The Commission makes several recommendations in response to the implications of the 4th Industrial Revolution for the basic education sector in South Africa: 1. Adopt an updated competency framework that incorporates 21st century skills while remaining responsive to South Africa's context of social justice and decolonization. 2. Leverage technology opportunities through expanded digitization, partnerships for innovation, and integrating themes of social justice, decolonization and entrepreneurship across the curriculum. 3. Refocus teaching and learning around competence-based and project-based approaches to develop skills like critical thinking, creativity, and digital literacy among both students and teachers. 4. Integrate relevant technical and vocational pathways and subjects throughout the education system

1. 2018 BASIC EDUCATION
SECTOR
COMMISSION 8
(CURRENT AND FUTURE COMPETENCIES AND CURRICULUM)

2. INTRODUCTION
About the 4th Industrial Revolution
and the 21st Century contexts?
About Decolonization
About Entrepreneurship
About Vocational Education

3. COLONISATION OF THE MIND
‘’Criticism of colonialism, accordingly, has shifted its
focus to its more subtle and lasting manifestations.
Prominent among these are the varieties of what
came to be known as the ‘colonization of the mind’.
This is one of the forms of ‘epistemic violence’ that it
is certainly the task of philosophers to contribute to
identify and struggle against’’.
Colonizing and decolonizing minds Marcelo Dascal

4. DECOLONISATION OF THE CURRICULUM
Knowledge
Eurocentric
Irrelevant
Narrow and disconnected
Curriculum review
Ubuntu & Rights
Indigenous Knowledge :
Ways of
Knowing
Abstractly transmitted
Meaningless; Exclusionary
Social‐constructivist,
learner‐centred, and
integrated approach
Languages,
History and Art
forms
Low status of indigenous
languages
African languages; History;
and arts & music
Colonised Curriculum Progress

5. Commission Approach
• Disruptions and Opportunities
• How do we leverage on the opportunities and
mitigate the disruptions

6. 01
ACCESS
Artificial Intelligence
Virtual classrooms/teachers etc.
02
QUALITY
Relevant and real time information
Virtual classrooms/teachers etc.
03
INCLUSIVITY
Diverse approaches
Big Data analytics – personalised teaching
04
EFFICIENCY
Cloud Computing
Virtual classrooms/teachers
EQUITY
. Cloud Computing05
Virtual classrooms/teachers
.
SOCIAL JUSTICE PRINCIPLES
o n
COMMISSION
embraced the power
of the 4IR and the 21st
century skills in
deepening the social
justice principles and
decolonisation

7. FOURTH INDUSTRIAL REVOLUTION (4IR)
• The rapid growth in broadband access and usage,
driven by mobile-broadband technologies has resulted
into development of a “connected economy” which is
giving rise to the Fourth Industrial Revolution (4IR)
• Emerging technologies stemming from internet of
things (IoT), robotics, artificial intelligence (AI) are
driving the 4IR
• A World Economic Forum study stimated that more
than 5.1 million jobs will be lost as a result of labour
market changes over the period 2015 to 2020.

8. Vocational learning pathways
Workplace learning experiences
(Workshadowing)
Entrepreneurship Education
DECOLONISATION
Critical Thinking
Creativity & Innovation
Communication
Collaboration
Information , Media &
ICT Literacies Flexibility
& Adaptability Initiative
& Self‐direction Social &
Cross‐cultural
Productivity & Accountability
Leadership & Responsibility
Life long learning
Active pedagogies ICT
integration Innovative
approaches
Data Driven approaches
LEVERS OF CHANGE
Development relevant subjects
Learner‐ centred and inclusive
Competence based Diversified
learning pathways (
3 Streams)
Extra‐curricula
FP streamlining
(
CONTINUOUS
LABOUR
MARKET
ANALSYIS;

9. DRIVERS OF THE FOURTH INDUSTRIAL
REVOLUTION
RAPID
TECHNOLOGICAL
ADVANCEMENT
Artificial
Intelligence
Robotics
3D Printing
Nano &
Biotechnol
ogy
Big Data
Driverless
Cars
Internet
of Things

10. EMERGING TECHNOLOGIES: DISRUPTIVE?
Robotics
3D Printers
Self driving cars
Artificial Intelligence
Big Data
CloudComputing
The Internet of Things

11. KEY COMPONENTS OF DIGITAL
COMPETENCES
Components
Information &
Data Literacy
Communicatio
n &
Collaboration
Digital
Content
Creation
Safety
Problem
Solving

