Whereas holistic land management is specifically applicable to rural areas, permaculture, as we shall now see, is applicable to both rural and urban areas. At the same time, both Savory and Marombedza are intimately involved with education. As permaculture projects centre on the practical development of the environment, therefore permaculture depends on the genuine participation, cooperation and control of the whole process by the community. In Zimbabwe, permaculture projects are linked to environmental education at some selected schools and colleges. The idea is to have permaculture projects and other related activities to assist the envisaged new learning, whose focus is on practical subjects for life skills. St Vincent’s High School near Harare has taken the lead in working towards the integration of exogenous knowledge with indigenous knowledge so as to have a balanced education system in Zimbabwe. This chapter explains the link between permaculture and community-based learning, also outlining the move towards an integral education system in Zimbabwe, which will be further evolved, in Chapter 15, by Jimmy ‘Mukundi’ Shindi of Econet, who deals with mutual learning being engendered by corporation and community, in both Chinyika and also Domboshawa.