Abstract
Corona Virus Disease 2019 (COVID-19) has magnified the magnitude of the perilous nature of the dual basic education system that stems from the long-standing structural and extreme socioeconomic inequalities in South Africa. The aim of this study is to critically examine the prospects of inclusive Fourth Industrial Revolution (4IR) through the perspective of dual basic education which is plagued by continuous inequalities inherited from the discriminatory and prejudicial apartheid regime. The theoretical underpinnings applicable to this study were derived from the theory of digital divide which is an outcome of socioeconomic inequalities. For the purpose of this academic inquiry, the author adopted qualitative desktop analysis wherein unobtrusive methods and techniques were adopted through conceptual and documentary analysis to achieve the set research objectives. The findings are that the nature of South Africa's socioeconomic disparities resulting from extreme digital divide are already playing an active role of jeopardising any prospects of inclusive 4IR. COVID-19 has exposed the fragile basic education system particularly the risk of exclusion of learners from poor socioeconomic backgrounds. The implication is that the system is designed in a manner that does not inspire confidence to assert that it will play a meaningful role in 4IR's human capital formation. It is almost certain that those (the haves) with access to resources have an advantage over those (the have-nots) with little or no access to resources to concretely participate in 4IR activities. In order for South Africa to reap the inclusive rewards of 4IR, there is an urgent need to equalise the education system where extraordinary measures such