Question

Along with other initiatives, the fourth industrial revolution (4IR) and the ways of thinking it encourages may well provide new ways of thinking about education and its role in eradicating the poverty and the inequality at the heart of South Africa’s stratified society. A World Bank working paper, titled Overcoming Poverty and Inequality in South Africa: An Assessment of Drivers, Constraints and Opportunities, concludes that despite improvements recorded from 1994, the “trajectory of poverty reduction was reversed between 2011 and 2015”, which threatened to erode the advances made in the period preceding this. Also significant is that the nature of inequality appears to have changed, with skills and labour market factors appearing to have gained in significance in respect of poverty and inequality, as race and gender weaken. What this implies is that an additional layer of complexity has been added to any discussion of inequality. The role of class remains core and chronic poverty remains a key determinant of poverty, which means that persistent poverty continues. Given the role of skills in poverty reduction, and against this bleak backdrop, what contribution can universities make, especially in light of the current national and sector focus on the 4IR? The role of the higher education sector in unlocking the potential of the country’s labour market to promote growth through skilling graduates to meet the demands of employment and job creation cannot be overemphasised. A key focus is the advent of new technologies, including artificial intelligence (AI), robotics, big data and analytics, and equipping graduates with the skills needed to learn quickly and effectively to apply these to solve problems — whether in the context of research or in a current or future workplace. PROGRAMME BACHELOR OF COMMERCE IN HUMAN RESOURCE MANAGEMENT MODULE TRAINING AND DEVELOPMENT TOTAL MARKS 20 MARKS Consider, by way of example, the effect of 4IR technologies on the future career of a graduate with a BCom in logistics management. Given the way in which companies will manage logistics and supply chain practices in the future, the fundamental knowledge obtained from the degree may still be required, but also a set of new skills and attributes will be needed if they are to operate effectively. To make the move from a linear approach — degree equates to a specific job — to a more 4IR-ready approach (multiple skills needed for as yet unidentified problems), an interdisciplinary, holistic approach to education is needed, which will allow for the creation of curricula that better suit students and industry. Degrees and diplomas can be designed to prepare students for rapidly changing social and economic conditions. This can be done by empowering them with a broader view, deeper insights and problem-solving skills critical to a knowledge economy that requires a workforce adept at addressing current and emerging challenges, many of which are unknown. But some of the skills and competences developed today might not be relevant in the future. Future- fit education should focus on the development of deep skills that are contemporaneous, transferable and adaptable. A second example from the area of robotics, which has already changed how pharmacists work, moving them away from the physical dispensing of medicines to the more intellectual aspects of pharmaceutical delivery and general wellbeing and support. The pharmacists of the future will not be pill counters or dispensers, but valued for a level of knowledge and expertise that cannot be replaced by AI. Much the same is expected in the profession of chartered accountancy, because the accountants of the future will be required to use the latest technologies to provide a competitive edge for their clients to enable more advanced, evidence- and data-led business thinking and decision-making. As a brief survey of current writing in business strategy demonstrates, it is not just the chief information officers who will have to stay abreast of sector trends. Across multiple levels, companies will need to leverage disruptive technologies to provide faster, better and more effective business operations. These business trends have significant implications for the education provided to students at all levels. Whether technical, or vocational, professional or academic, universities will have to find ways to do education differently so that graduates are best prepared for their futures. These deep seated changes must begin at school level. Case Study Questions 1. Which level of training needs has arisen because of the arrival of the 4IR? Furthermore, explain the external factors that need to take into consideration due the arrival of the 4IR. 2. Compare differences between a Workplace Skills Plan and Skills Audit Plan; also indicate which plan would be more suitable to integrate with the 4IR?

Answer 1

We are seeing major shifts, which are going to reach employees, employers and businesses in the very near future, as new technologies are being implemented in the form of artificial intelligence, super-computers, state-of-the-art robotics, self-directed and managed transportation systems, innovative materials management and bio-engineering and genomics.

Such forward-looking developments will certainly change how people lead, learn and live. In short, between 40 and 50% of the skills we have today get out of date. None of the workforces would vanish, others would begin to make waves and an entire new community of jobs would occur in all sectors never before. Future employees would need better arms and equipment to handle the demands of sectors powered by new skills and combinations.

a.

1. We must return to education models in order to be ready for the future and adaptable to all forms of life challenges. Interestingly, we receive less realistic and bookish schooling. The training required in the years of development (up to 6 years) is important and paves the way for the cognitive and behavioral abilities of a child. The social and life skills gained in the rising age make a major difference in the later stages.
2. The After-school or Outside-of-School services have become more humid and should be supported by countries because they have a strong need to help young people as they pass from school into the job market.
3. Benefit-friendly models such as NGOs that interact well with local authorities to assess industry needs will align youngsters to develop the skills required for their jobs. The demand-driven model which partners with employers can have an effect on these programs to prepare youth for rapid jobs.
4. Government-supported projects bringing young people, education and employers together to discuss and resolve learning needs are important and necessary in the future.

We come in various ways as regards external influences, depending on the geographical and political scenarios. Briefly, these are the variables that can occur.

• Labor and labor markets worldwide.
• Digital access and internet.
• Literacy and the internet network.
• Levels of sex and value.
• Factors like natural disasters, political instability and hot spots.

b.

A skills plan for an boss or chief is the mechanism or technique implemented in order that his workers learn and practice competitively on all levels. A skills assessment program is essentially a tool or a yard to assess the skills gap between workers. This points to the areas to be explored with preparation and capability improvements. The present and potential SAP situation in 4IR is best handled by a SAP:

The key benefits of a competency test are:

• Effective and productive training programs for the workplace.
• Improvement of the professional team.
• Lower costs of training and growth due to more targeted growth activities.
• Knowledge collection and use and may be used for a variety of purposes, including selection and deployment of internal workers.
• Increased efficiency as people suit their jobs better.