findings. Participants widely viewed the courses as transformative, empowering them to improve livelihoods, promote cultural identity and participate meaningfully in community development. Based on the findings, the study recommends that ZOU strengthen its community engagement by leveraging its Faculty of Agriculture as a central pillar for sustainable development initiatives. It also proposes the creation of shell companies and sheltered workshops managed by trained community members, with regional campuses providing oversight. These centres could serve as innovation hubs and market outlets for indigenous products and services. To ensure long-term impact, the study advocates for the scaling up of training to intermediate levels, increased focus on indigenous knowledge systems, and the integration of civic education. It further recommends that the government support social innovation across higher education institutions through dedicated funding and collaborative research. Such initiatives would help preserve cultural heritage, promote inclusive development and ensure intergenerational transfer of traditional knowledge.

Zimbabwe Open University Journal of Applied Social Sciences

2026