Abstract
We argue that Africa has a rightful place in the 4IR. We focus on the higher education sector (universities only), with a specific focus on South Africa. We argue that South African universities stand to benefit from the 4IR. In order to achieve what we term University 4.0, we propose two conceptual models, designated as the macro- and micro-models, as a blueprint for institutional renewal (the macro-model) aligned with the envisaged demands of the 4IR. The micro-model proposes that teaching and learning stand to benefit too. Ideally, both models should be implemented simultaneously to provide the optimum education conditions and preparation for each graduate. Whereas technology is the main driver and anchor of the 4IR, some of the demands of the 4IR can be met by leadership adaptability, staff preparedness and an awareness of the needs of the current and future student population. Therefore, we propose these models as practical and achievable tools to enable Africa’s young student population.
This chapter draws on Lizette Wessels. 2020. How South African universities can contribute to preparing the future workforce for the Fourth Industrial Revolution. Master of Philosophy in Higher Education. Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/108143.
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- 1.
A place where students can work together on projects, share ideas, thoughts and knowledge.
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Wessels, L., van Wyk, JA. (2022). University 4.0: A Conceptual Model for South African Universities and the Fourth Industrial Revolution. In: Benyera, E. (eds) Africa and the Fourth Industrial Revolution. Advances in African Economic, Social and Political Development. Springer, Cham. https://doi.org/10.1007/978-3-030-87524-4_3
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