Configuration of the CPU server.
\r\n\tIn the last decades, particular attention to this field has been paid to the coastal erosion problem all over the world. Indeed, the deployment of artificial reservoirs, modification of the runoff characteristics of internal areas, sand extraction from rivers, and harbor siltation, caused a decrease of sediment input on the coastal environments, and, therefore, a generalized deficit in the sediment budget. Often, dredging activities are required to collect sediment finalized to “soft” techniques to restore beaches or to move the sand trapped in the harbor (clean or contaminated).
\r\n\tMoreover, the coastal protections induced hydrodynamics and morphodynamics modifications inducing sometimes strong variations to the sediment transport regime.
\r\n\tHistorically, all these aspects are related to specific research areas ranging from engineering, geology, geomorphology, biology, etc, but it is difficult to find a comprehensive overview of these topics.
\r\n\r\n\tThis book is intended to collect original works and review concerning numerical and experimental investigation, theoretical works, methodological approaches, and any other technique that allow giving the actual state-of-the-art in the field of sediment transport.
",isbn:"978-1-80355-868-4",printIsbn:"978-1-80355-867-7",pdfIsbn:"978-1-80355-869-1",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!1,isSalesforceBook:!1,isNomenclature:!1,hash:"e7b1c1592e32fe87af399022616ad0f8",bookSignature:"Dr. Davide Pasquali",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11136.jpg",keywords:"Longshore Sediment Transport, Sediment Budget, Morphodynamics, Hydrodynamics, Sediment Transport, Sedimentation, Mathematical Modelling, Erosion and Deposition, Dredging, Harbor Siltation, Contaminated Sediment, Water Quality",numberOfDownloads:50,numberOfWosCitations:0,numberOfCrossrefCitations:0,numberOfDimensionsCitations:0,numberOfTotalCitations:0,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"November 4th 2021",dateEndSecondStepPublish:"February 23rd 2022",dateEndThirdStepPublish:"April 24th 2022",dateEndFourthStepPublish:"July 13th 2022",dateEndFifthStepPublish:"September 11th 2022",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"3 months",secondStepPassed:!0,areRegistrationsClosed:!0,currentStepOfPublishingProcess:4,editedByType:null,kuFlag:!1,biosketch:"Davide Pasquali is currently a Research Fellow in the Department of Civil, Construction-Architectural, and Environmental Engineering (DICEAA) at the University of L’Aquila. 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With funding from the six selected companies, the total investment reaches over $430 million to achieve the goal of delivering at least one exascale-capable supercomputer by 2021 [1]. Building an exascale high performance computing (HPC) system has to overcome four major challenges: parallelism, memory and storage, reliability, and energy consumption. An exascale system, if built using the existing technologies, will consume half of a gigawatt of power, which highly exceeds the expected power limit specified by DOE. Therefore, innovative technologies are needed to enhance the power and energy efficiency and improve the system performance with a low power consumption.
Compute nodes are a major power and energy consumer inside an HPC system. Deng et al. [2] found that about 60% of system power is consumed by CPU, around 30% of power is allocated to memory, and other components account for 10%. This situation becomes more obvious in HPC environments where compute intensive and data intensive computation keeps a system always busy. Hence, reducing power and energy consumption of computing units and memory is the major challenge for efficiency of the whole system.
The message passing interface (MPI) is the de facto standard for writing HPC applications. It is a computation-centric programming model, where MPI processes are independent execution units that contain instructions and state information, use their address spaces, and interact with each other via inter-process communication mechanisms defined by MPI. Application programmers focus on writing computation processes and dealing with their communication, while data-related components, including data layout, data placement, and data movement, are implicitly determined by computation. As the volume, variety, and velocity of data dramatically increase, computation-centric programming becomes inefficient. Data-centric programming is increasingly addressing these problems, because focusing on the data makes the big-data problems much simpler to express. It enables programmers to define data properties including organization, partitioning, privileges, and coherence, also allows runtime systems to control data movement, communication, task scheduling, and execution.
Legion, which is jointly developed by Stanford University, Los Alamos National laboratory, and Nvidia, is a data-centric parallel programming system for writing portable high performance programs targeted at heterogeneous architectures [3, 4]. Legion provides abstractions which allow programmers to describe properties of program data, such as independence and locality [3]. By making the Legion programming system aware of the structure of program data, it can automate many of the tedious tasks programmers currently face, including correctly extracting task- and data-level parallelism and moving data around complex memory hierarchies.
Existing works mainly focus on improving the performance of Legion applications. Little is known about the energy efficiency of the Legion system and many questions have not been answered, such as:
Unlike the traditional HPC programming systems, what are the distinct characteristics of power and energy consumption of Legion runtime and applications?
Can Legion applications achieve better power and energy efficiency, at the same time as accelerate the execution and increase the throughput?
How well do Legion runtime and applications utilize computing and memory resources on both homogeneous and heterogeneous systems?
In this chapter, we study these critical questions and analyze the energy efficiency of Legion applications and runtime system. We test a number of benchmark applications with varying configurations on a CPU-GPU heterogeneous platform. We run both the MPI version and the Legion version applications. The heterogeneous system offers pure CPU and CPU-GPU execution environments. We use a variety of power profiling tools such as PAPI [5], RAPL [6], PowerAPI [7], and NVML [8] to measure runtime power consumption and characterize power consumption, energy consumption, and resource utilization of applications run on Legion. Important contributions include: (1) Legion Helper affects the performance and power consumption of applications; (2) Legion-based GPU applications perform better with regards to energy efficiency and execution time for larger problem size.
As far as we know, this is the first investigation of the performance and energy properties of Legion applications and data-centric Legion runtime system. The findings and results produced from this work will improve our understanding of Legion and develop resource scheduling to maximize system performance while operating under static/dynamic power caps.
The remainder of this chapter is structured as follows. Section 2 briefly presents the data-centric programming model and Legion runtime. The test environment (hardware, benchmarks, and profiling tools) is described in Section 3. Section 4 presents the results on performance and energy efficiency on servers with only CPU. The results on heterogeneous servers with both CPU and GPU are presented in Section 5. Key findings are highlighted in Section 6. Section 7 describes and related research and Section 8 provides the conclusion.
Legion [3, 4] is a data-centric programming model and it provides runtime system to reduce expensive data movement in the complex memory hierarchy and to write highly portable and data intensive programs for heterogeneous system. Legion Runtime extracts independent tasks and allocates them to available computer resources to speed up parallel execution.
Compared to current computation-centric programming models, such as MPI and OpenMP, which require that programmers to explicitly specify the communication between compute nodes and data transfer for underlying parallel mechanisms, Legion focus more on defining data properties and the relationship between different data units [3]. Application developers can explicitly declare the properties of program data, including data organization, independence, partition, and locality. Therefore, Legion hides the operations of extracting parallelism and data movement and provides auto mapping to avoid suffering data moving overhead. Also, Legion allows programmers to customize optimal mapping for specific applications or infrastructure.
A dynamic scheduling approach called SOOP (“out-of-order” processor) is provided by the Legion runtime to map the dependences of tasks, distribute the tasks onto processor, map to physical instance for execution [4]. SOOP determines the task dependency at the logical region level by comparing the privileges and coherence modes to detect dependency between a newly registered task and a previous registered task. After the task dependency is satisfied, the task will be mapped and placed into the mapping queue, and scheduled to processors. Then task execution is performed and resources are recovered after execution. This whole process is automatic and hidden from Legion users. In our next discussion, we use the Legion Helper to refer to the set of processes that detect the dependency, map and dispatch of Legion tasks.
Before showing the experiment and discussing the results, we detail the platforms in our experimental environment in this section, provide the specifications of the homogeneous servers and heterogeneous servers, and describe the benchmark applications and profiling tools.
In the experiments, we use a homogeneous HPC server that consists of Enterprise version of Haswell processor, and a heterogeneous HPC server that has both CPU processor and a GPU accelerator. They will be referred to as the CPU server or GPU server in the following discussion.
The CPU server is a Dell PowerEdge T630 computer that has two sockets with Intel Xeon E5-2683 v3 processors, 128 GB RAM and 28 TB SSD. Table 1 contains the specification.
Dell PowerEdge T630 | |
2xIntel Xeon E5-2683 v3 (Haswell-EP) | |
Number of cores per socket | 14 |
Number of threads per socket 28 | 28 |
Base frequency | 2 GHz |
Turbo frequency | 3 GHz |
Thermal design power per Socket | 120 W |
Configuration of the CPU server.
