3.2 Contribution of STEM knowledge and skills to digital technology jobs

The world of work is in a state of flux, which is causing considerable anxiety to everyone. There is growing polarisation of labour market opportunities between high- and low-skilled jobs and unemployment and underemployment especially among young people [15]. STEM education curricula at schools and TVET colleges have not kept pace with the changing nature of work, resulting in many employers saying they cannot find enough workers with the skills they need [16]. Education and training institutions should stop educating students for jobs and occupations that do not exist. The future requires workers to think creatively, work collaboratively, deepen their emotional IQ and integrate technology into everything they do [17]. It is unfortunate that even the best public and private schools still maintain an outdated focus on memorisation and following directions (ibid). To prepare students relevant to this technological era, schools must regularly make technology an integral part of their teaching, learning and assignments. Technology is becoming an even more common part of the workplace.

Science, technology, engineering and mathematics (STEM) knowledge is associated with 75% of the fastest growing occupations, innovations and wage premiums [15]. A technology- and knowledge-driven economy needs workers trained in science, technology, engineering and mathematics. The majority (70%) of employers in developed countries (e.g. Australia) characterise employees with STEM skills as the most innovative. About 75% of the fastest growing occupations require STEM knowledge and skills (ibid). The digital revolution and an increasing demand for designing and manufacturing are driving the growth of the creative sector which extends from arts to science and technology, creativity and innovation [18]. The new generation of workers often referred to as digital natives appears to be creative and looking for opportunities to express their creativity. Designing and making objects in STEM as creative thinking is expected to become increasingly important as a contributor to the national economy and the job market. Existing and new jobs are likely to require a creative approach to perform nonroutine tasks and solve problems, while future workers are likely to appreciate an opportunity to act creatively. STEM skills and knowledge are required for work in a growing range of existing occupations in the future and will also contribute to the creation of new professions within the digital technology era [16]. However, current trends demonstrate the lack of interest and poor performance in STEM. Furthermore, STEM subjects and related vocational courses and occupations (e.g. mechanical and civil) are still traditionally seen as more male-dominated work. There is declining trend in STEM knowledge and interest [19].This situation needs to be resolved to meet future workforce of vocational and technology needs. STEM education should provide employees, both males and females, with essential skills that promote innovation and productivity and support economic growth.

#### 4. Data analysis and discussion

Student questionnaire results on vocational educational and training practices at three TVET colleges.

This section presents data collected from questionnaires administered to three TVET colleges. The data is presented in four tables. Table 1 shows the biographical data of students at the three colleges combined. Table 2 presents data on relevant workshop materials and equipment for teaching and learning vocational subjects. Data on Table 3 provide students' views on the integration of theory and practice in the subjects. The data in Table 4 provide information on the partnership between

leads to much more rapid development and restructuring of labour markets in the

As compared to previous technologies such as electricity and telephones, the rate at which new digital technologies are being developed and adopted is much faster [12]. The Internet and its accompanying technologies have been a game changer for many industries. They may be yet to unleash their full disruptive potential, owing to the establishment of the Internet infrastructure in both rural and urban areas. Unlike the first, second and third industrial revolutions, where the geographic limitation affected the flow of products and labour, the digital technology revolution (fourth industrial revolution) also known as internet change everything (ICE) has no geographical barriers. The new global Internet-enabled workforce employs new skills and competes with the local workforce, in just about anywhere in the world [13]. With the device connectivity, computing power, data volumes, ecommerce, social media use and other indicators of digital technology growth, we experience exponential growth both in terms of adoption and functionality. Employment models and jobs are significantly impacted by the connectivity. Most of the opportunities and risks associated with the "Internet of things" are yet to transpire. Essentially, the digital technology offers access to a whole new world of connectivity that is on 24/7 basis and that in itself is changing the way people work

IoT contains a variety of connected objects. The "Internet of things" is exploding. It is made up of billions of "smart" devices—from miniscule chips to mammoth machines—that use wireless technology to talk to each other (and to us). Our IoT world is growing at a breathtaking pace, from 2 billion objects in 2006 to a projected 200 billion by 2020. That will be around 26 smart objects for every human being on Earth. IoT is the combination of low-cost, low-power processors with "real-world" electronic sensors and wireless network connectivity being added to a wide range of

Mobile broadband and Internet access show the most rapid growth in developing countries. However, the divide between developed and developing countries remains vast, with mobile broadband penetration reaching 84% in the former and only 21% in the latter [14]. These digital divides need to be addressed in order to ensure that as many people as possible are able to access affordable, efficient mobile communication networks and the associated development opportunities, including employment.

