Unpacking Marginalised Community Members’ Perspectives on ZOU’s Response to Heritage-Based Education 5.0: A Conceptual Context for Now and Beyond.

Abstract

The global discourse on community engagement is gaining momentum, yet limited research exists on how Zimbabwean universities are responding to this paradigm particularly within the framework of Heritage-based Education 5.0 and Vision 2030. This study explores the Zimbabwe Open University's (ZOU) response through its fee-free short courses, implemented to empower communities and support the national goal of achieving upper-middle-income status by 2030. Using a qualitative ethnographic design, data were collected from 40 purposively selected participants through semi-structured interviews and observational checklists. Guided by the Asset-Based Community Development (ABCD) model, ZOU’s initiative built on community strengths, offering practical, heritage-aligned learning opportunities. Thematic analysis revealed that the short courses significantly enhanced participants’ entrepreneurial skills, social innovation and confidence, fostering inclusive development. High community engagement evidenced by the diverse participant demographics and celebratory graduation attendance underscored the programme’s relevance and impact. The study concludes that ZOU’s fee-free short courses are an effective model for, community-led Heritage-based Education 5.0 aligned with national development goals. It recommends continuation and expansion of these programmes into intermediate and diploma levels, the need for increased government support and a stronger emphasis on practical, participant-driven content in areas such as construction, civic education and personal grooming services. Most participants felt that such approaches not only promote lifelong learning but also created sustainable, self-employment pathways rooted in community values and needs and by so doing it advances development into upper-middle-income status by 2030.