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, healthcare, agriculture, transportation and governance. The 4IR revolution is underpinned by the velocity, breadth and depth as well as systems impact. The 4IR comprises of artificial intelligence (AI), rapid computer processing, virtual reality (VR), augmented reality (AR), robotics, Internet of Things (IoT), big data analytics, and 3D printing. This digital revolution offers opportunities for an improved quality of life, innovation and economic growth, while presenting challenges at the same time. Although there is consensus on the benefits and drawbacks of 4IR, the implications of 4IR on Technical and Vocational Education and Training (TVET) programmes in South Africa are well documented. The study accoutred to enhance knowledge in the field and add 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 understand how TVET can be aligned with the demands of 4IR in South Africa. The objective of the study was to investigate the implications of the 4IR on the TVET programme and determine how, in the context of 4IR, the TVET programme can be used appropriately to prepare graduates in South Africa for the workplace. A constructivist paradigm sheltered the study through a qualitative approach and a phenomenological design. A non-probability sampling method, purposive sampling was applied to select eight TVET lecturers, a TVET college Placement Manager, and a Department of Higher Education and Training (DHET) senior official as participants. 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. Results of the study reveal a variety of implications for the TVET programme. Implications include the need to update TVET curricula and syllabi, promote the TVET sector and labour industry collaboration, accept 4IR technology as a learning tool, and continuously increase 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. Findings from the research indicate that the TVET curriculum falls short in preparing students for the 4IR workplace because of misalignment with the labour sector, resistance to change, shortage of technical expertise, and the lack of
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resources. These findings contribute to the theoretical knowledge on how the TVET programme can be positioned in the context of the 4IR. The study will assist various stakeholders such as the labour market, quality assurance public entities, qualifications authorities, researchers, economic actors, and the TVET sector to sufficiently equip pupils for the workplace in the 4IR era.
Keywords: 4IR, TVET, implications, skills, world of work, industry, collaboration