The future of digital technological advancement holds exciting opportunities for

the way we work, consume and interact and also poses challenges. Youth and people who lack high-level technological and interpersonal skills are becoming vulnerable due to digital-automated jobs. There is a need for targeted and strategic skills, education and training that are responding to the changing technological world. Supporting individuals in the application of transferable skills will be a key priority as we foster a sustainable and more productive economy. High-level technical skills in STEM education is required to underpin a successful economy. Technological digitisation and automation of our activities will have profound effects on the future labour markets. What are the deep-seated technological trends? And how can we prepare to maintain high standard of living in the country? The impact of these trends and the resulting skills must be better understood so that the appropriate STEM education and training is put in place to provide a prosperous and

innovative economy for the emerging type of employees of tomorrow.

Increase of digital technology-automated systems is raising the complexity of tasks and the need for higher-level skills for entry-level positions. An increased STEM knowledge and skill levels in digital technology is imperative to access new jobs. Many middle- and high-skilled jobs are being automated. The consequence is the likelihood of a raised STEM skill training and education bar for entry into many

near future than previously experienced.

Theorizing STEM Education in the 21st Century

and live day to day.

electrical devices.

professions and occupations.

78


#### Table 1.

Biographical data of students from three TVET colleges.


and civil occupation is for male students is still prevalent at most TVET colleges but is slowly disappearing. Hopping [19] argues that STEM education should provide both males and females with essential skills that promote innovation and productivity to support economic growth. There is still high inequality in the country due

Workshop materials and equipment for teaching and learning vocational subjects.

Rating Disagree Neither Agree Blanks Mean SD

STEM for Sustainable Skills for the Fourth Industrial Revolution: Snapshot at Some TVET…

f % F % f%f%

51 43 37 31 30 25 2 2 1.81 0.82

33 28 21 18 65 55 0 0 2.27 0.87

27 23 25 21 67 56 0 0 2.34 0.82

21 18 19 16 79 66 0 0 2.49 0.78

51 43 17 14 51 43 0 0 2.00 0.93

40 34 24 20 55 46 0 0 2.13 0.88

29 24 24 20 66 55 0 0 2.31 0.84

25 21 24 20 81 68 0 0 2.66 0.30

It is common to find most students in the group above 20 years, because most of them are from post matric (grade 12—age 20) focusing on preparing for occupations for workplaces. These groups will be studying NATED programmes, while the

The questionnaire results in Table 2 show students agreeing to effective vocational and didactic approaches to the teaching and learning in the classroom. For instance, 85% of students agreed that "The VET pedagogy aims to enhance their capacity as independent thinker". This is agreeing with [20] that educators will need a different pedagogy and skill during the fourth industrial revolution. Further, nearly one-third (63%) of students agreed that the teaching and learning engage them practically in performing a task through interaction. However, there was no complete agreement by students (39%) that vocational didactics focuses on competences and characteristics of a specific vocation or occupation. There were a considerable number of students (45%) who did not agree nor disagree on this indicator. The mean of 2.77, 2.83 and 2.66 shows an inclination towards and agree-

4.2 Vocational and didactic methods used in classrooms and workshops

to the previous dispensation.

taught during theory lessons

RQ2 Relevant workshop materials and equipment for teaching and learning

DOI: http://dx.doi.org/10.5772/intechopen.89294

I know the purpose of all materials and equipment available in this workshop

I consider that all materials and equipment in this college are able to prepare me for industry work

Lecturers are competent in the use of material and equipment that will prepare me for industrial

The use of electricity-reliant equipment helps us to adapt quickly to current machinery in the

I sometimes fail to complete practical activities

Sometimes I rely on sources other than my lecturer to know how some tools and equipment work

Materials and equipment that we use during practical are a true reflection of what we are

due to the lack of adequate material

Sometimes I do use other materials and equipment other than prescribed in the task because the appropriate ones are not available

vocational subjects

work

Table 3.

world of work

ment in those indicators.

