Hillside Teachers’ College turns classrooms into engines of enterprise

HILLSIDE Teachers’ College is transforming the traditional idea of teacher training, proving that education can be about far more than producing graduates for the classroom.

While teaching remains at the heart of its mission, the institution is increasingly becoming a centre of innovation, entrepreneurship and industrialisation, where students are learning not only how to educate others but also how to create businesses, generate income and contribute to national development.

That transformation was on full display during the college’s 68th graduation ceremony, where 441 students graduated after recording an impressive overall pass rate of 98,7 percent. Yet beyond the celebrations, gowns and certificates, a much bigger story is unfolding at the Bulawayo institution. Hillside Teachers’ College is embracing Heritage-Based Education 5.0, a model that encourages learning institutions to move beyond theory and become active players in production, innovation and community development.

Classrooms, workshops and laboratories are increasingly being used as centres of production, with projects ranging from food processing and garment manufacturing to bakery and confectionery.

The goal is to ensure graduates leave with more than academic qualifications. They should leave with the skills and confidence to create opportunities for themselves and others.

Hillside Teachers’ College principal Dr Sifelani Jabangwe said the institution was intentionally breaking away from the traditional model where students acquire qualifications and simply enter the job market.

**Graduands follow proceedings during the Hillside Teachers’ College 68th graduation ceremony held at the institution in Bulawayo on Wednesday**

“At Hillside Teachers’ College, we embrace Heritage-Based Education 5.0 not only as policy, but as conviction. Knowledge must not end in the classroom; it must evolve into ideas, innovations, enterprises and opportunities that uplift communities and advance national development,” he said.

One of the college’s flagship innovation projects is the Madhumbe Crisps initiative, which is now preparing for large-scale commercial production following Government support for mechanisation. The project, which converts locally available produce into marketable products, is expected to grow significantly once new equipment arrives.
Jabangwe said modern processing machinery was being procured from China to increase production capacity and enable the project to access larger markets.

“The Government has released funding earmarked for the mechanisation of production. We remain profoundly indebted to the Ministry and to Zimdef for their invaluable financial and technical support,” he said.

The Madhumbe Crisps project reflects the college’s belief that local resources can be transformed into products with real commercial value. Beyond generating income, it is also providing students with practical experience in food processing, product development and entrepreneurship.

The institution’s garment production unit is another success story. The unit produces a variety of clothing items, including graduation gowns, while also creating employment opportunities for former students who are engaged as contract workers. This means the benefits of the programme continue well beyond graduation, providing income and practical experience to alumni.

Equally impressive is the college’s growing bakery and confectionery enterprise. The bakery is producing about 500 loaves of bread each day, while the confectionery section has expanded into a commercial operation that supplies schools and surrounding communities. Besides creating another revenue stream for the institution, the venture offers students valuable exposure to production systems, marketing and business management.

For Jabangwe, these projects are central to the institution’s vision of producing graduates who can identify opportunities and create solutions.

“Our students must leave not only with teaching qualifications, but with entrepreneurial mindsets, innovative spirits and a belief that education must solve real problems. True innovation is measured not by sophistication but by impact. At Hillside Teachers’ College, every innovation begins with one question: ‘How can this improve lives?’”

Innovation at the college extends beyond production projects. Hillside is also strengthening its research culture, with lecturers and students participating in eight research conferences during the year.

According to Dr Jabangwe, some of the research projects have the potential to evolve into commercially viable products, services and technologies capable of making meaningful contributions to economic development.

The college’s ambitions are also reflected in a broad programme of infrastructure development. Significant renovations have already been completed at the Great Hall, boardroom, student hostels and dining facilities. Meanwhile, construction of Phase Two of the sporting complex is underway, and a new beach sports facility has been completed and is ready for use.

Further developments are planned. The institution is establishing a food technology and design workshop aimed at enhancing practical learning and innovation in food sciences. At the Hillside

Extension site, land clearing and perimeter fencing are expected to pave the way for the construction of a new classroom block.

The college is also looking beyond Bulawayo. Plans are underway to develop land acquired in Matobo District, where basic infrastructure, including a perimeter fence, classroom block and borehole, is expected to be established.

Academically, the institution continues to expand its reach. Its practising secondary school is now fully registered and offers education up to Ordinary Level. The school’s first intake is expected to sit for Zimbabwe School Examinations Council (Zimsec) examinations this year.

New academic programmes have also been introduced, including food technology and design, while the addition of ChiNambya has increased the number of indigenous languages taught at the institution to seven.

Jabangwe said the expansion of programmes is designed to preserve Zimbabwe’s cultural heritage while equipping teachers with skills relevant to emerging sectors of the economy.

Strong innovation and commercial activity have been matched by equally impressive academic performance. Of the 441 graduates, 292 were women and 149 were men, with 48,4 percent having trained in STEM-related disciplines. Post-O-level students achieved a pass rate of 98,3 percent, while Post-A-level students recorded an outstanding 99 percent pass rate.

Dr Jabangwe attributed the achievements to the combined efforts of students, lecturers, parents, Government and other stakeholders who continue to support the institution.

“Behind every percentage lies determination. Today’s graduation is our collective symphony; parents composed its opening notes, lecturers sustained its rhythm, Government provided the score, and students supplied the passion,” he said.