Online Reporter
Sikhulekelani Moyo, Zimpapers Business Hub
THE need to enhance collaboration between industry and academia continues to arise as experts express worry over a mismatch between industry requirements and the graduates being produced from different universities.
Experts have said there is a need for more collaboration between industry and academia, a development which will see universities releasing graduates that are relevant to global trends and industry requirements.
The continuous change in technological dynamics has also seen some skills being rendered less useful, with the advent of artificial intelligence and other initiatives reducing some human interface.
Responding to questions sent to him by the Zimpapers Business Hub, former Zimbabwe National Chamber of Commerce (ZNCC) vice-president, and seasoned Bulawayo businessman, Mr Louis Herbst, said the skills mismatch underscores a critical disconnect between academia and industry.
He said what is needed is a deliberate reintroduction of industry apprenticeships and structured graduate trainee programmes, designed in partnership between industries and universities.
“Universities continue to produce graduates with strong theoretical grounding, but industry demands adaptable, technology-driven and practical skills that can be applied immediately,” said Mr Herbst.
“Furthermore, there is a pressing need to review admission policies at universities. Too often, passionate students are denied entry into fields such as medicine or engineering simply because their academic points fall short, forcing them into degrees that offer little relevance or fulfilment in the long run.
“A more balanced admissions system, one that considers not only academic grades but also aptitude, commitment and passion, would allow us to channel students into careers where they can truly excel.”
He said this shift would ensure they nurture a generation driven by purpose rather than default placement into “available” subjects.
This ensures that graduates gain hands-on experience before entering the workforce, that companies can influence curricula to reflect real industry needs, and that they can secure a pipeline of skilled, job-ready talent who can contribute from day one.
“At the same time, we must acknowledge a hard truth: we cannot always look to, rely on, or blame the Government for our lack of action,” said Mr Herbst.
“At the end of the day, we are speaking about our own businesses and our own legacies.
“If we are truly in business for the long run, then our approach cannot be merely about chasing shortcuts, exploiting loopholes, or manipulating resources for immediate gain until such avenues are closed off.”
He said industries should commit themselves to building sustainable enterprises, investing in people, systems, and innovation.
“We must support one another, collaborate with academia and work with the Government as a partner in development, not as a convenient scapegoat.
“Playing only for profit today while blaming tomorrow will never build the resilient economy that Zimbabwe needs.”
The responsibility, and indeed the opportunity, lies squarely with us as industry leaders to set the pace, take the risk, and nurture the next generation of talent. Only then can we begin to transform our economy from one of survival into one of sustainable growth and global relevance.
The Confederation of Zimbabwe Industries (CZI) chief economist, Dr Cornelius Dube, recently said there are vast skills in the market, which are not needed by the industry, hence the need to collaborate.
“How best can we ensure that the skills that are unleashed by our universities are the best that the industry needs? That’s why we say ‘let’s work together with academia’,” said Dr Dube.
The development of 21st century skills is critical in driving Zimbabwe’s transformation towards an upper-middle-income status by 2030.
Evolving technologies since the advent of the digital era call for the skilling and re-skilling of the workforce in order for it to remain relevant.
To address some of these challenges and promote industrialisation, Zimbabwe introduced the Education 5.0 model, which represents a significant paradigm shift in the country’s educational approach, addressing both societal needs and national economic priorities.
This framework is built on five critical pillars: teaching, research, community service, innovation and industrialisation.
It aims to produce graduates equipped to drive industrial growth and tackle real-world challenges.
Since its official adoption in 2020, Education 5.0 has gradually transformed higher education institutions into vibrant hubs of innovation.
Key achievements include the establishment of innovation hubs and industrial parks at universities, notable advancements in research and development, and the commercialisation of numerous student-led projects.
