One of the fundamental pre-requisites for Industrialisation is its stupendous availability, in a country of skilled-manpower. In this regard, Zimbabwe has sought to leverage human resources, such as these, in order to accelerate the process of socio-economic transformation. In March 2012, for example, the Government of Zimbabwe (GoZ) pronounced the "Second Science, Technology and Innovation Policy" framework, which provided the two Ministries of Primary and Secondary Education and Higher and Tertiary Education, Science and Technology Development with the opportunity to implement the relevant spellings out of that policy document. The former launched an update review of the national curriculum, in 2014, which culminated, in the crafting of the Zimbabwe Education Blueprint (2015-2022). That education-design plan has many facets. Chief among them is a deliberate emphasis on the teaching of Science, Technology, Engineering and Mathematics, subjects that are now known popularly by the acronym "STEM". Classroom instruction, in those disciplines is meant to empower students with the cutting-edge skills that should see them participate actively, in both the local and global economies. The latter Ministry has rolled out the new STEM curriculum at the Advanced level, in January 2016. Through documentation analysis, this paper, therefore, attempts to unpack the new curricular innovation (STEM), that Zimbabwe has devised most recently as one of her very best policy strategies towards achieving industrial development, in the foreseeable future.