To understand the power and energy characteristics of Legion on a heterogeneous environment, we run applications on a HP server having both Intel Xeon processor and NVIDIA Tesla K40c GPU accelerator, and another HP server with the same CPU processor and NVIDIA Tesla P100 GPU accelerator. Table 2 shows their specifications.
HP ProLiant heterogeneous server | |
NVIDIA Tesla K40c | |
Number of CUDA cores | 2880 |
DRAM | 12 GB |
Thermal design power per Socket | 235w |
NVIDIA Tesla P100 | |
Number of CUDA cores | 3584 |
DRAM | 12 GB |
Thermal design power per Socket | 250w |
Intel(R) Xeon(R) CPU X3460 | |
Number of cores per socket | 4 |
Number of threads per socket | 8 |
Base frequency | 2.8 GHz |
Turbo frequency | 3.46 GHz |
Thermal design power per Socket | 95 W |
Configuration of the GPU server.
To demonstrate the characteristics of the power and energy consumption of Legion runtime and application, we select two benchmark applications, which are compute-intensive, to run on both servers using Legion and MPI programming models.
MiniAero is a fluid dynamics mini-application [9, 10] designed to evaluate the programming model and hardware. It is an explicit unstructured finite volume code, which use Runge-Kutta four-order method to solve the compressible Navier-Stokes equations. It has the usual calculation and communication patterns on 3D unstructured mesh [11]. These meshes are generated on the CPU and then move to the devices (e.g. the CPU itself, GPU accelerator, or Xeon Phi). The original version of MiniAero uses multi-dimensional Kokkos arrays to store connectivity and flow data. Because MiniAero has a small dependency on tasks, the Legion version of MiniAero extracts concurrency from program data and maps it to physical regions to speed up the execution.
Circuit [3] is a sample application that simulates on any graph of integrated circuit components and wires [10]. An explicit iterative solver step through time and calculates the updated voltages and currents on each node and wire. It computes the current by examining the voltage differential across every wire, updates the charge for each node with new current, and then re-calculate the voltage for every node according to the charge. The Legion runtime controls the resource allocation, performs task scheduling, and moves program data. These operations decompose independent data and allocate it to different computational units for scalability.
The Performance API (PAPI) [5] provides a set of standard APIs to access the hardware performance counter to capture real-time statistics from multiple hardware devices. The counter exist as a small set of registers, which record the occurrence of signals and events, for instance, Machine Specific Register (MSR). PAPI provides portability across different platforms via the ability to accept platform specific counter numbers. This enables the users to access a variety of devices for these counters and enable performance monitoring and tuning of these components.
The Running Average Power Limit (RAPL) [6], introduced by Intel Xeon processors, which use a software power model to estimate the power and energy consumption of hardware. It can be used for monitoring of heat and energy and coverage of multiple domains such as PKG (Package Power), PP0 (Core), PP1 (uncore) and DRAM. The Haswell EP processor used in our experiments does not support PP0 and PP1 domains. Meanwhile, the RAPL counters can help to tune the performance of processors and balance the computing workloads on the nodes. In our experiments, we use the RAPL module in PAPI to profile the power consumption of the processor in the packet and DRAM domains.
PowerAPI [7] provides a library for measuring power consumption at the process level. PowerAPI is a pure software approach to estimate power consumption of various hardware devices based on energy analytical models. Additional, the library is actor-based framework that the users can choose modules to fit for their requirements, which enables lowering computational cost and high accuracy. Moreover, PowerAPI can provide performance statistics of a particular process.
The NVIDIA Management Library (NVML) [8] monitors and manages NVIDIA GPU devices. It provides interfaces for querying and controlling device states, handling events, and reporting errors. Real-time query-able statistics such as ECC error counting, active processes and utilization, temperature and energy consumption can be captured via these interfaces. Also, some modifiable state can be accessed (e.g. ECC mode, compute mode, Persistence mode). In our K40c GPU and P100 GPU, we record the real-time board power draw by querying the performance counters.
To better understand the power and energy consumption patterns of Legion applications, we compare the performance of processors and power consumption of both MPI versions and Legion versions of
To reduce noise and measurement errors, we perform each experiment 10 times and calculate the average of the measurements, and each run has the same initial conditions. The two applications are computationally intensive. Package and DRAM are the most important consumers of energy. To better characterize Legion applications and runtime, we separately measure and analyze the power and power consumption of Legion helper and computational processes.
For the MPI version of MiniAero, their processes have to be explicitly defined and they only share a part of the problem. The Legion version of MiniAero has some calculation processes and Legion helpers. We test the 3D-Sod with three problem sizes, that is 128 × 128 × 4, 256 × 256 × 4 and 512 × 512 × 4, on one, two and four CPU cores.
The CPU utilization, which is used to estimate the system performance, measures the percentage of CPU cycles used on a core. On a multi-core processor, a load of more than 100% indicates that two or more cores are being used by applications. Figure 1 shows CPU usage of MiniAero with different problem sizes running on different number of CPU cores. The figures show that the CPU usage of the MPI version is relatively stable and reaches about 100%. However, for the Legion version, the CPU cycles are not fully utilized by the Legion helper when the number of compute cores is less, but the usage keep increasing as the number of cores increases. On the other hand, those CPU cycles used by computational processes are reduced in our experiments. When the core number increases from 1 to 4, shown in Figure 1a–f and g–i, the Legion helper CPU usage increases from about 48% to more than 92%. In contrast, the average CPU utilization of the calculation processes drops from 75–25%. This suggests that identifying dependencies, mapping, and scheduling tasks on Legion can cause significant overhead that interferes with the useful calculation. The problem size, however, does not affect the CPU usage very much. In Figure 1a
CPU utilization of MPI and Legion versions of the
The power consumption of the package and DRAM of both processors is similar. The biggest difference which is 12 W between packages is observed when MiniAero runs on a core as shown in Figure 2a
Package and DRAM power consumption of MPI and Legion versions of the
The total power consumption when running the Legion version, including both the computational tasks and the Legion helper, is 71.3–80.7% of that for the MPI version. The two limits are reached when the workload is 128 × 128 × 4. The power consumption of the Legion version on 1, 2 and 4 cores is 57.8, 72.6 and 81.7 W respectively, while the MPI counterpart consumes 81.1, 90 and 101.2 W.
In addition, we use PowerAPI to measure the power consumption of the MPI version and Legion version of MiniAero at the process level. The power consumption is depicted in Figure 3. Figure 3 compares the power consumption of processors measured by
Power consumption of MPI version of
The execution time as shown in Figure 4 and energy consumption as shown in Figure 5 of Legion-version of MiniAero are relatively stable except the rise, when the Legion helper sends tasks to more cores for parallelism. In contrast, the MPI version follows the normal trend, where more cores accelerate execution and save energy. The results indicate that while Legion provides more partitions for the application, it distributes the workload equally among the cores and slows down tasks, which can be caused by the Legion helper. As a result, the power consumption of each processor does not change much while the execution time is prolonged, resulting in increased power consumption. The MPI version, on the other hand, fully exploits the extra cores, reducing execution time and power consumption.
Execution time of the
Energy consumption of the
The highest reduction in Legion execution time and energy is achieved when using a single core for a 512 × 512 × 4 problem size. The MPI version requires 36 times more execution time, and 45 times more energy than the Legion version respectively. Although the Legion helper causes more overhead, it reduces 89.1% of execution time and saves 90.8% energy compared to its MPI counterpart.
The Legion version of the circuit application is much more scalable than Legion version of MiniAero. The CPU utilization of Legion Helper jump to 17% at the beginning of the execution, and then the amount of utilization drops to 5% for the rest of the execution, as shown in Figure 6a. On the other hand, the CPU cores that perform computational tasks are fully used and the utilization is over 100% sometime. All the execution of
CPU utilization and power consumption of the
In Figure 6b display that more power is consumed by the packet domain when more cores are used for computational tasks. From one core to two cores, power consumption increases by 6.6 W and an additional 6.8 W is consumed by two cores into four cores. In the meanwhile, the power draw of DRAM remains low and constant.
It is also shown in Figure 7 that with more cores for computational tasks, execution time and power consumption are reduced. For example, if you run on two cores and four cores, 49.7 and 73.3% of execution time and 42.3 and 64.1% of energy, respectively, is reduced as if only one core is running.
