THE education of remembering, as eloquently critiqued by a gentleman I recently watched in a powerful social media video, presents a profound challenge to our modern understanding of learning, work and life. His words, which struck a chord, were not merely an indictment of traditional education systems but a call to action, a plea to rethink what it means to be educated in a world that demands creativity, innovation and purpose.

At the heart of his argument was a critique of an education system that prioritises rote learning and memorisation over critical thinking, problem-solving and adaptability. The idea of rewarding memory, rather than understanding or application, is deeply flawed. It traps individuals in a cycle of predictability, paralysing their potential to innovate or think beyond the constraints of established norms.

It is an education that equips people not to lead or create but to follow and conform. This is the type of education that encourages routine — a monotonous life where one works, earns a salary, spends it, gets broke and returns to work in an endless loop devoid of meaning or growth argued this gentleman.

This critique resonates deeply with the lived experiences of many on the continent. Consider the average professional: they spend years in school mastering the art of cramming formulas, dates and definitions, all for the sake of passing exams. Once they leave the academic environment, they find themselves in workplaces that reward compliance over creativity, where success is measured not by the value one adds but by one’s ability to fit into a system. This, I believe, is the silent tragedy of current African education systems, a situation where potential is squandered because the foundation of education itself is misaligned with the demands of the present and the future.

The problem lies in the design of our education systems, which were largely crafted for a bygone era. Traditional schooling was developed during the Industrial Revolution, a time when economies needed factory workers, not thinkers. The emphasis was on producing a workforce that could follow instructions, adhere to schedules and repeat tasks with precision. Memorisation and conformity were essential skills then, but the world has changed. Today, the global economy demands creators, problem-solvers and innovators, qualities that rote memorisation can never foster.

This is not to say that memory has no place in education. Memory is a tool, a means to an end, but it should never be the end itself. When we elevate memory to the highest pedestal, we lose sight of the true purpose of education: to empower individuals to think independently, question critically and innovate boldly. An education system that rewards only memory is an education system that rewards stagnation, perpetuating a cycle of mediocrity.

The gentleman’s words about the routine of earning and spending, getting broke and returning to work hit me with particular force. This routine, which so many accept as the inevitable rhythm of life, is the product of a system that teaches survival rather than prosperity. It conditions individuals to accept the status quo, to see life as a series of transactions rather than an opportunity for growth and fulfilment. The education of remembering, by failing to inspire creativity or ambition, lays the foundation for this routine. It teaches people to follow instructions, not to dream beyond them.

But what is the alternative? How do we break free from the chains of this education of remembering and designing a system that truly serves the needs of individuals and society? The answer lies in reimagining education as a tool for liberation rather than limitation. We must move from a model that rewards memory to one that fosters understanding, critical thinking and creativity.

And in Zimbabwe we have begun that process through Education 5.0.

We are reorienting the goals of education with the primary aim being to produce individuals who do not regurgitate but a people who are curious, adaptable and equipped to navigate an ever-changing world.

This requires a fundamental shift in how we assess learning. Exams that test memory must give way to assessments that evaluate understanding, application and innovation. Students should be encouraged to question, to experiment and to explore rather than simply to memorise and repeat.

Moreover, the curriculum itself must evolve to reflect the realities of the modern world. Subjects like entrepreneurship, financial literacy, emotional intelligence and digital skills must take centre stage. These are the skills that empower individuals to break free from the routine of earning and spending, enabling them to build wealth, pursue their passions and contribute meaningfully to society.

Teachers, too, have a critical role to play in this transformation. They must move from being mere transmitters of knowledge to facilitators of learning. Their role should be to inspire, to guide and to challenge students to think for themselves. This requires a shift in teacher training, emphasising pedagogical approaches that promote inquiry, creativity and collaboration. A teacher who ignites a student’s curiosity does far more than one who simply delivers lectures; they plant the seeds of innovation and self-discovery.

Another essential aspect of this transformation is the integration of technology into education. The digital age has opened up unprecedented opportunities for learning, enabling access to a wealth of knowledge and resources. Technology can facilitate personalised learning, allowing students to explore topics at their own pace and according to their interests. However, technology must be used as a tool to enhance learning, not as a crutch that perpetuates the education of remembering.

In addition to rethinking formal education, we must also challenge societal attitudes towards learning and success. In many cultures, success is narrowly defined by academic achievement, often measured by the grades one earns or the degrees one obtains. This obsession with credentials reinforces the education of remembering, as students are driven to memorise and perform rather than to think and create. We must broaden our definition of success to include creativity, resilience, and the ability to solve real-world problems. By celebrating diverse forms of achievement, we can create an environment where innovation and originality thrive.

Breaking free from the education of remembering is not merely an academic exercise; it is a moral imperative. The world faces complex challenges, from climate change to inequality to technological disruption, that require bold and innovative solutions. An education system that rewards memory cannot produce the leaders, thinkers and doers needed to address these challenges. We need a generation of individuals who are not only knowledgeable but also imaginative, empathetic and courageous.

The gentleman in the video concluded his thoughts with a powerful challenge: To rethink how we live, learn and work. His words reminded me that the true measure of education is not what we remember but what we create. It is not about surviving the routine but breaking free from it to build lives of purpose and impact.

λ Fungai B. Mutizwa is the founder of Makumbe Hilltop College as well as a social entrepreneur and educationist dedicated to transforming rural communities through the introduction of the latest technologies and innovations. For comments and feedback, call cell 0772 315 282, 0712 547 694.