An Assessment on the Effects of Modular Teaching and Learning in Achieving Education 5.0. A Case of Women University in Africa

The purpose of the study was to assess the effect of modular teaching and learning in achieving objectives of Heritage Based Education 5.0. This was triggered by the adoption of modular approach by most institutions of Higher Learning in Zimbabwe. The study aimed to find out whether the highlighted template curriculum goals were being achieved or not. This follows the fact that practical teaching is expected to provide learners with real-world skills.  This research had three specific objectives namely; to identify the current modular teaching practice for Heritage Basic Education 5.0; to find out the effects of modular teaching and learning approach based on the 5.0 objectives and; to recommend useful strategies for effective modular teaching and learning practice.In line with the intrepretivism  research philosophy adopted, the study used the qualitative research method, case study research design and interviews on a sample of 12 participants drawn using purposive  sampling. Both descriptive and inferential statics were used to analyse data.  Data gathered from key informant interviews and documentary reviews underwent thematic analysis. The study revealed that modular teaching and learning practice could have a positive effect in attaining quality Heritage Based Education and rhyme with 5.0 objectives in Zimbabwe on the condition that adequate infrastructure is implemented in tertiary institutions to support the framework.  It was also established that there is need to offer training on instructional strategies and technologies that align with Education 5.0 among other strategies.