Innovation and industrialisation through the education system have become the new normal of economic development of any country. Innovative skills have been found to be the main drivers of economic growth as well as boosters of productivity. This is because capacity to be innovative can harness novel ideas that can translate to high quality goods and services, i.e., industrialisation. However, literature has established that, despite the importance of innovation, developing countries have remained underdeveloped due to various impediments. These hurdles derive from incompetent governance and inappropriate or irrelevant education. This study therefore sought to make a theoretical analysis of the educational approach to innovation and industrialisation through teaching and learning STEM subjects. A narrative review of literature was done to explore the role played by education to address the issue of innovation and industrialisation in developing countries, with particular focus on Zimbabwe. This study found that the major obstruction to innovation and industrialisation is poor implementation of the STEM curriculum which is exacerbated by a lack of technological capacity and insufficient educational skills to sustain innovation.

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