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Engineering education in Zimbabwe is crucial for the country’s Vision 2030 Economic Agenda, but the education system is inadequate due to the mismatch between the provided talents and the ever-changing engineering world. This shortage of skilled engineers hinders economic growth and efforts to combat poverty, infrastructural deficit, and other sustainable development challenges. Traditional teaching methods and outdated materials negatively impact the outcomes of engineering graduates entering the industry. The Ministry of Higher and Tertiary Education transitioned from the Education 3.0 model in 2017 to Education 5.0, which incorporates innovation and industrialization. The increasing demand for qualified engineers to drive economic growth in Zimbabwe is discussed in this paper, which also offers recommendations for improving engineering education in the country. The study uses short questionnaires and semi-structured interviews with engineering and academic stakeholders with a response rate of 95.9% to investigate the current gap between engineering education and industry. The aim is to inspire academic institutions, education designers, and curriculum developers to create programs that provide sustainable education, industry, and engineering development in Zimbabwe.
Industrial Engineering, Durban University of Technology, Durban, South Africa
Oludolapo Olanrewaju
Industrial Engineering, Durban University of Technology, Durban, South Africa
Joseph Akpan*
Industrial Engineering, Durban University of Technology, Durban, South Africa
Francis Mafuratidze
Mechanical Engineering, Midlands State University, Zvishavane, Zimbabwe
David Ndiyamba
Mechanical Engineering, Midlands State University, Zvishavane, Zimbabwe
*Address all correspondence to: 22176142@dut4life.ac.za, josephsamuelakpan@gmail.com
1. Introduction
Engineering education is essential to innovation, industrialization, vital drivers of economic growth, and sustainable development in developed and developing countries worldwide. The dearth of adequate engineering skills in many sub-Saharan African countries is a persistent challenge that impedes the progress of industries and economies during rapid technological change [1]. It has been worsened by the gap between the skills and education provided by institutions of learning and those needed by industry, partially linked to the lack of access to modern and sophisticated equipment and technology by engineering academics to deliver the necessary skills to future engineers efficiently.
The experiences of the United Kingdom, India, China, and the USA indicate that by making available engineering knowledge and technology as key economic growth drivers, any nation worldwide could accelerate development, leapfrog developmental phases, and catch up with advanced economies [2].
Current research has noted that countries that foster collaboration between their universities and industry through research tend to experience higher levels of economic growth, as evidenced by the superior quality of their products, increased production, and innovation [3].
According to Pollex et al. [2], there has been a significant shift in the previous 15 years in all European Union countries toward establishing more robust relationships between academia, research institutions, and the industrial sector. These relationships are typically stronger between universities and large corporations than between small ones. Strengthening the connections between universities and industries is of great interest to most nations.
Universities act as knowledge producers, generating new information through research and sharing knowledge with students; however, the capability of university-industry research in Zimbabwe appears severely constrained [4].
This article aims to understand how to bridge engineering education and industry in Zimbabwe for sustainable development. The paper also suggests ways the relationship between industry and academia could be improved through better communication, collaboration, and capacity-building initiatives. The objectives of this study include the following:
To establish mechanisms that foster collaborations, knowledge sharing, and practical training in engineering institutions and industry in Zimbabwe.
To recommend measures to policymakers, employers, education curriculum developers, and civil society to promote engineering education and industry for sustainable development in Zimbabwe.
The study is structured into five sections, namely, the introduction, an overview of engineering education in Zimbabwe, a collaboration between industry and the Zimbabwean academia, a short survey with a discussion on closing the divided gap, and, finally, the study conclusion.
Zimbabwe’s engineering education is crucial for the future of the nation’s engineering workforce, offering diverse undergraduate and postgraduate programs to equip students with the necessary skills. Engineering education is critical for innovation and industrialization in Zimbabwe for sustainable development. Achieving Zimbabwe’s goal of becoming an upper-middle-income economy by 2030 would be greatly dependent on the advancement and application of engineering and technology skills, according to the country’s Ministry of Higher and Tertiary Education, Science, and Technology Development (MHTESTD) [5].