Execution time and energy consumption of the
The power per watt of the Legion version of the circuit is 6.7 MFLOPS/W on a core. It reaches 11.6 MFLOPS/W on two cores and 18.0 MFLOPS/W on 4 cores, which is 1.73 times and 1.55 times higher than one core and two cores. This observation indicates good scalability and energy efficiency of Legion runtime and application.
To discover the power and energy consumption of Legion runtime and application on heterogeneous platform, we perform
Figure 8 shows the resource usage when connecting to the CPU server and the heterogeneous server. During the initialization phase, the CPU utilization on both platforms has a steep jump and reach beyond 100%, while the GPU utilization remain 0. After that, the GPU starts with parallel circuit tasks. For the two problem sizes (2 loops and 4 pieces, 4 loops and 8 pieces) shown in Figure 8, the circuit tasks run at a high CPU utilization of nearly 100%. The
The
Figure 9 shows the power consumption of the circuit on the CPU server and heterogeneous server with Tesla K40c. The power consumption of the CPU at the process level, measured with PowerAPI [7], is 3.05 W and remains stable in both cases. The power consumption of GPU, as measured by NVML [8], varies as the problem size changes; which is 50.5 W for 2 loops and 4 pieces of components and 55.1 W for 4 loops and 8 pieces of components respectively. This is because GPU has more capacity to handle more independent tasks and gain more throughput but consume more power.
Power consumption of
Figure 10 depicts the execution time and energy consumption of the
Execution time and energy consumption of circuit on two platforms (a) Execution time of circuit, and (b) Energy consumption of circuit.
Dynamic voltage and frequency scaling (DVFS) is often used to find the best configuration for optimal energy and energy savings. Figure 12 compares the performance of circuit running on GPU accelerator with different frequencies scaling, where Figure 11 shows the power consumption of circuit running on different frequencies, Figure 12a compares the execution time. Figure 12b and c describe the energy consumption and the “FLOPS” which indicate the energy efficiency of the circuit application. From the figure we can see that the standard frequency which is 745 MHz of the Tesla K40c GPU is not the best setting for the Legion circuit. With the lowest frequency at 324 MHz, the circuit takes 2.21 times more execution time while saving 35% of power. Execution time is reduced by 18.8 with 3.4% energy savings when operating the circuit with the highest GPU frequency. In both cases the power consumption is lower than at the standard frequency. Both frequency settings provide good energy efficiency. The frequency selection depends on the power requirements.
Power consumption with GPU frequency scaling.
Performance of circuit run at different GPU frequencies (loops = 4 and pieces = 8) (a) Execution time of different GPU frequency scaling, (b) Energy Consumption of different frequency GPU scaling, and (c) FLOPS of different frequency GPU scaling.
To follow the advance of hardware technology, we not only test Legion applications on our Nvidia K40 GPU, but also run the Legion version of circuit on a new GPU, that is P100 GPU Accelerator(12 GB Card). We scale the frequency of P100 to its base frequency at 1126 MHz and its max frequency at 1303 MHz to evaluate the performance of circuit. Figure 13 shows the performance of the Legion version of circuit with a workload of loops = 4 and pieces = 8. From Figure 13a, we can see if the frequency of P100 is set to 1303 MHz, the power consumption exceeds 100 W, while the power consumption is around 88 W, if the frequency is set to 1126 MHz. Figure 13b–d depict the execution time, energy consumption, and the processing power of P100 for Legion circuit respectively. Compared to Tesla K40c, there is a big improvement on performance, while the energy consumption has a significant drop. This is due to the reduced execution time. Hence, we expect that the Legion version of circuit will have a better performance on the latest GPUs.
Performance of circuit run at different GPU frequencies (loops = 4 and pieces = 8) (a) Power consumption of different GPU frequency scaling, (b) Execution time, (c) Energy, and (d) GFLOPS.
The Legion -based MiniAero is a good example to highlight the Legion Helper’s scalability problem. If the Legion helper is unable to isolate independent tasks quickly enough with the increased number of associated compute resources (such as CPU cores), this becomes a performance bottleneck. The resource utilization of Legion helper processes continues to increase and the throughput of compute tasks decreases. This leads to a longer execution time and reduced energy efficiency.
In cases where the Legion system and legacy applications have good scalability, energy and energy savings become more effective as more computational resources are used. The execution time of an application is significantly reduced, while the power consumption does not increase much, resulting in better energy efficiency.
Legion offers significant benefits through GPU computing. As GPU-mapped and scheduled tasks can be performed in parallel, performance enhancement and energy efficiency can be further improved.
Some new Legion program model features, model components, and how these components work were presented in [4]. A combination of static and dynamic checks to improve the solidity of the Legion system and a compositional parallel semantics are described in [12]. An event-based runtime system [13] is embedded in Legion asynchronously for heterogeneous and distributed storage architectures. Structure slicing [14] breaks the specification of data usage, identifies data parallelism, and reduces data movement. A highly productive programming language, Regent [10], which can be translated into Legion implementation, runs sequentially without explicit synchronization.
Power profiling in production computer systems provides valuable data and knowledge for the development of power simulators and resource scheduling policies. Fine-grained power profiling techniques measure the power consumption of individual hardware components such as CPU [15], memory [16], hard disk [17] and other devices [18]. In contrast, coarse-grained performance profiling aims to characterize system-wide performance dynamics, such as the macro stream framework [19]. Moreover, a power meter for virtualized environments was presented in [20]. CPU event counters and the Performance Programming Interface Library were used to estimate the power usage on a per-thread basis. Kamil et al. profiled HPC applications on multiple test platforms and projected the performance profiling results from a single node to a complete system [21]. Ge et al. investigated the influence of software and hardware configurations on system-wide power consumption [22]. They found that properties of HPC applications affect the power consumption of a system. Hackenberg et al. conducted a detailed analysis of Haswell’s P-state and C-state transition latencies and the impact of Haswell’s new power management mechanisms on memory bandwidth and performance reproducibility [23]. Our work differs from these previous efforts by measuring and analyzing the impact of new Haswell power management capabilities on the performance and performance of HPC codes.
Some researchers analyzed the power and energy efficiency of different types of applications run on HPC systems. Bari et al. investigated OpenMP’s runtime configurations on power constrained systems at different power levels [24]. They found that a suitable selection of OpenMP’s runtime parameters could improve the execution time and reduce the energy consumption of a parallel program by up to 67 and 72%, respectively. Qasem et al. [25] evaluated the impact of data layout and placement on the energy efficiency of heterogeneous applications by means of memory divergence, data access patterns, arithmetic intensities and data placement. They found that data layout and placement had a significant impact on the energy efficiency. Additionally, analytical models were developed to analyze energy efficiency in [26]. The models were able to support a priori selection of the operating frequency that leaded to a near optimal energy consumption for the execution of multi-threading applications. Meanwhile, Heinrich et al. aimed to predict the energy consumption of MPI applications by developing a computation model, a communication model, and an energy model which were integrated into the SimGrid simulation toolkit [27]. To improve the system performance by utilizing the available power budget more efficiently on multiple-node platforms, a hierarchical multi-dimensional power aware allocation framework was developed in [28] for power bounded parallel computing. The power allocation was performed using memory power-level settings, thread concurrency throttling, and core-thread affinity, and the scheduler outperformed other methods by 20% on average.
To control the power consumption of HPC systems, power limitation [29] is a promising and effective approach. System operators can balance the performance and power consumption of clusters by adjusting the maximum amount of power (also called the power budget) that clusters can consume. Pelly et al. presented a dynamic current sourcing and coverage method at the [30] Power Distribution Unit (PDU). They proposed using a heuristic policy to shift the capacity weakness to servers with increasing power requirements. Zhang et al. proposed a hybrid software/hardware power capping system and proved that their power cap outperforms the hardware power capping system provided by Intel and has the same reaction time [31]. For HPC jobs, many factors affect power consumption, including hardware configurations and resource usage. Femal et al. developed a hierarchical management policy to distribute the power budget to clusters [32]. Kim et al. investigated the relationship between CPU voltages and system performance and energy efficiency [33]. Utilizing Dynamic Voltage Scaling (DVS) technologies, a Task Planning Policy has been proposed that aims to minimize energy consumption while meeting specified performance requirements. Rountree et al. proposed guidelines for overprovisioning hardware with hardware-enforced performance limitations and system-wide performance reallocation in an application-independent manner [34, 35]. We have developed a complete system simulator, TracSim [36], which estimates the capacity of trapped energy under various power-limiting and job-planning guidelines.
