Social Sciences and Humanities Open (Jan 2024)
The implications of the fourth industrial revolution on technical and vocational education and training in South Africa
Abstract
The impact of the fourth industrial revolution (4IR) has been experienced to varying degrees, with far-reaching implications in various domains, including economies, industries, education, transportation, and governance. Although there is consensus on the benefits and drawbacks of the fourth industrial revolution, the implications on the technical and vocational education and training (TVET) programme in South Africa are well documented. The study aimed to enhance knowledge in the field and added to the debates on the implications of 4IR on the TVET programme in South Africa. Through the Human Capital Theory (HCT) lens, the study sought to comprehend how to match the demands of 4IR with the TVET programme in South Africa. The study's objectives were to investigate the implications of the 4IR on the TVET programme and to determine how the TVET programme can appropriately prepare graduates in South Africa for the workplace. A constructivist paradigm sheltered the study through a qualitative approach and a phenomenological design. Purposive sampling was applied to select eight participants, comprising six TVET college lecturers, a TVET college placement manager, and a Department of Higher Education and Training (DHET) senior official. Semi-structured interviews were conducted to gain rich and meaningful responses from respondents. Interviews were recorded, transcribed, coded, themed, and analysed through thematic analysis with the aid of Atlas. Ti. The study's results reveal various implications for the TVET programme. Implications include updating TVET curricula and syllabi, promoting the TVET sector and labour industry collaboration, accepting 4IR technology as a learning tool, and increasing TVET lecturer capacity. The skills that were identified as essential for various industries in the 4IR era include creativity, computer skills, and problem-solving skills, which are cross-functional. These findings contribute to the theoretical knowledge of how the TVET programme can be positioned in the context of the 4IR. The study will assist stakeholders such as the labour market, quality assurance public entities, qualifications authorities, researchers, economic actors, and the TVET sector to sufficiently equip TVET graduates for the workplace in the 4IR era.