81

younger ones will be studying NCV courses.

#### Table 2.

Vocational and didactic methods used in classrooms and workshops.

TVET colleges and industries for WIL. The details of data, analysis and related interpretations are presented below.

#### 4.1 Biographical data of students from three TVET colleges

Table 1 presents data on the biographical data of students.

Table 1 shows that most students (88%) were male. It is not surprising, because the country is still going through transformation from the traditional maledominated vocational education and training. The belief that mechanical, electrical


STEM for Sustainable Skills for the Fourth Industrial Revolution: Snapshot at Some TVET… DOI: http://dx.doi.org/10.5772/intechopen.89294

#### Table 3.

Workshop materials and equipment for teaching and learning vocational subjects.

and civil occupation is for male students is still prevalent at most TVET colleges but is slowly disappearing. Hopping [19] argues that STEM education should provide both males and females with essential skills that promote innovation and productivity to support economic growth. There is still high inequality in the country due to the previous dispensation.

It is common to find most students in the group above 20 years, because most of them are from post matric (grade 12—age 20) focusing on preparing for occupations for workplaces. These groups will be studying NATED programmes, while the younger ones will be studying NCV courses.

#### 4.2 Vocational and didactic methods used in classrooms and workshops

The questionnaire results in Table 2 show students agreeing to effective vocational and didactic approaches to the teaching and learning in the classroom. For instance, 85% of students agreed that "The VET pedagogy aims to enhance their capacity as independent thinker". This is agreeing with [20] that educators will need a different pedagogy and skill during the fourth industrial revolution. Further, nearly one-third (63%) of students agreed that the teaching and learning engage them practically in performing a task through interaction. However, there was no complete agreement by students (39%) that vocational didactics focuses on competences and characteristics of a specific vocation or occupation. There were a considerable number of students (45%) who did not agree nor disagree on this indicator. The mean of 2.77, 2.83 and 2.66 shows an inclination towards and agreement in those indicators.

TVET colleges and industries for WIL. The details of data, analysis and related

RQ1 Vocational pedagogy and didactics F % F % f % f % Mean SD

Gender f % F 31 26 M 88 74 Blanks 0 0

18–20 39 33 Above 20 80 67

Total 119 100

7 6 10 8 101 85 1 1 2.77 0.59

6 5 8 7 105 88 0 0 2.83 0.49

9 8 47 39 57 48 6 5 2.30 0.82

6 5 17 14 96 81 0 0 2.76 0.53

8 7 27 23 82 69 2 2 2.59 0.69

24 20 20 17 75 63 0 0 2.43 0.81

14 12 24 20 80 67 1 1 2.54 0.73

34 29 16 13 63 53 6 5 2.14 1.00

17 14 53 45 47 39 2 2 2.22 0.75

12 10 16 13 91 76 0 0 2.66 0.65

the country is still going through transformation from the traditional male-

Table 1 shows that most students (88%) were male. It is not surprising, because

dominated vocational education and training. The belief that mechanical, electrical

4.1 Biographical data of students from three TVET colleges

Table 1 presents data on the biographical data of students.

interpretations are presented below.

The VET pedagogy aims to enhance the students'

Biographical data of students from three TVET colleges.

Theorizing STEM Education in the 21st Century

The VET pedagogy is providing me with "a learning experience that is social, passionate and inspiring

The emphasis is on "how" and "why" of the learning

The learning outcomes of the teaching and learning

The teaching and learning process is mainly by doing

The teaching and learning engage students practically

Sometimes I rely on sources other than my lecturer to

The teaching and learning utilise authentic hands-on practical activities that are true reflection of

Vocational didactics focuses on competences and characteristics of a specific vocation or occupation

Relevant teaching and learning method is always applied for different types of vocational subjects

Vocational and didactic methods used in classrooms and workshops.

capacity as independent thinker

rather than the "what" only

are very clear to students

and reflection in vocational subjects

know how some tasks are done

workplace activities

Table 2.

