As South Africa contemplates integrating technology into higher education teaching and learning, it must do so with full awareness of the country’s deeply challenged education system, high levels of youth unemployment, and limited digital literacy. These realities form the critical context within which Fourth Industrial Revolution (4IR)-aligned educational reforms must be implemented.

Rennie Naidoo, a Professor in Information Systems (IS) and Research Director at the Wits School of Business Sciences, mentioned this to the 55 delegates at Universities South Africa’s (USAf’s) one-day colloquium on 10 July, who gathered to critically engage with the findings of the USAf Environmental Scan for 4IR Training and the World of Work (2024) report. 

Opening with a sobering overview of South Africa’s basic education challenges, Professor Naidoo highlighted that 47% of children aged 6–8 do not receive early childhood development (ECD), which contributes to 78% of Grade 4 learners being unable to read for meaning, and 60% of primary school learners failing to reach Grade 12. Unsurprisingly, only 25% of secondary school leavers are considered work-ready, compared to 96% in Singapore.

From this weak foundation, less than 30% of learners attain a bachelor’s pass, with only 18% accessing university, and nearly half of those dropping out. Against a backdrop of 63.9% youth unemployment, Professor Naidoo urged delegates to keep youth top-of-mind when engaging with the 4IR Environmental Scan findings.

This inequitable system, he noted, has created small enclaves of advantaged learners, highlighting an urgent need for curriculum reform that meets the needs of both privileged and marginalised students.

Source: https://url-shortener.me/7QE4