In this chapter, we describe the power consumption, energy efficiency, performance, and resource usage of Legion runtime environment and applications. Our experimental results show that Legion offers favorable energy efficiency, although in some cases its scalability can be influenced by Legion Helpers. The Legion programming model is consistent with the massively parallel nature of the GPU design and shows good performance and energy efficiency for large problem-size applications.
This work is supported by the U.S. Department of Energy contract DE-AC52-06NA25396. This chapter has been assigned the LANL identifier LA-UR-16-25965.
The authors declare no conflict of interest.
With the turn of the 21st century, poor economic performance and lack of a focused national education policy in Zimbabwe, has seen the country hopping from one policy to the next. This has been largely influenced by the country’s unstable politics experienced under the ruling Zimbabwe African National Union Patriotic Front (ZANU-PF) party since the arrival of independence in 1980.
The need to review a curriculum can arise to: fulfil a new need, a new programmes is needed; goals have changed within the department; a new dean or chair has arrived; the original emphasis has been lost, and it is important to rationalise years of untamed growth [1]; the curriculum must meet newly defined expectation and standards; students are disappointed or dissatisfied; faculty members have a sense that things may or should be improved somehow [2].
Postmodern curriculum has influenced professional considerations that guided decisions made by lecturers in curriculum reform [3, 4]. Thus, an extensive research into the 21st century skills attempt to avail some insight into higher education curriculum [5]. Besides, [6, 7, 8, 9] argue that there are three aspects of postmodern core curriculum. These include a focus on civic teamwork and not band rivalry, a rounded process position rather than distinct parts as well as a multi-layered, cross cutting or interdisciplinary curriculum, which include integration of the societal values. Through different state-controlled mass media channels, the government of Zimbabwe could not run short of superlatives to justify Education 5.0 as endogenous, not loaned out and avant-garde to Western values of higher education delivery in the country. On that basis the state, it was concluded that innovation and technology policy pay attention to the kind of incentives one would eventually get after the creation of a product that actually solves a problem in a particular sector or industry to enrich the lives of ordinary people [9]. However, it appears as though the calibration of the Zimbabwe’s education path has had questionable relevancy. When modifying the curricular, it is significant to consider the difference between making minor and comprehensive alterations to the curriculum review.
[10] posits that Education 5.0 has been informed by the sense of the contemporary competitive markets, application of inducements for exceptional innovations and industrial activities and the process of professional self-regulation. While, belief and esteem for certified decisions must be earned and justified, valuable declaration and validation systems must support, not dent that professionalism. Responsibility to students, employers and government on the one hand, institutional self-improvement enhancement and innovation on the other, must be in sense of balance. It may be argued that a thorough in-ward looking profession, that learn from encounters, active and self-regulated system is sustainable than one which is imposed as well as external. Such education control mechanisms will never be successful. Thus, the ballistic nature of the uptake of Education 5.0 in universities and other tertiary institutions tend to force lecturers to simply scratch the surface. This is so because educators do not to perceive themselves as part of the curriculum reforms.
Many state-run systems have launched a matching set of education policy efforts and reforms meant at tuning what Harvard Professor Elmore termed the hub of learning practice. That is, “how teachers understand the nature of knowledge and the student’s role in learning, and how these ideas about knowledge and learning are manifested in teaching and classwork” [11]. Thus, a complete and collaborative curriculum demand a “full examination of how academics conceive their role and how the curriculum itself is defined, analysed, and changed” in the process of curricula reform especially [12]. Hence, the invention of higher education has evolved over the years from one generation to the next [13]. This is due to changes in the nature of economic problems being faced by people the world over and the need to provide solutions to the challenges. That guided the reason why the postmodern era curriculum has been changing over the years.
As such, [14] note that the postmodern curriculum is ‘a curriculum-in-action’ as it is fluid and flexible in nature. Similarly, [12] assert that curriculum variations are also imaginative and molten. This means that curriculum review and revision is not cast in stone. Elsewhere, curriculum reforms have yielded positive results [15, 16, 17, 18]. Thus, Education 5.0 is non-linear as it is difficult to come up with a master plan and rationale for a fixed core curriculum. This is because global problems change every now and then. By default, they require different creative, innovative, and enterprising ideas and solutions. Public education started off benchmarked on teaching specifically the ‘basics’ around 1780s [19]. Technology was remotely used in this education system as an aide by educators in the teaching and learning process [17]. Research was romped in later in the beginning of the 20th century [20], then community service. The kind of education that depended on these three variables became known as Education 3.0 which later led to the development of Education 4.0 and 5.0 [17], respectively.
In the year 1956, Bloom outlined the taxonomies of foundational stance that can be promoted to effectively make lesson plans in any course at different levels of teaching [21, 22]. The differences and densities of thought branded by Bloom and later updated by other scholars [15, 23], continue to play vanguard in teaching and learning.
An advocacy and lobby entity based in the U.S., the Partnership for 21st Century Skills or Learning (P21) argued that learners need proactive skills, knowledge and professional conduct to successfully enter the current competitive industry. That enables them to provide solutions to the ever-evolving economic challenges of the time. The year 2000 has been an
The 21st Century Skills education discourse was a result of the spread of technologies; more and more globalisation and internatonalisation; and the shift of industrial social communities and knowledge-based social economies. Therefore, demand for innovation and industrialisation and its diversity in education may be informed by variations in developmental situations. Large probable demands of 21st Century Skills should be known at the broader spectrum of development across the globe. The absence of facts about the effective delivery of 21st Century Skills also points to a need to come up with new educational paradigms. To obtain information on the brunt of the sort of the system-wide intrusions linked with their release remains a huge task.
It appears as though innovation and industrialisation are not new 21st Century Skills, but only that may see them as ‘newly important’. Industry today wants workers that are able ‘to find and analyse information from multiple sources and use this information to make decisions and create new ideas’ ([26], p. 631). Way back, Dewey proposed education ‘grounded in experience’ ([27], p. 13). That implies students’ should learn skills for the future usually those that enable them to be inventors so that through interaction with phenomena they can eventually solve the ever evolving people’s problems in life. Furthermore, ([27], p. 14) argue that Dewey was a visionary who defined an educated person as someone who thinks and reflects before acting. As someone who also responds intelligently to a problematic situation and finally assesses the consequences of the shown plan of action. This outlines the nature of the new millennium learner.
In the year 2009, the United States Secretary for Education Duncan was quoted in the press as arguing the 21st century skills ‘…increasingly demand creativity, perseverance, and problem solving combined with performing well as part of a team’ ([19], p. 121). After all, the continuum of the development of the education system transformed slowly while the groundwork for wider change has been on the cards. Major changes came necessitated by developments in technology, social networking, and deeper understanding of educational processes as well as new legal and economic frames of reference resulting in the birth of as alluded to earlier on, Education 3.0 [28]. Education 3.0 was fluid and was strongly distinguished by teaching, research and community service [29]. The system like the former education paradigms treated students as the same, but allows for a mutual learning-community.
It is argued by [30] that this third education landscape was
Also, [29] shared similar views about the state of Education 3.0. They aver that students can be creators of knowledge which they can as well share with society to solve problems. However, the difference between artefacts, people and process turns out to be distorted, as do distinctions of space and time. Higher education institutional positioning, including policies and strategies, change to meet the challenges of prospects presented by changes in the world such as the need to create new products and improve the standard of living. Education 3.0 among other significant factors, tertiary, college or university dispositions allow endorsement of education attained from the same institutions, not just of programme courses taught. Besides, Education 3.0 holds much promise for higher education in general, it poses serious challenges to existing universities including its failure to groom creators of goods and services [29].
Yet [29] argue that administrative challenges intensify as teaching become more and more linked to technology. To offer and share knowledge, e-learning was often used as the technology of utility. Several e-learning platforms such as Moodle, Eagle, and Changamire were developed and ready to use. This development led to a dualised teaching and learning approach. Online routine made use of e-learning and the offline line or the traditional face-to-face teaching and learning, add [29]. This implies that somehow circumstances forced lecturers’ at CUT to design a curricular fit for the virtual mode.