80

in performing a task through interaction

worker"

Age group

Blanks

Table 1.


core of teaching and learning of occupational subjects. Table 4 provides students' views on the integration of theory and practice in the subjects. Majority (75%) of students agree that there are challenges they face in developing the necessary skills and knowledge for social and economic development. Three quarters (68%) of students agreed that the theoretical knowledge gained influences how they learn vocational subjects. Similarly 68% of students agreed that lectures, assignments and work in the school workshop systematically related to placement periods. These results do not correspond very well with existing studies that most of the youth in the country are unemployed and that schools and colleges are busy training students

STEM for Sustainable Skills for the Fourth Industrial Revolution: Snapshot at Some TVET…

4.5 What partnership exists between TVET colleges and industries for WIL?

Partnership with relevant industries and placement of work-integrated learning or work-based learning is an integral part of vocational education and training. For most of South African colleges, work-based learning is not adequately practised due to the lack or poor partnership with industries. This question sought information from students on the degree of partnership and work-integrated learning during their vocational education and training. Table 5 shows that less than half of students (43%) agreed that various partnerships exist between TVET colleges and industries at regional and international levels. It is interesting that more than a quarter (33%) of respondents neither agreed nor disagreed. Nearly half of students (24%) disagreed that various partnerships exist between TVET colleges and industries at regional and international levels. Table 5 also shows that half of students (50, 54, 51, and 55%) agreed on the importance of partnership in vocational education and training. However, there were a considerable number of students who neither agreed nor disagreed. This implies that partnership and WIL is lacking or

Rating Disagree Neither Agree Blanks Mean SD

F % F % F%F%

29 24 39 33 51 43 0 0 2.18 0.80

25 21 35 29 59 50 0 0 2.29 0.79

28 24 27 23 64 54 0 0 2.30 0.83

25 21 33 28 61 51 0 0 2.30 0.79

20 17 33 28 66 55 0 0 2.39 0.76

31 26 35 29 53 45 0 0 2.18 0.82

for jobs that do not exist [1, 16].

DOI: http://dx.doi.org/10.5772/intechopen.89294

poor at colleges.

international levels

and equipment

middle-level skills

and mismatches

Table 5.

83

RQ4 What partnership exists between TVET

TVET colleges form partnerships with industries

colleges and industries for WIL? Various partnerships exist between TVET colleges and industries at regional and

to ensure responsiveness to local and international community needs

These partnerships influence the successful labour market outcomes such as ensuring quick absorption of graduates into the workplace

Partnerships influence the successful labour market outcomes such as upgrading machinery

Partnerships influence the successful labour market outcomes such as improving supply of

Partnerships influence the successful labour market outcomes such as reducing skill shortages

Partnership between TVET colleges and industries for WIL.

#### Table 4.

Integration of theory and practices in the teaching and learning of vocational subjects.

## 4.3 Relevant workshop materials and equipment for teaching and learning vocational subjects

Table 3 indicated that more than half of students (51%) disagreed that they know the purpose of all materials and equipment available in the training workshops. Most of the students (65%) agreed that they consider all materials and equipment in the college to prepare them for workplaces. This is contrary to [16] who states that educational systems have not kept pace with the changing nature of work, resulting in many employers saying they cannot find enough workers with the skills they need. Further, unemployment rate in South Africa increased to 27.7% in the first quarter of 2017 from 26.5% in the previous period [1]. From the findings in Table 2, students seem to be positive about equipment and materials in the training workshops. The observations at the colleges investigated also do not agree with students' positive opinion about equipment and material at the college.