12. DIGITAL COMPETENCES
• Browsing, searching and filtering data, information and digital content
• Evaluating data, information and digital content
• Managing data, information and digital content
Information & Data
Literacy
• Interacting through digital technologies
• Sharing through digital technologies
• Engaging in citizenship through digital technologies
• Collaborating through digital technologies
• Netiquette
• Managing digital identity
Communication &
collaboration
• Developing digital content
• Integrating and re-elaborating digital content
• Copyright and licences
• Programming
Digital content creation
• Protecting devices
• Protecting personal data and privacy
• Protecting health and well-being
• Protecting the environment
Safety
• Solving technical problems
• Identifying needs and technological responses
• Creatively using digital technologies
• Identifying digital competence gaps
Problem Solving

13. IMPLICATIONS FOR EDUCATION
• New and diminishing jobs require the integration of new
skill sets, competencies and attributes
• Integration of relevant subjects/disciplines e.g.
entrepreneurship education, design, programming etc.
• Big data analytics towards evidence based teaching and
Personalised learning
• Dominance of soft skills and attributes – restoring
education as a field of human creation and invention
• Partnerships for innovation – efficiencies
and quality
New subjects,
combination
of subjects,
new content
decisions to
be taken

14. IMPLICATIONS FOR EDUCATION
RESPONSIBILITY AND REFLEXIVITY.
• Life and career skills, attitudes, and values at the heart of
competencies needed to thrive in and across new situations
in the fast changing world
• Policies and experiences that are reflective of the fast
changing world
• Opportunities for learners and teacher
manage technology, big data and infor
• Produce students who will functio
effectively in the society, future careers
(local and global)
s to inMteract with
mation explosion
n meaningfully
and in the econ
and
and
omy
Massive
implications
for teaching,
learning and
assessment,
the way school
and the whole
system
functions
• Breadth of skills and competencies additional to
foundational skills (3Rs)‐ broaden to 5Rs i.e add

15. DEFINITION OF COMPETENCE
The definition of competence as the developmental
capacity to interactively mobilise and ethically use
information, data, knowledge, skills, values, attitudes,
WISDOM and technology to engage effectively and act
across diverse 21st century contexts to attain individual,
collective, and global good IN THE DEVELOPMENTAL
CONTEXT OF SA”
the UNESCO IBE is adopted by the DBE as a working
definition.

16. FRAMEWORK ON FUTURE COMPETENCES
• Lifelong learning (Curiosity, creativity, critical thinking);
• Self‐agency (Initiative, Responsibility; endurance etc.);
• Interactively using diverse tools and resources (Impactful and
efficient use of resources, responsible consumption)
• Interacting with others (Teamwork, Collaboration;
Negotiation);
• Interacting with the world (Being local and global, balancing
XXXXrights with privileges; balancing freedom with respect) ;
• Multi‐literateness (reading & writing; Numeracy, digital); and
• Trans‐disciplinarity (STEM TO STEAM; Humanities; Social
Sciences; Arts Subjects).

17. DBE Plans For the 4IR
ACTIVITY RESOURCE TIMEFRAMES
School curriculum design,
incorporating coding,
robotics into GET
curriculum
Task Team to develop
Curriculum for coding
,robotics which forms part
of the GET curriculum
July 2018- March2019
Introduction of the Three
Stream Model in schools
Development of
LTSM,Exemplar
Assessment tasks
January- December 2018
Basic Digital Literacy
,Training of ICT skills
Increasing Connectivity January 2018-January
2020
ICT Teacher Training and
Professional Development
Reskilling January 2018-December
2020
Digital Content
Development and
Sourcing
Increasing online
resources
January 2018-December
2020

18. Recommendations
o
QUESTION DISCUSSION (KEY POINTS) RECOMMENDATION (ACTIONS)
1. What are the
implications of the 4th
Industrial Revolution
and the Skills for the
Changing World for
the sector?
• Customised skills and
competency framework
• The relevance of 4IR and the
Skills for the Changing World
to the principles of social
justice
• Colonisation and its impact on
the affordances of the 4IR and
the Skills for the Changing
World he
• Adopt the IBE competence
framework with additional skill
that are responsive to the
South African context
• A conditional grant to expand
the digitization of the system t
deepen the Social Justice
principles
• Radical strategy towards
partnerships for innovation
• Integrate Ubuntu, social justice
and Decolonisation as 21st
century themes