According to Froyd [6], the world has transformed and there is a shift in engineering education. Some of these shifts and changes include the following:
Shift from hands-on or practical analysis to engineering science and technology with analytical emphasis.
A shift to apply more technical engineering design.
A shift to integrate communication technology, research, information, and computational into engineering education.
The above-highlighted three changes have enabled industrial engineering practices to experience increased success through knowledge dissemination, capability building, and the contribution of the growing workforce emerging from academia.
Nyemba et al. [7] suggested that there should be a collaboration between industry and academia in Zimbabwe. They developed a model using a system thinking approach for building collaboration in engineering education. The model focused on the outcome of the Royal Academy of Engineering (RAEng), an initiative in sub-Sahara that enriched engineering education by integrating links between academia and industry.
Back in 2013–2015, the University of Zimbabwe, in partnership with six international higher education institutions in Southern Africa, engaged in and successfully managed the Enriching Engineering Education Program, which the Royal Academy of Engineering directly funded. The framework of the university-industry collaboration is shown in Figure 1 [8].
Figure 1.
University partnership in Zimbabwe, modified from [8].
The goal of the joint effort was to make engineering degrees more marketable and high quality. It is expected to be accomplished by enhancing the skills of both students and professionals through the integration of engineering education with industry practices. It included providing them with access to state-of-the-art equipment, as well as organizing seminars and conferences where information could be shared. Academics and technicians in the field of engineering are also intended to participate in ongoing professional development training as part of the effort to improve the standard of research.
The role of universities in promoting development in a country can contribute to a country’s socioeconomic needs. Currently, in Zimbabwe, about five universities are offering Engineering programs. For Zimbabwe’s higher education institutions to diversify and expand their mandate to include idea incubation and the commercialization of the most promising innovations, they need adequate funding from the government and the ability to recruit innovative and brilliant engineering faculty [9].
Engineering education and training in the early industrialization era were characterized by apprenticeship training, typically defined by on-the-job practice and training [10].
Under the Rhodesian government, Zimbabwe’s apprenticeship program went from the lower-level National Certificate (NC) and Diploma (ND) to the higher-level Higher National Diploma (HND). Meanwhile, universities in the country only offer traditional civil, electrical, and mechanical engineering programs. This policy remained in place until independence in 1980 [11].
At the undergraduate level, Zimbabwean universities offer a variety of engineering disciplines, including civil, mechanical, and electrical engineering. These programs typically span 4 to 5 years and provide students with a comprehensive foundation in engineering principles.
The curriculum encompasses a blend of theoretical knowledge and practical applications, ensuring that graduates are prepared for the challenges they may encounter in their future careers.
In addition to undergraduate programs, Zimbabwe offers postgraduate opportunities for engineering students, including master’s and doctoral programs. These advanced degrees allow for specialization in various engineering fields and developing expertise in specific areas. Postgraduate research often plays a critical role in addressing industry-specific challenges, and these programs contribute to the engineering knowledge base in the country.
Despite the promising value and the availability of institutions for engineering education, there are notable challenges within the Zimbabwean context [12]. These include resource limitations, such as access to modern laboratories and technology, which affect the quality of education. Additionally, there may be discrepancies between the skills imparted in academia and those demanded by the rapidly evolving industry.
While the United Nations (UN) indicated a continuing scarcity of engineers worldwide, with 20–50 engineers per 10,000 population, sub-Saharan Africa had an even more significant challenge, with only one engineer for the exact population count [9]. Skills audits that have been carried out in Southern Africa, including Zimbabwe, suggest that there is a shortage of high-level skills, with a deficit of over 90% in science, engineering, and technology [13].
In Zimbabwe, MHTESTD is the one responsible for higher and tertiary education, science, and technology development. The ministry envisions achieving its linkage to deliver a competitive, industrialized, modernized Zimbabwe. Through the MHTESTD, the Zimbabwean government introduced the concept of Education 5.0: teaching, research, community service, innovation, and industrialization to move the nation forward toward attaining the status of a middle-income economy by 2030 [14], as highlighted previously.
