Story by ZBC staff reporter
HARARE-THE Minister of Skills Audit and Development, Professor Paul Mavima, has called for a paradigm shift in Zimbabwe’s education system, urging schools to serve as “leadership laboratories” that nurture values-based, resilient and innovative citizens capable of driving the national development agenda outlined in Vision 2030 and the National Development Strategies (NDS1 and NDS2).
He was speaking as Guest of Honour at a Mind Education Workshop organised by the Zimbabwe Foundation for Education with Production (ZIMFEP) in partnership with the International Youth Fellowship (IYF).
“Our Ministry is mandated to analyse, anticipate and align national skills development with Zimbabwe’s socio-economic trajectory, guided by Vision 2030 and the NDS1 and NDS2 blueprints instituted by His Excellency, President Dr E. D. Mnangagwa. These frameworks demand a bold rethink of our education model. Mind Education is central to that reform a lifelong process that promotes positive thinking, moral grounding and problem-solving,” Professor Mavima said.
Professor Mavima emphasised that while Mind Education is not a new concept, it must be intentionally directed toward national goals and value systems.
“We must ask ourselves, what positive destination do we seek for our people? What values should shape our journey? What institutions must we build to drive this progress? These are the fundamentals Mind Education must reinforce,” he said.
He described Mind Education as a sub-concept of Human Capital Development, critical for both the young and older generations.
“It is not only about the youth it is a lifelong orientation process for all Zimbabweans. We must cultivate citizens who are not just informed, but also morally upright, emotionally mature and resilient enough to meet national aspirations,” he added.
Professor Mavima applauded the country’s Heritage-Based Curriculum (Education 5.0), which he described as a home-grown innovation that integrates productivity, local knowledge, discipline and national pride.
“This curriculum reflects extensive consultations since the days of the Nziramasanga Commission. It clearly maps out learner outcomes, skills sets, pathways and a national educational philosophy rooted in productivity. Its full operationalisation must be prioritised. When we talk about Education with Production, we envision schools as centres of innovation and enterprise. But skills alone are not enough. Mindsets matter. This is where Mind Education becomes indispensable as the bridge between intention and action,” he said.
Looking ahead to NDS2, Professor Mavima said the Government will place increased emphasis on foundational skills, innovation, and the integration of 21st-century competencies that align with the 4th and 5th Industrial Revolutions, without abandoning Zimbabwe’s cultural heritage.
“We are preparing our children for a future that demands critical thinking, ethical leadership, innovation and emotional maturity all grounded in Zimbabwean values,” he said.
Professor Mavima expressed gratitude to ZIMFEP and IYF for their work in promoting Mind Education, and pledged continued Government support for holistic and home-grown educational models. A Mind Education Steering Committee has already been formed to drive systemic change.
Mind Education, according to stakeholders, aims to cultivate problem-solvers, leaders and innovators. By investing in mindset transformation, both learners and educators benefit laying the foundation for a prosperous, self-reliant Zimbabwe.
