4th Industrial Revolution


We are already in an age of high tech and artificial intelligence. What skills will be needed to ensure that we are equipped to deal with the future changes to the world of work?

As a training company we realised that our unemployment rate is growing at a fast rate because we do not have entrepreneurs being developed to absorb the extending pool of graduates or our matric students after completion of their studies.

We decided to come up with a book which addresses how one can develop to be a successful entrepreneur. In the past we used to say entrepreneurs are born, not developed, it was then argued and discovered that some are even developed and mentored.

When the education system does the wrong things right, society is very unforgiving.

If you have a voice in education decisions and still believe in Bloom’s Taxonomy, this YouTube clip on the 4IR gyro approach towards teaching and learning may surprise you.

4IR teaching and learning

"Education needs a total ‘face-lift’; the entire education environment, from pre-school to post-graduate education, needs to be re-imagined and aligned with emerging skills requirements. One of the key imperatives to both escape the Dead-end scenario and to achieve the Accomplished Game Changers scenario is a total re-haul of the education / training / skilling system."

Skills@Work published my article on: Preparing the workforce for the fourth Industrial Revolution.
Topics covered include:
Changes in the nature of work and occupations
Changes in employer-employee relationships
Skills required by the workforce of 2025-2030
Preparing for a new partnership with machines
Are we training people for a world that no longer exists?
Are we preparing the workforce for occupations that no longer exist?

The brain has receptors responsible for gathering chronological types of information from other senses. They interpret the physical position of the sun via the eyes to instil a feeling of time passed. This provides for “getting a sense of time” or “having a sense of passing of time”. They are called chronosensors and are responsible for measuring the passing of time when a person progresses through an activity.

While society’s mind is shifting towards the Fourth Industrial Revolution, the education system stays anchored in its historic teacher-centred ways, expecting from learners to memorise subject content. Within the bigger scheme, one must consider that if society’s mind shifted through the first three industrial paradigms while the education system got stuck somewhere, then standing still means more than freezing: it means going backwards as society’s mind is moving ahead

Learners are growing up in a so-called data economy and are confronted with an explosion of knowledge that is characteristic of the information age and which is closer to them via the internet than the distant teacher in front of the class. Learners of the 21st century want instant and incremental endorsement and support on their learning progress. Listening to an explanation today, only to be assessed on it in two weeks, is not acceptable to them.

The DHET and all the entities - that is:
21 SETAs, 3 Quality Councils (CHE, Umalusi, QCTO), SAQA, and the NSFAS, are planning a research colloquium for the 18th & 19th September 2019, in Gauteng, at a venue to be confirmed.

The deadline for paper submission is the 19th May 2019.

Email alert received from [email protected] - DPRU
Details copied from website - see link below

The Development Policy Research Unit (DPRU), has issued the following call for applications.
Appointment of a Panel of pre-qualified researchers & related professionals to provide consultancy services to the Inclusive Growth Programme (IGP)
The Inclusive Growth Programme (IGP) is an initiative of the Department of Trade and Industry.

The world of work in the 4th Industrial Revolution will result in a larger part of the workforce being engaged in alternative work arrangements, with many doing work for more than one organisation at the same time. This will be increasingly common in the ‘GIG economy’: a labour market characterised by flexible, on-demand work in short-term contracts or freelance work. These workers are paid for each ‘gig’ they do, such as transport (Uber), letting a room to tourists (Airbnb) or delivering food (Mr Delivery) – but none of them will earn a salary.


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