Consequently, Zimbabwe’s engineering institutions’ teaching, research, and community service roles have been modified to meet the urgent national objective of achieving middle-income status by 2030. The nation’s higher and tertiary education system is now in demand to teach, research, serve the community, innovate, and industrialize Zimbabwe [14, 15].
Under Education 5.0, Zimbabwe’s public universities are expected to implement outcomes-focused national development activities toward a competitive, modern, industrialized Zimbabwe [16]. Hence, problem-solving for value creation is the primary objective of the Education 5.0 agenda, a paradigm shift that draws on the past to inform the present and future of technological development via industrialization and innovation.
Moreover, evaluating the gaps of the past/present, challenges, and possibilities for attaining sustainable growth in Zimbabwean engineering education with industry collaboration is crucial to understanding and developing responsive broader educational teaching and research strategies. The next sections present the discourse on gaps and challenges of industry-engineering education in Zimbabwe.
3. Industry and engineering education collaboration in Zimbabwean universities
The gap between engineering education and industry requirements in Zimbabwe is significant. This divide has practical implications as it can result in graduates who may not possess the exact skill set that industries demand. Addressing this gap and promoting closer collaboration between academia and industry is crucial for the country’s economic and technological development.
The promotion of sustainable development, the acquisition of new skills (through education and training), and the dissemination and use of new information (through innovation and technology transfer) are all facilitated, according to recent research, by partnerships between academic institutions and businesses [16, 17].
Industries and universities increasingly find engagement in research and development mutually beneficial, thus the pillars of teaching, research, and community service. On the one hand, commercial enterprises are continuously embracing open innovation methods to access and absorb external sources of knowledge, resulting in a higher interest in working with universities [3].
In developing nations, specifically, a sub-Sahara African country like Zimbabwe, a fundamental problem is the quality of education and the lack of finance provided to universities, sometimes indicating inadequate capacity to engage industry in university innovation-related projects [18]. Lopes [19] et al. put it that creating better university-industry partnerships in this context takes time and continuous effort because universities in developing countries often have little industry collaboration experience and low research management capacity.
Therefore, industry-university partnership in Zimbabwe is primarily centered on two key objectives, namely:
Recruitment and Staffing Needs
Enhancement of Curriculum for Knowledge Delivery
3.1 Recruitment and staffing needs
Existing collaboration in Zimbabwe is more informal and concentrates on the industry’s recruiting of university graduates, mainly staffing, internships, and consulting. Effective labor and knowledge exchange distribution would promote Zimbabwe’s competitiveness in the industrial marketplace. Hence, institutions in Zimbabwe could benefit from industrial collaboration by acquiring knowledge from companies’ expertise, obtaining financial resources, increasing their reputation, and publishing practical studies that could spur research advancements. Hence, the innovations from such endeavors would become a core factor in contributing to the economic growth and sustainable development of Zimbabwe.
The university-industry partnerships can also extend the relevance of research carried out in public institutions, stimulate the commercialization of Research and Development products, and encourage workforce mobility between the public and private sectors, for example, in Malaysia [20]. Even in developing nations, the advantages of university-industry partnerships are clear because industries are much more likely to create and patent novel innovations when they work with universities.
3.2 Enhancement of curriculum for knowledge delivery
Industry-university collaboration (IUC) in Zimbabwe has the potential to modernize its curriculum and improve knowledge delivery. Government and stakeholders recognize IUC’s importance in promoting innovation and economic growth. Universities like NUST and CUT are establishing technology hubs for knowledge delivery while successful collaboration models exist.
However, challenges include limited coordination, resource constraints, infrastructure gaps, misaligned incentives, and faculty skills. To achieve widespread impact, Zimbabwe needs to develop a national IUC policy, provide financial support, facilitate joint research projects, invest in faculty development, and establish effective communication and networking platforms. It would help bridge the gap between theoretical knowledge and industry needs.
Some studies have supported the drive that engineering education in Southern Africa can be enhanced by collaborations between Higher Education Institutions (HEI) and industry to guarantee a quality curriculum for industrial application and economic development [4].
The shortage of relationships between HEIs and industry-qualified professionals is partly attributable to the gap and incompatibility of skills that the industry requires and those with recent university graduates.
