Case studies in Education for the 4IR:
There are numerous case studies available of how South Africa's peer developed and developing nations deal with the massive education systems revisions needed for the 4IR, potentially a world without work as we know it, but equipped with survivalist skills that leverage 4IR and future technologies to improve human development in all its complex multi-dimensional aspects. How can nations remodel their national educational systems to meet these seemingly contradictory and conflicting demands? The Japanese Opinion Piece
provided in the 4IR section of this site is a good starting point, as is the e-Skills for Jobs (Europe) Campaign
that intensified in 2007.
What can South Africa learn from these technologically empowered regions of the world? More importantly perhaps is how South Africa can learn from its partners and peers in the developing world:
This modern economic and technological giant and BRICS partner introduced major changes to the country's national education system
as far back as 2014, before the acronym 4IR was popularized: a policy decision to change initially 600 academic universities into vocational colleges, rising to more than 80% of the nations universities before 2020. This in recognition that traditional universities are not equipped for the rapid industry and skills changes associated with the evolving 4IR, and must therefore be reinforced by a strong industry focus, where most of the 4IR technological innovations are created. Keeping up with these innovations, and "disrupting" them further to create future 4IR evolutions, demands continuous learning far beyond the present capabilities of traditional educational systems.
With South Africa hosting the sixth BRICS Education Ministers Meeting in mid-June 2018, what lessons can South Africa derive from this BRICS Partner as the nation grapples with the complex changes in its TVET strategies? The key is to recognize the rapidly changing knowledge needs of the 4IR, and the need for continuous off-campus on-the-job learning. This process, which depends on critical and creative thinking capability, is best started at preschool levels - early childhood development (ECD) of the technological kind. SAKAN can be one of the consultation tools for the intensive consultation process that leads to this eventuality.