In broad terms, the first, second and third education paradigms downgraded the academic apprentice to a submissive function whereby the student was treated as an empty slate to be filled with knowhow rather than a decisive and inventive crisis resolver [28, 31]. The models force difference in stages of mastery among learners and frowns at guaranteeing proficiency in education for all. Resultantly, the three generations of education grew irrelevant in the current post-industrial society globally and have been accused for ‘failing, or passive and unmotivated learners’ [31]. This is because technology was used by teachers to oil the learning process rather than to change how things were done in teaching. Learning is supposed to be individualised, learner-centred, made to order, and impressionable so that learners can show mastery of skills and knowledge during and after higher education and training.
Over the years, world problems have become so tense. The subsequent upshots of the short falls of Education 3.0 led to the development of Education 4.0 [32, 33, 34]. It evolves right from pedagogy. Through Education 4.0 students are allowed to learn in solitude with the aid of the Internet. That also enables critical and creative thinking as well as societal interface in inquiry-based learning. Creative thinking concerns thinking beyond the bounds of convention so that learners can solve challenges they face in life [20]. Whereas, societal interaction is about how learners’ involve themselves in teamwork or collaborative skills that are needed for the functioning of the communities they live in [35]. Hence, there is need to further break the jinx of the mould of the paradigm past the information age to align with the evolving education reforms to try and mend the fading fortunes of the globe.
In Malaysia, Education 4.0 has been used as the starting point for the revision of tertiary education curriculum [20]. The Malaysian Ministry of Higher Education tabled the Malaysia Education Blueprint (MEB) 2015–2025 with an intention to align the country’s education system with global trends. The purpose of the MEB further aims to revamp the Malaysian higher education paradigm with the desire to “balance between both ethics and morality along with knowledge and skills” [6, 20]. It is in the interests of the MEB that students are supposed to carry the country’s flag high and understand overly the gist of Malaysia’s international relations with other states regionally and overseas. This is one attribute MEB shares with the fifth ontological and epistemological educational approach adopted in Zimbabwe in the year 2020. It is based on indigenous knowledge system (IKS) or local heritage with a desire to produce products using resources that are available in the country [36].
On the contrary, several programmes and technologies have been included in the redesigning of university curriculum in Malaysia. Business communities both local and international were invited to webinars, seminars and workshops that discussed how the country should go technologically and industrially [20]. Malaysia held fruitful stakeholder consultations before the adaptation of the fourth education reforms. That means the reforms blueprint was clear and professionally guided by competent process leaders and curriculum review committees. To that end, in Malaysia, Education 4.0 has been argued as the future for creative education, that responds to the needs and expectations of industry and commerce were people and equipment align to allow new potential. Similarly as early as 1980, Zimbabwe’s first education and culture minister, Dzingai Mutumbuka argued that the post-independence’s government dependence syndrome on theory-based education policy inherited from the Rhodesian government was a time bomb and that there was an urgent need to do away with it. The minister left the post, but his legacy dragged into the 1990s. The Chetsanga Report of 1995 and the Presidential Commission into Education and Training (CIET) also as known as the Nziramasanga Commission (NC) of 1999 were sanctioned by government. The two considerations became keynote efforts meant to revolutionarise the country’s post-independence Western-based education system. By then or at that time, both explorations submitted that the Zimbabwean education should be driven towards production of goods and services. Some of Zimbabwe’s neighbouring countries, for example Zambia and Malawi among other selected few Southern African nations have already adopted the NC recommendations and have proved to be fruitful there. However, Zimbabwe as the think tank of the noble high-end higher education skills has up until now not subscribed to the recommendations of NC. This anomaly has seen the country’s economy fall with a thud. The effects forced government in the year 2020 to fast track the tertiary and higher education sector teaching/training and learning from Education 3.0 to Education 5.0. However, the development coincided with the need to limit or abolish face-to-face teaching and learning and replace it online means and ways – synchronous or asynchronous. Thus, this study sought to establish the relevancy of the Education 5.0 policy in Zimbabwe. It also investigated how VLEs matter in teaching and learning hands-on based higher education graduate programmes.
A qualitative research method was adopted in this study in an attempt to understand the relevancy of new higher education approaches in Zimbabwean HEIs. This kind of research enabled the research to avoid making preconceived judgements as why certain arguments were raised during data collection [37]. The chosen methodology offered deepness and facets as it went after bottomless views through interviews than simply dealing with the rank-and-file of recorded approaches, feelings, and actions of study partakers. Importantly, research quality relied on researchers abilities and own foibles. The target population was lecturers’ from all HEIs.
The entire sample was drawn from CUT and was assumed to be a “representative” of HEIs teaching staff. Their professional practices, morals, skills, and sociopolitical inclinations of teaching profession were the torchlight for the selection, exclusion and inclusion of samples in the research. Individual research participants’ understanding and experience in higher education teaching and learning guided data collection and data analysis. Thematic analysis was utilised to present data and discuss generic views from interviewees. This became possible through coding and indexing of transcriptions. Purposive sampling techniques were used to identify and choose sampling elements. As noted by [38, 39] investigator’s view on the attributes of a representative sample played a central role in probing the samples by focusing on lecturers’ experiences, qualifications and known incidents of exposure to curriculum reform and adaptation to new forms of higher education techniques over the years. Notably, they were found at CUT.
Within a study, there is a need to spell out the sample size to ensure validity and reliability of findings. The DCAD has 12 lecturers. Five (5) of them with varied higher education teaching and learning experience in the DCAD were interviewed. The experience was used to solidify the results of the study. The findings became generic after the fourth interviewee. The fifth was done only to be sure of the saturation of data gathered. Using face-to-face interviews, the researcher solicited for answers to the research questions. However, it was not unqualified or downright which is a prominent weakness of the data collection method.
Generally, all interviewees argued that Education 5.0 and VLEs are a move in the right direction for the tertiary and higher education sector in Zimbabwe. This came as a result of a growing need to provide solutions to mounting economic problems that have lowered standards of living of the ordinary people not only in Zimbabwe, but the world over. Education 5.0 is perceived as a solution to economies waning fortunes. However, lecturers in the DCAD at CUT do not view Education 5.0 policy as novel.
Interviewee 2, noted “I think it’s not new… It has been always been important for graduate students to be impacted with practical skills in addition to theory”. Interviewees 1 noted “It’s what we have been doing in the School of Art and Design (SAD) … The nomenclature speaks for itself. We were ahead of the pronouncement by the government. We are not even surprised or cracking our minds on what to do. We know what to do. We have been doing it”. Interviewee 3 stated “I do not see anything new about Education 5.0 to our School and CUT. It has been the order of the day before all this hype about Education 5.0. It has been the culture at the university”. Interviewee 4 observed “Maybe it’s only the title that has been improved to be specific. In our department we have always been speaking about design, creativity, innovation and commercialization. Again, it’s the university’s motto – technology, innovation and wealth”. Interviewee 5 averred “I can’t distinguish the difference between what we have been doing (Education 3.0) since the School was founded and the new tertiary and higher education teaching and learning crazy or discourse (Education 5.0). Our students have been producing goods. We are an innovation and technology institution”.
On a positive note, all interviewees (100%) agreed and valued the worthy of the dogma of Education 5.0. However, from all viva voce surveys, interviewees also held a general feeling that the MTHESTD imposed the curriculum review. This means that higher education institutions were stripped of their autonomy when it comes to design of degree or diploma programmes according to their understanding of graduate needs and wants.
In Zimbabwe, Education 5.0 builds on the new dispensation’s (Second Republic) political ambitions directed towards the control of all critical sectors of the country’s economy and the need prove difference to the ex-president’s the late Mugabe’s era. Because of this, among other reasons, lecturers’ in tertiary institutions could not receive the new education policy with honour.
The subsequent views from the research participants reflect on the need to produce graduates with high-end skills that are required for Zimbabwe to trigger sound teaching, research, community service, innovation and industrialisation.
