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Article Title: Towards an Upper Middle-Class Economy: An Analysis of Zimbabwe's STEAM Education and Education 5.0 Frameworks
by Sekai Noreen Gore, Janet Chidhakwa , Mavis Mlilo , Mavis Magede Dr. Vongai Mpofu

Abstract:
The advancement of economies is at the centre stage of every nation. To date, many nations have introduced frameworks to reform their education systems in cognisance of education as the cornerstone of economic development and competitiveness. In this regard, Zimbabwe is making concerted efforts to recoup its ailing economy through its two Education ministries-the Primary and secondary Education (MPSE) and the Higher and Tertiary Education, Science and Technology development (MHTESTD). These Ministries introduced two main curriculum reforms (STEM/STEAM and Education 5.0) with the aim of developing in students innovative and critical minds. Together these frameworks guide classroom practices across the timeline of education to a point of channelling innovative competent graduates into the world of work. However, the STEAM and/or STEM education is associated with primary and secondary education, whilst the education 5.0 (E5.0) is aligned to tertiary education. These two ministries seem to operate with these frameworks in isolation of each other, thus disregarding that education is a timeline from early childhood development (ECD) to tertiary level. This a challenge to the educators in higher education, particularly those involved in teacher training as to which framework to inform their classroom practices. Moreover, these frameworks have been introduced with no accompanying analysis and interpretation. The policy makers assume that educators will be able to analyse, interpret and implement these frameworks effectively. However, educators� continued traditional classroom practices strongly indicate that they are being challenged to shift to innovative classroom practices. Yet these traditional practices are being discouraged because of their failure to develop innovative competences in students and are detrimental to the Zimbabwe economic development endeavours of attaining an upper middle-class economy by 2030. This paper seeks to analyse STEAM Education and Education 5.0 frameworks in order to provide an understanding of what they entail, how they are linked and how they can inform classroom practices for advancing Zimbabwe to an upper middle-class economy.For this study we used qualitative approach, specifically an integrative literature review methodology. An integrative review approach was useful because allowed us to analyse not every article ever published on the topic but rather to study sampled from which to combine perspectives and create new conceptual model. Not only does a STEAM and Education 5.0 frameworks teach students how to think critically, problem solve and use creativity, it prepares students to work in fields that are poised for economic growth. The arts and STEM subjects naturally complement and inform each other, so implementing STEAM principles into education allows for more understanding, innovation, and a cohesive education in the classroom.

Keywords: STEAM Education, Education 5.0, Higher Education, Innovative competences,

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