The role of government in the economy has been a subject of intense debate for decades. While many citizens look to their governments to provide jobs, a more nuanced perspective suggests the primary responsibility of government should be to create an environment conducive for the development of productive citizens.
At its core, job creation is a function of the private sector. Businesses, driven by profit motives, are the primary engines of employment. When governments attempt to create jobs directly, they often do so through public sector employment or by subsidising certain industries. While these measures can provide temporary relief, they do not address the underlying issues that lead to unemployment.
Moreover, government-created jobs can sometimes lead to inefficiencies, as they may not align with market demands or the skills of the workforce. Instead of focusing on job creation, governments should prioritise creating a favourable environment for businesses to thrive. This includes implementing policies that encourage entrepreneurship, such as reducing regulatory burdens, providing access to capital, and fostering innovation.
When businesses flourish, they naturally create jobs, leading to sustainable economic growth. Again, it is never the responsibility of the government to create jobs for citizens: It is the responsibility of the government to create an enabling environment for creating productive citizens. Zimbabwe needs productive citizens, not citizens seeking employment. It is a mammoth truth that there is a direct connection and link between education and the economic prosperity of a country.
Making an intentional investment in the educational sector by both the public and private sector, is one of the most important methods and ways for a nation, such as Zimbabwe to achieve sustainable development from a policy perspective. Education is a fundamental human right and essential for building inclusive and sustainable societies. As a core pillar of education, the curriculum plays a pivotal role in preparing individuals to become productive members of society.
A curriculum is not merely a collection of subjects; it is a strategic framework designed to prepare individuals for economic and social participation. When aligned effectively, it serves as a catalyst for socio-economic transformation by equipping learners with relevant knowledge, skills, and values. One of the major shortcomings of many African educational systems is the rigidity of curricula, which often prioritise theoretical instruction over practical experience.
Traditional learning structures emphasise rote memorisation and standardised assessments, neglecting experiential learning methods that encourage creativity, adaptability, and critical thinking. As an example, Zimbabwe’s tertiary education system has been criticised for producing graduates who lack practical competencies relevant to industry needs.
This disconnect stifles innovation and entrepreneurship, leading many young people into underemployment or informal sector jobs. It is essential for Zimbabwe to adopt aggressively a model that blends classroom instruction with hands-on industry experience. Such models help balance theoretical instruction with practical training, ensuring students graduate with market ready skills. Addressing Africa’s youth unemployment crisis requires a concerted shift toward skills-based education.
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This includes strengthening industry partnerships to align curricula with labour market demands, expanding work-based learning opportunities such as internships and apprenticeships, and designing demand-driven courses tailored to high employment sectors.
Entrepreneurship education must also be a core component of modern curricula. Embedding entrepreneurial modules across disciplines encourages self-reliance and business development, while mentorship and incubation programmes support students in translating their ideas into viable enterprises.
The Zimbabwean government must invest in education sector reforms that integrate vocational and technical training with formal education. Strengthening collaboration between ministries of education and industry leaders is crucial to ensure curricula align with labour market demands. Increased funding should be directed toward educational infrastructure, teacher training, and digital learning resources to support these reforms.
Educational institutions should revise curricula to emphasise entrepreneurship, problem solving, and STEM education. Institutions must actively foster partnerships with industry to provide students with internship and apprenticeship opportunities.
Additionally, the adoption of innovative teaching methods such as experiential and project-based learning will enhance student readiness for the workforce.
The private sector should continue to play an instrumental role in curriculum development by ensuring that graduates acquire relevant job market skills. Expanding internship, mentorship, and job placement programmes will bridge the gap between education and employment.
Furthermore, businesses should support research and innovation in education through funding and resource provision. International organisations and development partners should continue to support initiatives for curriculum harmonisation and quality assurance across Africa.
Funding capacity building programmes for teacher training and educational infrastructure will ensure sustainable progress. Facilitating cross-border knowledge exchange in best practices for curriculum development will also enhance the effectiveness of educational reforms.
The misalignment between education and employment in Zimbabwe is not merely a curricular issue, but a deeper structural challenge that reflects broader economic and governance realities. Despite widespread recognition of the need for reform, efforts to reimagine curricula often falter due to systemic barriers, including inadequate funding, resistance to change, and insufficient industry collaboration.
As a result, many Zimbabwean graduates remain ill-equipped for the demands of the modern job market, perpetuating cycles of unemployment and underemployment. Truly transformative curriculum must go beyond theoretical adjustments; it requires a paradigm shift in how education is perceived and delivered.
Traditional academic models that prioritise rote learning and standardised examinations must give way to competence-based systems that foster critical thinking, problem-solving, and adaptability.
Moreover, education should not be viewed as a standalone entity, but as an integral part of economic and industrial policy.
Government, businesses, and educational institutions must work together to develop dynamic curricula that anticipate labour market needs rather than react to them. If curriculum reforms are to yield tangible results, they must be accompanied by policy coherence, resource allocation, and a cultural shift toward valuing skills over credentials. Only through such an integrated and forward thinking approach can Zimbabwe harness its youth potential for sustainable socio-economic transformation.
A productive citizen is one who is empowered to take initiative and contribute to society in meaningful ways. The government can cultivate this mindset by promoting a culture of self-reliance and entrepreneurship. This can be achieved through educational programmes that emphasise critical thinking, problem-solving, and creativity.
By equipping citizens with the skills necessary to navigate the complexities of the modern economy, governments can help individuals become job creators rather than mere job seekers. Furthermore, the government can support initiatives that encourage small business development.
By providing resources such as mentorship programmes, grants, and low interest loans, they can help aspiring entrepreneurs turn their ideas into viable businesses. This not only creates jobs, but also fosters a sense of ownership and responsibility among citizens, leading to a more engaged and productive society.
Education is the cornerstone of a productive citizenry. A well-educated population is better-equipped to adapt to changing economic conditions and to seize opportunities as they arise.
The government should invest in a robust education system that emphasises not only academic knowledge, but also vocational training and lifelong learning.
By aligning educational curricula with the needs of the labour market, governments can ensure that citizens possess the skills required for the jobs of the future.
Moreover, education should instill values such as resilience, adaptability, and a strong work ethic. These qualities are essential for individuals to thrive in an ever-evolving economic landscape.
When citizens are educated and equipped with the right mindset, they are more likely to contribute positively to the economy, regardless of the availability of specific jobs.
In conclusion, while the desire for job creation is understandable, it is essential to recognise that it is not the government’s primary responsibility to provide jobs for citizens.
Instead, the government should focus on creating an environment that nurtures productive citizens. By fostering individual initiative, supporting entrepreneurship, and investing in education, governments can empower citizens to take charge of their economic destinies.
This approach not only leads to sustainable job creation, but also cultivates a society of engaged, innovative, and resilient individuals capable of driving economic growth and social progress. Ultimately, the goal should be to create a landscape where citizens can thrive, not just survive, in the ever-changing world of work.
- Chengeta is an educator and academic writer. These weekly articles are coordinated by Lovemore Kadenge, an independent consultant, managing consultant of Zawale Consultants (Pvt) Limited, past president of the Zimbabwe Economics Society and past president of the Chartered Governance & Accountancy Institute in Zimbabwe. — kadenge.zes@gmail.com or mobile: +263 772 382 852.