19. Recommendations
QUESTION DISCUSSION (KEY POINTS) RECOMMENDATION
(ACTIONS)
2. How can the Basic
Education Sector
strategically leverage on
the 4th Industrial
Revolution opportunities
in order to adequately
respond to the
development agenda of
South Africa as contained
in the National
Development Plan?
Principles of social justice
• Access to quality education
• Efficiency
• Equity and Redress
• Inclusivity
• Expand the
integration of
technologies in the
education system
• Create enablers for a
Data driven system
• Adopt a Blended
approach in teaching
and learning as well as
in teacher
development

20. Recommendations
global) subjects/subject
QUESTION DISCUSSION (KEY POINTS) RECOMMENDATION
(ACTIONS)
4. What are the
implications of the
relevant skills and
competencies for
teaching, learning,
assessment and
teacher capacity
• The readiness of our teachers
• The curriculum content and
pedagogies
• The type of learner
• Assessment policies and
practices
• Disconnect between labour
and school
• Adopt the competencies
and skills for teachers (EI,
persuasion) and learners
• Integrate the skills,
competencies and
development relevant
themes in TD
programmes
• Enhance active
pedagogies (projects,
gaming etc.)
• Refocus the curriculum
towards a competence‐
based approach
• Introduce development
relevant (local and

21. Recommendations
QUESTION DISCUSSION (KEY POINTS) RECOMMENDATION
(ACTIONS)
5. What is the most
effective way of
integrating the
relevant skills and
competencies in the
curriculum without
major disruptions
• What holds us back from
teaching and assessing the
(Brookings Institute research)
• A competence based
curriculum
• Integration of the skills
and competencies across
the subjects
• Refocus teaching and
assessment practices
towards a more project
based approach
• Capacitate teachers in
active pedagogies (play
based, gaming, projects
etc.)

22. Recommendations
QUESTION DISCUSSION (KEY POINTS) RECOMMENDATION (ACTIONS)
6. What steps should
be taken to ensure that
the sector responds to
the decolonisation and
entrepreneurship
skills/education
demands
• What is decolonisation and its
impact on knowledge forms,
way of knowing and
knowledge tools
• Entrepreneurship education
• Integration and assessment of
Indigenous knowledge across
the curriculum
• Strong partnerships with HEI,
local community, industry and
business
• Integration and development
of entrepreneurship skills and
mind respectively
• Decolonisation of the mind as
a theme to promote social
justice consciousness and
agency using Languages, art
subjects and history as levers

23. Recommendations
QUESTION DISCUSSION (KEY POINTS) RECOMMENDATION
(ACTIONS)
3. Within the 21st
Century context,
what relevant skills,
values, attitudes
and competencies
are needed for
learners to thrive in
the demands of the
4th Industrial
Revolution?
• Information explosion and
how to manage it
• The three stream model
• The foundational skills
(3Rs)
• Adopt the 4Cs and social
skills and the information,
media and IT literacies for
teachers and learners
• Review assessment policies
for alignment with
competence based
approaches
• Adopt and resource the
three stream model as
Academic, Technical and
Vocational
• Streamline the FP
curriculum to focus on the
basics within the 3Rs

24. Commission responses
• What’s holding back the achievement of
acquisition of the skills
– systems ability to respond to change
– ( change management, teaching styles,
assessment, budgets/resources, school to work
relations; lack of industry involvement)
• Does it mean new subjects, content,
combination of skills?
• Detailed implementation plan with sensitivity
to socio‐economic context

25. Responses
• Holding a Round‐table early in 2018 to contribute to
finalization of:
– Detailed implementation of the 2019+ pilot in ordinary
schools (progress on Ministerial TT to be included)
• Curriculum innovation
• Industry involvement
• Resourcing ( LTSM, facilities, workshops etc)
• Qualification structure
• Professionalization of artisans as trainers

26. COMMISSION PERSPECTIVES
• “Technology cannot replace teachers But teachers
without technology will be replaced by those with it”
• “Education cannot replace social justice But a society
without social justice cannot call itself educated. “
• “A society without Entrepreneurs and a skilled workforce Cannot
create and produce for its survival But A society with
entrepreneurs and skilled workforce Can make its citizens thrive “
16

27. CONCLUSION
Acknowledging Freire’s pedagogical project as one of
action in and on the world:
“… it becomes clear that knowledge alone, as intended by
the school, does not transform life. Only the conversion
of knowledge into action can transform life. This
concretely defines the meaning of practice: the dialectic
movement between the conversion of transformative
action into knowledge and the conversion of knowledge
into transformative action. (p. xi)
(Leonardo Boff;1997)

28. 18