The dawn of education 5.0 philosophy: Implications on musical arts pedagogics in universities, Zimbabwe

Abstract

Musical arts education has a critical role to play in realisation of the Education 5.0 trajectory. This study seeks to examine how musical arts education in universities can align with education 5.0 and deliver tangible goods and services in their creative space. There is a scarcity of information concerning strategies, and ideas on how music education in universities can promote the new Education 5.0 ideology. Thus, this study based on the findings will propose a model which may be implemented to improve the music education output. In this qualitative research a descriptive research design was engaged to carry out the study and the sample comprise three state Universities offering musical arts education and six musical arts experts who were interviewed to generate data for analysis. Data analysis was accomplished through engaging thick descriptions and thematic analysis. The results of the study indicate that the musical arts education sector could transform through incorporating and equipping students with: innovation skills; industrialising skills, promote creativity, and adopting the heritage based philosophy in order to structurally align with the new education policy. Additionally, the quality of Zimbabwe’s musical arts industry depends on an applicable, result oriented and dynamic musical arts curriculum. Therefore, the study recommend that tertiary musical arts education sectors could perform a critical role in imparting prerequisite skills to future music artists and develop new knowledge through incorporating entrepreneurship and current technological facets in the musical arts pedagogy.