Many university-industry collaborations in Zimbabwe have different goals, scopes, and institutional mechanisms. Therefore, collaboration should focus beyond meeting staffing needs and knowledge delivery but the scalability of knowledge at an industrial level, alongside other factors. These factors involve various domains not limited to human capital, mobility, publications, exchanges in conferences and expert groups, formal equity partnerships, leases, research collaborations, patent licensing, and so on [21]. Therefore, these factors are pertinent for Zimbabwean Industry-university collaboration to thrive.
4. Closing the divide: short survey and further discussion
4.1 Objective and methodology description
In this section, a quantitative method is employed in which data was collected employing a distributed online questionnaire from 24 respondents from both the industry and academia in Zimbabwe. The research was conducted to gather in-depth information on bridging the gap between engineering education and industry in Zimbabwe.
The questionnaire comprised both closed and a few open-ended questions constructed and shared online using a link. Engineers or graduate trainees from higher education institutions, industry, and government were targeted.
The fundamental selection criteria were their extensive knowledge of university-industry collaborations in Zimbabwe at their respective organizations. The research questions addressed were:
What are the factors that impede good university-industry partnerships in Zimbabwe?
What parameters enhance collaborations between industry and universities in Zimbabwe?
What could be some potential for future partnerships?
What benefits can be achieved by both sides from successful partnerships?
The first stage was to establish direct communication with engineers. Email invitations and telephone calls were used to approach them. The online questionnaires gathered professional knowledge and input from stakeholders to identify trends and patterns. The expected outcomes identified key factors affecting university-industry partnerships in Zimbabwean engineering education and formulated recommendations for improving these partnerships and enhancing engineering graduates’ competitiveness in the industrial landscape.
The context of the research survey aligns with the government’s transition from “Education 3.0” to “Education 5.0,” which emphasizes innovation and industrialization through science and technology. The questionnaire structure is summarized as shown in Table 1.
S/N
Summary of Questionnaire Structure
Rationale
Question
Category of Stakeholders
1
University and industry share a symbiotic relationship. Academia produces graduates who are absorbed by industry. Research work in universities is taken up by the industry and turned into products and services.
Are you implementing this relationship at your organization?
Engineers, engineering managers
2
Under Education 5.0, Zimbabwe’s state universities must launch into outcomes-focused national development activities toward a competitive, modern, industrialized Zimbabwe.
At your company, are you in partnership with any Zimbabwean State University?
Engineers and engineering managers
3
Industry support for university development in Zimbabwe can benefit both parties and advance the economic development of the country.
Do you think there should be an Industry contribution in supporting universities to develop the skills required to drive industry in Zimbabwe?
Engineers, engineering managers and academics
4
Same as a rationale for question 3
Has your organization benefited from university-industry partnerships? -
Engineers, engineering managers and academics
5
Same as the rationale for question 3
If yes, in Question 4 above, how has the organization benefited from university-industry partnerships?
Engineers, engineering managers and academics
6
Incorporating industry engineers into curriculum development offers a significant chance to improve the applicability, efficacy, and relevance of engineering education in Zimbabwe.
Do you think Engineers from Industry should be involved in curriculum development for Engineering Education at Tertiary Institutions in Zimbabwe?
Engineers, engineering managers and academics
7
Theoretical thinking
Using your Zimbabwe engineering exposure and education, Is this statement TRUE? “Industry working in isolation from academia and vice-versa is tantamount to creating unsustainable strategies to solve problems in this dynamic era”.
Engineers, engineering managers and academics
Table 1.
Summary of questionnaire structure.
4.2 Data and analysis
The surveys carefully collected opinions from people in the engineering industry and education field. The outcome provides essential information about their experiences and thoughts on how industry is connected to university education. Upon reviewing the survey questions, the challenges have been identified as areas for improvement toward the effectiveness of current joint efforts. The explored questions are directed at shedding light on the present condition between academia and industry.
This viewpoint relies on theoretical thinking and practical evidence from surveys and discussions based on the respondents, as shown in Table 2, and a summary of the survey outcome discussed subsequently with a highlight depicted in Figure 2.