### 4.4 Integration of theory and practices in the teaching and learning of vocational subjects

At TVET colleges teaching and learning of vocational subject should focus more on practical skills. As a result the integration of theory and practice should be in the STEM for Sustainable Skills for the Fourth Industrial Revolution: Snapshot at Some TVET… DOI: http://dx.doi.org/10.5772/intechopen.89294

core of teaching and learning of occupational subjects. Table 4 provides students' views on the integration of theory and practice in the subjects. Majority (75%) of students agree that there are challenges they face in developing the necessary skills and knowledge for social and economic development. Three quarters (68%) of students agreed that the theoretical knowledge gained influences how they learn vocational subjects. Similarly 68% of students agreed that lectures, assignments and work in the school workshop systematically related to placement periods. These results do not correspond very well with existing studies that most of the youth in the country are unemployed and that schools and colleges are busy training students for jobs that do not exist [1, 16].

### 4.5 What partnership exists between TVET colleges and industries for WIL?

Partnership with relevant industries and placement of work-integrated learning or work-based learning is an integral part of vocational education and training. For most of South African colleges, work-based learning is not adequately practised due to the lack or poor partnership with industries. This question sought information from students on the degree of partnership and work-integrated learning during their vocational education and training. Table 5 shows that less than half of students (43%) agreed that various partnerships exist between TVET colleges and industries at regional and international levels. It is interesting that more than a quarter (33%) of respondents neither agreed nor disagreed. Nearly half of students (24%) disagreed that various partnerships exist between TVET colleges and industries at regional and international levels. Table 5 also shows that half of students (50, 54, 51, and 55%) agreed on the importance of partnership in vocational education and training. However, there were a considerable number of students who neither agreed nor disagreed. This implies that partnership and WIL is lacking or poor at colleges.


#### Table 5.

Partnership between TVET colleges and industries for WIL.

4.3 Relevant workshop materials and equipment for teaching and learning

Integration of theory and practices in the teaching and learning of vocational subjects.

4.4 Integration of theory and practices in the teaching and learning of

At TVET colleges teaching and learning of vocational subject should focus more on practical skills. As a result the integration of theory and practice should be in the

Table 3 indicated that more than half of students (51%) disagreed that they know the purpose of all materials and equipment available in the training workshops. Most of the students (65%) agreed that they consider all materials and equipment in the college to prepare them for workplaces. This is contrary to [16] who states that educational systems have not kept pace with the changing nature of work, resulting in many employers saying they cannot find enough workers with the skills they need. Further, unemployment rate in South Africa increased to 27.7% in the first quarter of 2017 from 26.5% in the previous period [1]. From the findings in Table 2, students seem to be positive about equipment and materials in the training workshops. The observations at the colleges investigated also do not agree with students' positive opinion about equipment and material at the college.

Guidance is provided during placement periods 23 19 20 17 76 64 0 0 2.45 0.80

Rating Disagree Neither Agree Blanks Mean SD

RQ3 Integration of theory and practices in the teaching and learning of vocational subjects There are challenges that I face in developing the necessary skills and knowledge for social and

Theorizing STEM Education in the 21st Century

The theoretical knowledge gained influences how I

The educational content is sufficiently relevant to the needs for qualifications in the actual vocations

The curriculum guides how to integrate theory of vocational subjects with practical exercises in

There is coherence between the classroom, the college workshop and the workplace and between

Students are satisfied with the opportunities given by the educational structure and curriculum

Lectures, assignments and work in the school workshop systematically related to placement

Theoretical knowledge is used to provide occupational relevance to work-related areas

The curriculum based on an adequate understanding of how vocational knowledge is

constituted and developed

economic development

learn vocational subjects

workshops

subjects

framework

periods

Table 4.

f % F % f%f%

21 18 23 19 75 63 0 0 2.45 0.78

9 8 27 23 81 68 2 2 2.57 0.70

7 6 30 25 82 69 0 0 2.63 0.59

30 25 29 24 60 50 0 0 2.25 0.83

7 6 42 35 69 58 1 1 2.50 0.65

23 19 48 40 47 39 1 1 2.18 0.77

31 26 21 18 67 56 0 0 2.30 0.86

22 18 30 25 67 56 0 0 2.38 0.78

7 6 24 20 85 71 0 0 2.61 0.71

vocational subjects

vocational subjects

82