In a survey interview, interviewee 1 noted that Education 5.0:
Interviewee 2, asserted that
The sentiments above present the interest of the dogma of Education 5.0 as a panacea to the practical deficit that has been inherit in most universities in Zimbabwe since colonial times. It is with profound scrupulousness that innovation and industrialisation are as argued as ideal missions that can facilitate teaching and learning in HEIs. Beyond the two comments above, generally Education 5.0 is glorified by HEIs educators as it allows the application of theoretical content to produce tangibles and services. The teachers that were interviewed feel that teaching and learning should not end in the articulation of bookish text as that translates to waste of time in the process. However, book learning should be transformed into real products that can be put on the market for sell to quench a need or want of any other person. Production of new goods and services through the facilitation of creativity, innovation and industrialisation in the higher education and training sector may possibly bail out emerging economies like Zimbabwe’s from local and international debt. This in a way is in agreement with [3]’s view that postmodern curriculum reforms have had a significant influence on the development of higher education and training. Hence, [3, 14] have observed that the up-to-date curriculum is ‘a curriculum-in-action’ as it mutates always.
It was found out that students need to be given hands on education that sustains their life in the long run. In addition, failure to nurture higher education students in ways that equip them with practical skills will intensify global economic problems. This explicates the need to modernise our societies via collaboration, all round curriculum reform with an intention to identify problems and provide solutions. That means new ideas are brought up in the process of teaching and learning which has a propensity to lead and oil economic development. This is unlike the third generation of education that did not include creativity, innovation and industrialisation as key in higher education and training. That show how the Zimbabwean higher education curriculum was contrary to Bloom Taxonomies. It short changed the learners. The (revised) Bloom’s Taxonomy states that the purpose of higher education and training is to gain cognitive abilities, affective and psychomotor skills which was not the case with Education 5.0 precursor. Within the context of three tier education philosophy, Zimbabwean higher education learners’ suffer limited post graduate practical skills, which have become the cornerstone of the modem day industry. This identifies with [3, 5, 18] view that the 21st century curriculum reforms tries to promote creativity, innovation and commercialisation through higher education experience.
Lecturers in the DCAD crave to produce graduates that work to solve problems around their communities. Interviewee 4, whose is also a senior lecturer in the DCAD retorted:
However, the interviewees also stated that particularly at CUT, in the DCAD, Education 5.0 was not at all new. The interviewee 4 also notes that “Speaking as a designer, Education 5.0 is almost right in the middle of what I do. We design and come up with new innovations whether its multimedia design or industrial design”.
With an undertone of protest, the interviewee insinuated the non-existence of a clear education policy in Zimbabwe from independence. Creativity, innovation and industrialisation are believed to have been embedded in the Education 3.0 philosophy though they were not distinctively mentioned as missions of the doctrine. The interviewee further avers that:
This view attempts to highlight pang of guilt on the lack of a national education policy in Zimbabwe. The interviewee further laments wholesale curriculum reforms that are influenced by the need to score political goals by different political players that come and go into power in Zimbabwe, or out of the need to be different from one’s predecessor(s) as noted earlier on. Political scores are mentioned by the Interviewee 4 as prime in the manner in which the Second Republic has been trying to govern and control the flow of higher education systems. The current regime came into power following a
The death of STEM came after the coup which dethroned the former and late president Mugabe and being replaced by Education 5.0. However, the argument is an indirect attack on the government for failing to acknowledge publicly that some higher and tertiary institutions were the founders of Education 5.0 opting to claim parenthood of the doctrine without pity. This imply lack of collaboration between the government and the education sector in Zimbabwe. It existed well before STEM came into force in the post-Government of National Unity of 2009 in 2013. However, the interviewee bemoans the lack of a specific higher education policy in Zimbabwe that glorifies the five missions of higher education and training at once. This equally identifies with Burgess [42] who stated that curriculum reviewers should desist from the practice of calibration of teaching and learning to satisfy control mechanism of the day.
From all the interviews done, it was also found out that as a matter of fact, innovation and industrialisation are paramount in cultivating a higher education student to become an asset in society. In simple terms, Education 5.0 is progressive. Interviewee 4 observed that sharing the skills of creativity and industrialisation with learners is essential to the success of the world as a whole and encouraged innovations to be cross-pollinated. This confirms to sentiments by [7], who unveiled that innovation and entrepreneurship in higher education are the centre pin of a holistic graduate in any given community. That takes communities to greater heights when it comes to the depth, breathe and width of creativity, production and commercialisation of ideas that start as academic.
The interviewee 3 observed Education 5.0 is progressive in that:
This research participant went further:
From the arguments above, it can be noted that lecturers in the DCAD are prepared to intensify teaching and learning that is bound to produce goods and services that can be used in peoples’ everyday lives. The views suggest that the process of creativity, innovation and industrialisation at HEIs should be continuous if the gains of Education 5.0 are to be realised in Zimbabwe. Once a product, or good, or idea is developed through higher education and training it should be patented. Thereafter, its production should not seize but needs to be constantly improved or sustained with the input of the learning institution, student and the company that would have adopted it. On the contrary, when learners graduate they may set up their companies or industries that produce and avail the goods on the market – breaking new ground. It is against this backdrop that higher education and training should work illustriously to provide new and competitive goods and services with a view to boost niche or existing business lines. That again extends to the view that universities should closely work with the industry in its bid to sustain high order cognitive, affective and psychomotor skills as provided by Bloom in 1956 among graduates. The feeling agrees to [24, 43, 44, 45, 46, 47] as the way to go towards inculcating hands-on skills among tertiary institutes graduates.
Furthermore, it was discovered from one of the interviewees that ancient or historical development education systems share similarities with Education 5.0. Then, individuals created products such as hoes, bow and arrows without having gone to a formal higher education setting to be imparted with the skills. Those were the few methods of teaching, research, community service, innovation and industrialisation that were apparent during the times. This means that Education 5.0 is an undisputable extension of indigenous knowledge system (IKS) in Zimbabwe. IKSs refers to locally based forms of knowledge production using available resources. However, the bond that exist between Education 5.0 and IKS was raised by a single interviewee during the research. Interviewee 1 explained.
This finding suggests that countries and their education systems evolve at different times. Some countries have already introduced Education 5.0 and developed while some are midway to realise the fortunes of the doctrine. The belief mimic, [9]’s view that innovation and technology policy pay attention to the kind of benefits that will inevitably be earned after the production of a commodity that genuinely solves an issue to enrich the lives of the ordinary citizens. The interviewee further pointed out that:
These arguments by the first interviewee also show that Education 5.0 should not be presented as the Second Republic’s creation or virgin education policy or rather niche idea as it has roots in the primordial society among other epochs of human development. This means that as an education approach, Education 5.0 is a back to basics teaching and learning system. The interviewee feels universities should not make noise about students’ failure to produce something patentable at every level of learning. It is not always that students will come up with new ideas and make products that can be put on the market but the very fact that during teaching and learning they would have produced something applied is commendable. What is important is to ground students with real life experience. This pinpoints to what was projected way back by one renowned education philosopher Dewey [27]. This means that creativity, innovation and industrialisation should not be overly underlined through curriculum reform. But, rather via the ability to develop graduates that have practical skills that can lead them to develop tangibles in the real world. The interviewee also suggested that higher education and training should not put students under pressure to produce patentable products. The same interviewee pointed out that “without the industry you cannot process anything”. From this view, it is evident that students should not just create new things for the sake of display of abilities, but for the purpose of making a living out of it. This research outcome proves to be consistent with [20, 31] who proposed that the predecessor of Education 50, Education 3.0 pacifies higher education learners’ as their learning capabilities do not go beyond documented research which does not at all avail solutions to people’s problems.
Education 5.0 also helps people to appreciate the values related to hands-on education in the 21st century. The fifth interviewee noted
This interviewee also laments that Education 5.0 skipped the grassroots to focus solely on higher and tertiary education. The arguments compliment Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) strategic plan pronouncements [37] in the year 2019. It is in the finding of this study that there was need to ensure that it should start from the kindergarten level. This would see students develop with strong values that support innovation and entrepreneurship in their teaching and learning up the ladder. This study also picks from this interview that interaction with creativity, innovation and industrialisation need to be continuous in the teaching and learning cycle. The components should be designed to begin from Early Childhood Development (ECD) to university. At the same time, concern should not be limited to the appreciation of access to finished goods or use of already set up services. Generally, all forms of education should not narrow students’ knowledge acquisition abilities to the existence of finished products such as milk, bread, goods as well as services. Knowing service places like Mosi-oa-Tunya for example do not at all expose students to processes that trigger and led to production. These places have already been captured by investors who are also grappling to survive under the current global problems. The income being realised by these businesses, for instance has not been felt to provide solutions to the country’s evolving economic problems. But through higher education innovation and industrialisation the nation’s economic status can realised. This finding is in agreement with sentiments led by [20] who observed the Malaysian Government came up with education reforms that were not exclusionary of the paediatric teaching and learning.
