Abstract
This study was undertaken to investigate the financial constraints faced by managers while initiating the Fourth Industrial Revolution (4IR). In doing so, the study looked at the meaning of the 4IR; how insufficient funding contributed to the challenges of introducing 4IR to South African learners in schools; and what innovative teaching aids were needed by teachers to prepare learners to participate successfully in the area of the 4IR.
The Fourth Industrial Revolution (4IR) can be seen as a revolutionary change to the development of South African schools, however, financial constraints prevent the 21st century learners from receiving adequate support at schools that will prepare them for the 21st century workforce (Moloi and Mhlanga, 2021). The world is ever-changing and requires skilled learners to keep up with the 4IR trends, as well as, improve the current state (Fomunyam, 2019). It is imperative for educators to be skilled on how to integrate 4IR skills in classrooms and lessons. Majority of teachers in South Africa are familiar with the traditional methods of teaching, such as using a chalkboard and paper worksheets. There is a need for teachers to start using innovative teaching aids to prepare learners for 4IR.
The researcher used the interpretivist paradigm. The interpretivists consider the portrayals of human activities as founded from social meanings that people have (Denzin & Lincoln, 2005). In exploring the financial constraints faced by school managers in preparing for the Fourth Industrial Revolution (4IR), the researcher had chosen the qualitative approach which is dependable on the interpretivist paradigm. Seidman (2012) argued that the qualitative research process is established from a constructivist philosophy which is founded on the bases that reality stems from a multifaceted, human collaborating and common social understanding that is deduced by entities on the study. The design that was used in conducting the research was a case study. The case study design was deemed as relevant as the researcher was able to present and represent the realities of financial constraints that school managers face when trying to implement 4IR into the school curriculum. A purposive sampling method was applied to select the participants for the study. Purposive sampling entails that the researcher choses specific groups of people (Bertram and Christiansen, 2014). The researcher chose, specifically, school staff members as the research affects the school environment. The research was conducted in two schools, one government and one independent school. The purpose was to establish how school managers, of public and independent schools, managed available funds, identify how schools obtained funds and how the financial constraints affected the implementation of 4IR in schools since it is the school managers’ responsibility to manage school funds (Mestry, 2017). Semi-structured interviews were used to collect data and, with the consent of the participants, were recorded on an audio-tape recorder and
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transcribed by the researcher. The collected data was coded according to content analysis followed by themes and categories of teachers’ understanding of 4IR, school readiness of 4IR, constraints of school funding and innovative teaching aids.
The data reveals that teachers have an understanding of the concept of the Fourth Industrial Revolution. School readiness for the 4IR was a problem, especially at the government school. The independent school had some financial constraints, however, it used fundraising activities to alleviate the problem. Teaching aids that can be used, despite financial constraints, were pointed out by the participants. Based on the findings, some recommendations were made by the researcher, inter alia: it is important to be comfortable in the classroom with technology as the education system needs to be reinvented to prepare learners for a 21st century world. Young people are increasingly become unemployed due to lack of skills or opportunities; schools should incorporate workshops and training to help teachers understand the importance of implementing 4IR skills in the classrooms to adequately prepare learners for the 21st century working world; and smart phones are the most affordable teaching aids as almost every teenager is exposed to one. WhatsApp can be a prodigious source of communication between teachers and learners as lessons, worksheets and study suggestions can be sent via WhatsApp.
Recommendations were made for further studies, to also investigate the stance of 4IR in schools across all provinces in South Africa. Further studies should include more participants and be able to interview participants when there are no scheduled examinations.
The study concluded that 4IR skills are needed in South African schools, unfortunately, due to the financial constraints that school managers face, it becomes difficult for schools to incorporate 4IR skills into classroom lessons. It was suggested that all schools adopt Kurt Lewis Force Field Model, to implement a mind-set change and release old habits to make a change for new habits. Although schools face financial challenges, re-working the budget can assist in incorporating minor changes, such as using smart phones to teach, and this can allow learners to be exposed to their journey of implementing 4IR skills into their lives.
Keywords: financial constraints, Fourth Industrial Revolution, innovative teaching aids; infrastructure support; Internet of Things.