Abstract
Governments are duty-bound to carry out public policy reforms in a bid to address specific public concerns, needs, and social interests, and stir their economies on sustainable development trajectories. This is done following their constitutional mandates. Zimbabwe has implemented several policy reforms in education, health, housing, finance, agriculture, mining, energy, policing, correctional services, and transport, among others, with varied degrees of success and challenges. These reforms required varied formulation and implementation approaches depending on the objectives and prevailing circumstances. This study gives a scholarly perspective of the public policy reform, ‘Education 5.0', on primary and secondary education in Zimbabwe, given concerns about the policy from stakeholders. An interview was conducted with a convenient sample of stakeholders. An assortment of documentary evidence was also used to gather secondary data. The study concluded that most of the respondents were satisfied with the policy Education 5.0 in principle.