Result of the Survey Response
Question
Total Respondents (persons)
Response Rate (%)
1
24
100
2
24
80
3
24
100
4
24
100
5
24
100
6
24
95.8
7
24
95.8
—
Average
95.9
Table 2.
Summary of responses.
Figure 2.
Summary of the survey result.
Question 1: Are you implementing this relationship at your organization?
34% of people answered NO to this question. The 16 positive responses highlighted the significance of collaboration between academia and industry, indicating a widespread understanding of the mutual advantages that can result from such a partnership.
The eight negative responses suggest a potential gap in implementing a symbiotic relationship between academia and industry in specific organizations, possibly due to organizational culture, resource constraints, or limited awareness. It suggests an opportunity for those organizations to explore ways to enhance collaboration, foster an environment where graduates are well-aligned with industry needs, and find practical applications.
Question 2: At your company, are you in partnership with any Zimbabwean State University?
80% of people answered. Only five individuals affirm that their companies are in partnership with Zimbabwean State Universities, whereas 19 respondents indicate that their organizations do not have such partnerships.
The question explicitly addresses companies’ involvement in outcomes-focused national development activities under the Education 5.0 model. The results of this question show limited industry-university partnerships, with the majority of participants (19 out of 24) reporting a lack of partnerships with Zimbabwean State Universities, suggesting a potential gap in collaboration between industry and academia.
The survey findings reveal a significant absence of industry-university partnerships, with 19 out of 24 participants reporting a lack of collaborations with Zimbabwean State Universities. Additionally, this indicates a considerable partnership gap between companies and Zimbabwean State Universities, indicating the potential for collaboration under Education 5.0.
Question 3: Do you think there should be an Industry contribution in supporting universities to develop the skills required to drive industry in Zimbabwe?
100% of people answered “YES” for question 3. All survey participants, constituting 100%, agreed that there should be industry contributions supporting universities to develop the skills required to drive the industry in Zimbabwe. It indicates a strong consensus among participants regarding the necessity of industry contributions to university skill development. The widespread support for industry involvement suggests acknowledging universities’ role in fostering national development and aligning education with industry needs. Therefore, moving forward, this strong agreement underscores an opportunity for industries and universities in Zimbabwe to forge closer partnerships. Such collaboration can involve financial support and active engagement in curriculum development, internships, and research projects.
Question 4: Has your organization benefited from university-industry partnerships?
Regarding the effectiveness of university-industry partnerships, 10 individuals have indicated that their organizations have benefited from such collaborations, while 14 respondents have reported no such benefits. A majority, 59% of the participants, answered “no” to this question. It highlights the importance of evaluating existing university-industry partnerships to identify improvement areas and ensure mutual benefits. As such, organizations should conduct internal assessments to identify opportunities for enhancing these collaborations to maximize their impact, promote knowledge exchange, and foster skill development.
Question 5: If yes, in Question 4 above, how has the organization benefited from university-industry partnerships?
Participants who responded affirmatively to whether their organizations benefited from university-industry partnerships highlighted various advantages. These include apprenticeships, training, involvement in new projects, collaborative research initiatives, student attachments, tailorships, mentoring of university students, engagement in field activities, and recruiting graduate trainees. Participants highlighted the benefits of university-industry partnerships, including apprenticeships, training, mentoring, and collaborative research initiatives. These partnerships emphasize holistic skill development, innovation, and practical experience, driving advancements in academia and industry. Therefore, organizations can promote collaboration between universities and industries, fostering a culture of active engagement and promoting skill development, innovation, and economic growth through successful models.
Question 6: Do you think Engineers from Industry should be involved in curriculum development for Engineering Education at Tertiary Institutions in Zimbabwe?
The survey results reveal overwhelming support for the involvement of engineers from industry in curriculum development for engineering education at tertiary institutions in Zimbabwe, with 23 respondents affirming this view and only one person expressing dissent. The results of this question indicate a strong consensus (23 out of 24 participants) on the crucial role of industry professionals in contributing to developing engineering curricula at tertiary institutions in Zimbabwe. This overwhelming agreement reflects a shared perception that industry involvement enhances the relevance of education to current industry needs, ensuring that graduates are well-prepared for the workforce.
