The Fourth Industrial Revolution: A Literature Study of Challenges Associated with Access to Education in Rural Schools in Zimbabwe

Abstract

Research on access to education in Africa has resulted in the revealing of impediments working against the advancement of marginalised groups. Indeed, research shows that Africa lags behind the rest of the world in skills development. This paper reflects on the factors perpetuating hierarchies in the fourth industrial revolution, with particular attention on rural schools in Zimbabwe. It seeks to unearth challenges perpetuating inequalities in access to education. Utilising Fraser’s model of social justice, this paper contributes to the unmasking of the potential disparities manifested by the fourth industrial revolution. Therefore, by exposing the challenges of the fourth industrial revolution, this paper highlights the complexity of achieving equal access to education. The findings point to the fourth industrial revolution as a global system that has been created over time and which is unfortunately not ready to meet the needs of rural schools in a developing country like Zimbabwe. The fourth industrial revolution escalates the subjugation of rural schools, complicating the exclusionary power structures. The fourth industrial revolution has brought about social colonisation, further widening deep-rooted status gaps. This paper explores some gaps in the literature that can be investigated further and may guide research to open avenues of social transformation.

Received: 19 July 2021 / Accepted: 18 March 2022 / Published: 5 May 2022