Digital Techniques and Digital Skills in Organisations and Government in South Africa: An Environmental Scan

Twinomurinzi, Hossana; Msweli, Nkosikhona; Phukubje, Phuti

doi:10.25159/59

Cited by 2 publications

(4 citation statements)

References 4 publications

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“…Standard digital technologies such as email or instant messaging for communication, video-conferencing applications, the Internet, and computer hardware and software are already pervasive in the workplace. For this reason, TVET college students must acquire these technologies in order to participate meaningfully in learning activities (Twinomurinzi, Msweli & Phukubje, 2020;Denhere & Moloi, 2021b:232). In addition, there is a growing need for specific or advanced digital technologies (Guthrie et al, 2009) that are related to Industry 4.0: these include artificial intelligence (AI), robotics and/or 3D technologies used specifically to perform certain tasks.…”

Section: Context and Theoretical Backgroundmentioning

confidence: 99%

How do South African TVET lecturers rate their digital competencies, and what is their need for training for a digital transformation in the South African TVET sector?

Holler,

Brändle,

Zinn

2023

JOVACET

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Digital-transformation processes pose many challenges for South African technical and vocational education and training (TVET) colleges. In addition to improving infrastructure, lecturers must be equipped with new knowledge and skills to face the challenges in 21st-century classrooms and workforces. Based on the technological pedagogical content knowledge (TPACK) model, this study investigated the ways in which TVET lecturers (n = 364) self-assess their competence in digital teaching and learning, and the kind of additional training or support that they need to increase the effectiveness of their digital teaching. The findings suggest that the lecturers’ self-assessments of their digital-related knowledge are generally high. In addition, the sub-dimensions of TPACK differ significantly according to the educational background of a lecturer. Those with a regular teacher education rate their TPACK abilities higher than those who have only subject-specific training or a pedagogical education. Nevertheless, analysis of the qualitative data shows that TVET lecturers need extensive support in planning effective technology-enhanced lessons, including the creation of educational content.

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Section: Context and Theoretical Backgroundmentioning

confidence: 99%

How do South African TVET lecturers rate their digital competencies, and what is their need for training for a digital transformation in the South African TVET sector?

Holler,

Brändle,

Zinn

2023

JOVACET

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“…Current economic structures are however scrambling to address the rapidly growing misalignment between the current skills of workers and the needs of the evolving (digital) global economy. This is true for both developed and developing countries (Harambee, 2020;PwC, 2019;Schueler, 2021), including South Africa (Twinomurinzi et al 2020). The world is therefore witnessing the accelerated implementation of ambitious upskilling and reskilling agendas across different sectors of the economy (World Economic Forum & PwC, 2021).…”

Section: Skills Development In a Changing World Of Workmentioning

confidence: 99%

“…While ample South African literature is available identifying the skills for the 21st-century workforce (e.g. Craffert et al, 2014;Department of Communications and Digital Technologies, 2020;Department of Higher Education and Training, 2022;Harambee, 2020;LGSETA, 2021;Maisiri & Van Dyk, 2021;Twinomurinzi et al, 2020), limited information exists regarding the involvement of South African businesses -specifically medium-sized organisations -and the extent and effectiveness of their skilling activities. A study by Samuel and Moagi (2022) did however focus on skills development strategies of organisations towards transitioning the existing workforce given the changing world of work.…”

Section: Skills Development In a Changing World Of Workmentioning

confidence: 99%

“…Human capital development is particularly critical in South Africa given the country's staggering (disproportionately young) unemployed population, alongside the reported gap between industry labour demands and the quality/quantity of skilled labour supply (Twinomurinzi et al, 2020). Massive national upskilling and reskilling are thus required to build capacity amongst current workers and to facilitate youth entrants into the labour market.…”

Section: Introductionmentioning

confidence: 99%

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Approaches to human capital development for the changing world of work: Perspectives on medium-sized organisations in South Africa

Katunga,

Keating,

Mange

EPiC Series in Education Science

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The Fourth Industrial Revolution (4IR) has catalysed a paradigm shift in workforce demands, urging the cultivation of digital skills and human capital development. In South Africa, where a disproportionately young unemployed population coexists with a reported gap in skilled labour supply, the urgency for mass upskilling and reskilling is paramount. The private sector (i.e. industry) has a critical role to play in this regard. Yet, limited data is available to illustrate the involvement of South African businesses within the education ecosystem, the extent of their activities related to human capital development (including digital skills development), or the effectiveness of their related activities in this regard. Focusing specifically on medium-sized organisations, which are envisaged to contribute greatly towards job creation in the country, this study explored the approaches of these organisations (consisting of 51-250 employees) toward human capital development and the integration of digital skills in the face of evolving work landscapes. Using interviews with key informants and a structured survey of 61 organisations across diverse sectors, the findings revealed that while most organisations offered some form of digital skills training, a notable portion lacked comprehensive structures for organisational learning. Challenges to effective implementation include resource limitations, awareness gaps and resistance to change. The study underscores the crucial role of youth employment accelerators in bridging the gap between inexperienced youth and resource-constrained companies. Additionally, it highlights the need for cultivating soft skills alongside digital competencies. These insights shed light on the nuanced landscape of digital skills development among medium-sized South African organisations, emphasising the imperative need for tailored policies and initiatives to support their pivotal role in driving economic growth and innovation in the 4IR context.

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Digital Techniques and Digital Skills in Organisations and Government in South Africa: An Environmental Scan

Cited by 2 publications

References 4 publications

How do South African TVET lecturers rate their digital competencies, and what is their need for training for a digital transformation in the South African TVET sector?

How do South African TVET lecturers rate their digital competencies, and what is their need for training for a digital transformation in the South African TVET sector?

Approaches to human capital development for the changing world of work: Perspectives on medium-sized organisations in South Africa

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