Higher education institutions.
Published in Chapter:
Education and Knowledge Under the Impact of Economic Stress: Rhodesia 1965-1979 vis-a-vis Zimbabwe Since 2002
Innocent Chirisa (University of Zimbabwe, Zimbabwe), Gift Mhlanga (University of Zimbabwe, Zimbabwe), Abraham Rajab Matamanda (University of the Free State, South Africa), and Roselin Ncube (Women's University in Africa, Zimbabwe)
Copyright: © 2021
|Pages: 26
DOI: 10.4018/978-1-5225-8873-3.ch008
Abstract
This chapter intends to have answer the questions: How did Ian Smith structure his government and economy and survive sanctions for sixteen years (1965-1979) and become innovative? Why, under almost similar conditions, did Robert Mugabe fail to bring the economy do its toes? In cases, what was the role of knowledge societies and what role did they play to bridge the gap between society and them towards meaningful development? The study uses desktop review as the basis of getting data and information useful in building this theoretical case study of Zimbabwe in the period 1965 to 2018. The robustness of an economy under a stringent economic environment is a function of its ability to tap and harness the prowess of its knowledge societies. It is recommended that strong links between the private, public, and knowledge sectors are required and this must happen in an environment with trust, transparency, accountability, rule of law, and commitment translating into a powerful connubio for transformation.