Among other things, Education 5.0 has been rocked by the need to romp in the unstoppable interaction with and use of technology. All over the world, the insurgence of COVID 19 has made it even more and more possible. The development can be argued as a paradigm shift in the world education order. Resultant lockdowns experienced everywhere, have overhauled the education delivery systems into a mess within a short space of time. Worthy of note, all learning institutions and most industries were temporarily placed under lock and key. The disease made all physical forms of work that did not respect social distancing undesirable including, the education system. Traditional face to face teaching and learning suddenly became immaterial and invalid. While COVID 19 period old school forms of teaching and learning went on pause, predominantly, in Zimbabwe as elsewhere. In no time, midway first semester in the year 2020 all teaching and learning went online. First-years were yet to come in later in August of the same year.
This development prompted all the interviewees to acknowledge that Education 5.0 came with higher order demands. It was observed that initially the curriculum review had started with a focus on face-to-face teaching and learning; nothing more, nothing less. Fate has since taken its toll. At once, the local Education 5.0 decree was caught unaware by the need to embrace the internet of things - online teaching and learning. When asked to clarify how Education 5.0 had responded to the emergence of COVID 19 in teaching and learning, interviewees stated it was problematic.
Interviewee 3 argued that;
Similarly, the first interviewee highlighted that:
The sentiments above, are a direct confirmation that online assisted Education 5.0 in higher education is a long way to go in Zimbabwe. Yet, the need to produce an industrialist through higher education training remains cast in stone. This complements [3] views that the 21st century curriculum reform are mindful of the value of didactic aims and instructional methods that prepare learners’ for real industry experience. That led the MHTESTD to adapt to Education 5.0. Yet, Interviewee 1 further noted that in Zimbabwe, help services for VLEs are low. One scholar, projection that for globalisation and industrialisation to take place, ICTs should be part of everyday teaching and learning [26].
The third interviewee’s view was also inconsistent with [17] and [15] who argued that inclusion of advanced ICTs were prerequisite in higher education and training for innovation and industrialisation to be realised. It was noted that most students do not afford to go online for teaching and learning drives. Among other things, access to the however, use VLEs have proved tricky as an oil of practical requirements of Education 5.0. Both lecturers and students are financially handicapped to ordinarily use VLEs for the purpose of teaching and learning. Network and power outages in Zimbabwe are serious issues that hamper full, efficient and effective use of VLEs even to those few students and lecturers who can afford. Past the reach of many are the technological gadgets they need to help them oil the effectiveness of online teaching and learning such as the computers, and smart phones. Interviewee 1 noted
The interviewee added
The relevancy of VLEs is also hampered by lack of financial support from the government in the form of students’ grants and sponsorship in HEIs for them to learn online makes the adoption of VLEs a toll order. This further points to the fact that Education 5.0 under the COVID 19 circumstances remains largely unattainable. The feeling agrees to [17] projection that African governments still find it difficult to commit resources towards the evolving models of education. Interviewee 1, also admitted all this disaster is being experienced because the government of Zimbabwe imposed upon educational institutions VLEs. However, it was not like CUT was totally taking a new route.
In the teaching and learning processes, the feasibility of the government’s statement on the adoption of Education 5.0 was tantamount to the infiltration of VLEs. Further, Interviewee 3 laments the disgust that came after the outbreak of COVID 19 with the imposition of VLEs and Education 5.0. It is close with that of oil and water. It also emerged from interviewee 3 that both students’ and lectures’ lack ICT skills, therefore it is difficult to regularise VLEs at HEIs as fast as the speed of lightning and thunder.
Zimbabwe still has problems when it comes to Internet access countrywide. Students come from different spaced remote areas to study at local HEIs. These areas have little or no internet access facilities installed neither do they have the electronic gadgets needed to oil VLEs. Distance education demand that colleges and universities be technologically rich. The inaccessibility of digital resources makes VLEs irrelevant in the education sector. However, to further guide the overhaul of virtual higher education teaching and learning, the issue emerged as one of the major challenges that impinged upon Education 5.0 after the outbreak of COVID 19.
The interviewees also lamented how VLEs can support the practical constituents of Education 5.0. All the study interviewees held that the government is not concerned with issues of research on the viability of VLEs in Education 5.0 exercises in the country.
In different interviews sessions, Interviewees’ 1 and 2 were worried about the absence of proper research towards the inclusion of Education 5.0 and VLEs. The first interviewee 1 observed;
Interviewee 1 added:
From evidence gathered, the MHTESTD opted to go it alone in deciding again how Education 5.0 should be executed virtually in HEIs. Lecturers’ from different local HEIs should have been taken for exchange programmes on how Education 5.0 and VLEs can be attached. That has been pertinent in countries like Malaysia, Germany, or China. This would have gone a long way in equipping higher education and training educators with VLE skills needed to make them teach online effectively and efficiently, particularly for Education 5.0. Notably, the modernisation of the university curriculum in Malaysia has been characterised with inclusion of a variety of projects and technologies for it to be a success. Unlike, in Zimbabwe as stated by Interviewee 1, Malaysian local and international industry groups were invited to give webinars, seminars and workshops to academic practitioners so that they turn out to be technologically and industrially compliant [20].
The interviewee argued that research is key when it comes to the need to merge VLEs with teaching, research, community service, innovation and industrialisation.
Interviewee 3 argued that;
In the process lecturers will pick were the student is doing it right and were the student is doing it wrong and then they will re-demonstrate again and again. It is not something that can be done through a syntactic manual and you allow the students’ to perfect their skills without the regular intervention of the demonstrator. The situation which will require the demonstrator to spot were the student is failing. And also some of the skills that affect students are skills that require high mental involvement of the student. The use of the mind but at the same time some of the skills require psychomotor skills and they require a combination of the two faculties and with psychomotor obviously there is need for repetition.
The interviewee further noted that:
From the finding above, it looks like online and offline assisted teaching and training is still a long way to go in Zimbabwe. The interviewee hails the need to virtually give students skills that will help them to innovate and industrialise in the future. The first interviewee highlighted that:
At the moment VLEs are not effective and efficient for the purpose of Education 5.0 teaching and learning at CUT. However, 20% of interviewees contended that there was no difference between face-to-face teaching and online teaching. “That you teach face to face or online makes no huge difference to the content that you teach. I teach the same content in both instances” argued Interviewee 1. This implies some lecturers’ have no problems when it comes to conducting both online practical or theoretical lectures. In this instance, VLEs are not wholly a threat at CUT in the DCAD.
The relevance of new higher education approaches in Zimbabwe has been proved to be unstable following the outbreak of COVID 19. Education 5.0 still demand a lot in terms of commitment on the part of the lecturers in HEIs, though they argue it is not a new development in their day to day’s work. It further emerged that Education 5.0 was adopted without taking cognisance of unplanned developments such as COVID 19. The disease changed the status of teaching and learning in no time. It called for the use of VLEs since all teaching and learning has become predominately virtual. The disease has made online teaching and learning mandatory in Zimbabwe. While the cost implications have been itching, a drop in an ocean of learners can afford it. Support digital equipment for the purpose of teaching and learning is expensive. The research concludes that a handful of graduate students may finish higher education and training with the requisite skills needed in the industry. It is therefore recommended that the Zimbabwean HEIs should revert back the previous Education 3.0 model until such a time the global economic cake evens out. This is so because with VLEs it is better achieved than Education 5.0.
What is your professional understanding of Education 5.0 in higher education?
What aspects of Education 5.0 are emphasised in the curricula?
What are its importance?
What strategies did you use to make the Education 5.0 suitable for VLEs?
What are the relevancy of VLEs in higher education and training?
In what ways did your academic experience influence the selection and exclusion process of VLEs?