Question 7: Using your Zimbabwe engineering exposure and education, Is this statement TRUE? “Industry working in isolation from academia and vice-versa is tantamount to creating unsustainable strategies to solve problems in this dynamic era”.
The survey results indicate a significant consensus, with 23 respondents affirming the question. The agreement (23 out of 24 participants) emphasizes a widespread acknowledgement of the interconnectedness between industry and academia for sustainable problem-solving strategies. The statement recognizes the dynamic nature of contemporary challenges, suggesting that collaboration between industry and academia is essential for developing effective and adaptable solutions.
4.3 Final remark
Based on the survey results, there is a noticeable lack of collaboration between academia and industry in Zimbabwe. Specifically, 34% of respondents indicated that their organization is not currently implementing this relationship. On the other hand, according to 80% of respondents, their companies have partnerships with Zimbabwean State Universities, suggesting that there is room for collaboration in the Education 5.0 model.
There should be industry contributions supporting universities in developing the skills needed to drive Zimbabwe’s industry, according to most respondents. This partnership agreement highlights the importance of working together more closely on things like research, internships, and curriculum development in addition to providing financial support. Apprenticeships, training, participation in new projects, joint research endeavors, student attachments, tailorships, mentoring, field activities, and the recruitment of graduate trainees were among the advantages cited by participants from these partnerships.
Institutions of higher learning in Zimbabwe should invite experts in the field to help shape engineering curricula, according to the survey. The widespread agreement here reflects the widespread belief that when the industry is actively involved in the educational curriculum development and implementation process, students’ benefit is more directly tied to real-world job requirements. The statement, “Industry working in isolation from academia and vice-versa is tantamount to creating unsustainable strategies to solve problems in this dynamic era”, also holds.
Because of the rapid shifts in industrial development, education and training should be revised and updated to stay competitive with the developments and equip students with applicable skills. However, the depressing economic conditions in parts of Southern Africa proved that these partnerships are challenging to implement due to insufficient funds and the potential of straining the few available funds [22].
The effectiveness of the engineering profession in driving social and economic growth toward sustainable development was significantly impeded by issues related to engineering education. Zimbabwe, a Southern African member, has heavily depended on foreign aid for engineering education due to a scarcity of local resources. However, this reliance has been found to be unsustainable and insufficient [23].
Hence, it is evident that making substantial and ongoing investments in engineering education is a clear method of improving the caliber of future engineers. Consequently, it is imperative to establish connections between academic institutions and industries in order to enhance the availability of cutting-edge technologies [24].
In conclusion, combining the survey responses and detailed discussions provides a clear picture of the collaboration between academia and industry in Zimbabwe’s engineering education. The survey strongly supports the need for industry participation in tertiary education, from shaping the curriculum to actively partnering with state universities. Participants widely acknowledge the interdependence between industry and academia, emphasizing a joint effort to address skill gaps, encourage innovation, and contribute to Zimbabwe’s modernization and industrial growth. The unanimous agreement on involving industry professionals in curriculum development underscores the importance of aligning educational programs with evolving workforce needs. Furthermore, the shared understanding that industry and academia must not work in isolation recognizes the necessity for interconnectedness in tackling modern challenges. While challenges such as limited perceived benefits from university-industry partnerships exist in specific organizations, these insights serve as valuable opportunities for improvement. The survey results and discussions highlight the ongoing need for open communication, collaborative projects, and strategic actions to bridge existing gaps effectively. This comprehensive approach, shaped by the insights gathered, has the potential to significantly elevate the quality and relevance of engineering education in Zimbabwe, creating a thriving environment in which academia and industry mutually contribute to the nation’s sustainable development.
The authors are grateful for the support from both the Durban University of Technology, South Africa, and the Midlands State University, Zimbabwe, toward completing this work.
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Written By
Hagreaves Kumba, Oludolapo Olanrewaju, Joseph Akpan, Francis Mafuratidze and David Ndiyamba
Submitted: 28 February 2024Reviewed: 29 February 2024Published: 19 April 2024
Open access peer-reviewed chapter