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The goal is to understand the unique needs of children growing up in urban and rural poverty to, in turn, place us in a better position to effectively remediate through targeted interventions and policy change.",book:{id:"5946",slug:"poverty-inequality-and-policy",title:"Poverty, Inequality and Policy",fullTitle:"Poverty, Inequality and Policy"},signatures:"Michele Tine",authors:[{id:"201863",title:"Ph.D.",name:"Michele",middleName:null,surname:"Tine",slug:"michele-tine",fullName:"Michele Tine"}]},{id:"55340",doi:"10.5772/intechopen.68960",title:"Poverty and Its Alleviation: The Case of Pakistan",slug:"poverty-and-its-alleviation-the-case-of-pakistan",totalDownloads:3706,totalCrossrefCites:1,totalDimensionsCites:2,abstract:"This chapter aims to look at the current status of poverty and existing social policies in Pakistan. Poverty is one of the concerns for the governments of almost all countries including Pakistan. 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The goal of the chapter is to present the current situation of poverty in Croatia with the intention to identify measures for the enhancement of poverty alleviation. From the multidimensional perspective, what matters is a focus on the opportunities—such as a possibility for education and employment, adequate contact to markets and so on—that are available to people. If a person does not possess sufficient capabilities or endowments, he or she has a limited possibility to escape from the unfavourable situation. Poverty in Croatia is stagnant—those who become poor need a long period to escape from poverty. The inactive and persons unemployed are the dominant groups of the poor in Croatia. The current social protection system is a mix of old and new programmes and it has been adjusted in response to altering social needs and opportunities. Successful poverty reduction is associated with the improvement of the labour market, a consistent increase in decentralisation of financial sources and services, the reduction of corruption, carefully reallocating expenditures and improving coordination among existing social programmes.",book:{id:"5946",slug:"poverty-inequality-and-policy",title:"Poverty, Inequality and Policy",fullTitle:"Poverty, Inequality and Policy"},signatures:"Predrag Bejaković",authors:[{id:"200644",title:"Dr.",name:"Predrag",middleName:null,surname:"Bejakovic",slug:"predrag-bejakovic",fullName:"Predrag Bejakovic"}]}],mostDownloadedChaptersLast30Days:[{id:"55340",title:"Poverty and Its Alleviation: The Case of Pakistan",slug:"poverty-and-its-alleviation-the-case-of-pakistan",totalDownloads:3709,totalCrossrefCites:1,totalDimensionsCites:2,abstract:"This chapter aims to look at the current status of poverty and existing social policies in Pakistan. Poverty is one of the concerns for the governments of almost all countries including Pakistan. There is a continuous research on the policy measurements by national and international organizations in Pakistan, which demonstrated the decline in poverty. The government has launched many social policies in the past three decades to help the nation in reducing the poverty. Apart from government, many national and international organizations have also contributed a lot in the effort of reducing the poverty. However, there is very little research available on the effectiveness of these social policies, and on the need of social policy areas in particular. Disparity among the urban and rural population is another important factor, which has been discussed in almost every research on poverty. Still, very few social policies in Pakistan are focusing on rural population. Therefore, the issue of social policy needs fresh exploration in the country, which is necessary to make new social policies that can benefit all citizens.",book:{id:"5946",slug:"poverty-inequality-and-policy",title:"Poverty, Inequality and Policy",fullTitle:"Poverty, Inequality and Policy"},signatures:"Muhammad Azeem Ashraf",authors:[{id:"198873",title:"Dr.",name:"Muhammad Azeem",middleName:null,surname:"Ashraf",slug:"muhammad-azeem-ashraf",fullName:"Muhammad Azeem Ashraf"}]},{id:"56377",title:"Trade Facilitation, Economic Development and Poverty Alleviation: South Asia at a Glance",slug:"trade-facilitation-economic-development-and-poverty-alleviation-south-asia-at-a-glance",totalDownloads:1420,totalCrossrefCites:0,totalDimensionsCites:1,abstract:"South Asia faces enormous economic challenges unmitigated by generally poor economic growth. Increasing economic imbalance between countries hinders regional development. Recently, it has been confirmed that trade liberalisation aimed at expanding trade, has been insufficient in optimising the potential contribution of trade to economic development and reduce poverty. Thus, economists pay attention on Trade Facilitation (TF) which has the potential to contribute to economic development. This has motivated us to examine how TF can achieve this development in South Asia, where trade has yet to make its full contribution to economic growth. The aim of this chapter is to examine the economic impacts of TF on trade and economic growth in South Asia. Our analysis revealed that poor TF restricts trade between countries as it increases Trade Transaction Costs (TTCs). Trade delays are relatively high and affect the region’s landlocked countries even more adversely. An efficiently facilitated trading system will enable these countries to participate more actively in global trade. There has been greater focus on TF policies in South Asia, however due to the complexity of TF measures and their investment needs, it is difficult to identify which TF measures have the most significance for the region.",book:{id:"5946",slug:"poverty-inequality-and-policy",title:"Poverty, Inequality and Policy",fullTitle:"Poverty, Inequality and Policy"},signatures:"Subashini Perera, Mahinda Siriwardana and Stuart Mounter",authors:[{id:"99337",title:"Prof.",name:"Mahinda",middleName:null,surname:"Siriwardana",slug:"mahinda-siriwardana",fullName:"Mahinda Siriwardana"},{id:"202271",title:"Dr.",name:"Stuart",middleName:null,surname:"Mounter",slug:"stuart-mounter",fullName:"Stuart Mounter"},{id:"202617",title:"Ms.",name:"Subashini",middleName:null,surname:"Perera",slug:"subashini-perera",fullName:"Subashini Perera"}]},{id:"55593",title:"Inequality as Determinant of the Persistence of Poverty",slug:"inequality-as-determinant-of-the-persistence-of-poverty",totalDownloads:2114,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"This chapter aims to establish the relationship between inequality and poverty to explain why poverty persists. For this purpose, four parts are developed. The first one illustrates data on inequality and poverty in the world. In the second one, the background of both problems is traced in order to conceptualize them and determine their relationship. In the third one, a simulation exercise is carried out to show the mentioned relationship; besides, correlations between corruption, inequality, and poverty are made for 18 countries around the world that bear witness to the link between these variables. Finally, it is pointed out that persistent poverty reduction will only succeed if the different types of inequalities are reduced or limited, since it is unacceptable that more than 10% of the inhabitants of the earth live in extreme poverty or that just eight people have the same wealth as half of mankind.",book:{id:"5946",slug:"poverty-inequality-and-policy",title:"Poverty, Inequality and Policy",fullTitle:"Poverty, Inequality and Policy"},signatures:"Julián Augusto Casas Herrera",authors:[{id:"200579",title:"M.Sc.",name:"Julián",middleName:null,surname:"Casas",slug:"julian-casas",fullName:"Julián Casas"}]},{id:"56015",title:"The Impact of Trade Liberalisation on Poverty and Welfare in South Asia: A Special Reference to Sri Lanka",slug:"the-impact-of-trade-liberalisation-on-poverty-and-welfare-in-south-asia-a-special-reference-to-sri-l",totalDownloads:1613,totalCrossrefCites:1,totalDimensionsCites:1,abstract:"This chapter evaluates the economic impacts of SAFTA relative to alternative trade policies to determine which policies best deliver increased welfare to citizens, thereby helping to alleviate income disparities and poverty in the region. The study does so with a particular emphasis on the income inequality and poverty effects of trade liberalisation in South Asia on households in Sri Lanka. A static multi-country computable general equilibrium model for South Asia (SAMGEM) is formulated by incorporating a multiple household framework into the Global Trade Analysis Project (GTAP) model. A non-parametric extended representative household agent approach is used to estimate the income inequality and poverty effects of trade liberalisation in South Asia by using micro-household survey data. The findings revealed that amongst the different trade policy options considered, unilateral trade liberalisation ensures the highest welfare to all South Asian members followed by the customs union (with the exception of Sri Lanka) and the SAFTA. 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He obtained a Master’s degree in Public Health and PhD in Public Health and Epidemiology. He has a background in Clinical Medicine and has taken courses at higher diploma levels in public health from University of Transkei, Republic of South Africa, and African Medical and Research Foundation (AMREF) in Nairobi, Kenya. Dr. Kasenga worked in different places in and outside Malawi, and has held various positions, such as Licensed Medical Officer, HIV/AIDS Programme Officer, HIV/AIDS resource person in the International Department of Diakonhjemet College, Oslo, Norway. He also managed an Integrated HIV/AIDS Prevention programme for over 5 years. He is currently working as a Director for the Health Ministries Department of Malawi Union of the Seventh Day Adventist Church. Dr. Kasenga has published over 5 articles on HIV/AIDS issues focusing on Prevention of Mother to Child Transmission of HIV (PMTCT), including a book chapter on HIV testing counseling (currently in press). 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