Virtual Reality Bridging the Gap Between Work Experience Required and University Qualifications in South Africa

  • Tsitsi Gwatiringa Nelson Mandela University
Keywords: Virtual Reality, Future of Education, Future workforce, Skills Transformation, Fourth Industrial Revolution, Futures Studies

Abstract

Pervasive technologies such as Virtual Reality are making our working life and education to become more digital, complex and interconnected. The job landscape has already been disrupted by the Fourth Industrial Revolution (FIR). The way we work and learn is set to be transformed as the jobs people have and required skills necessary for success are some of the areas most impacted by technological advances such as the FIR and this is particularly concerning for the South African context. New ways of education are required in order to allow future employees to flexibly react to the future world of work and meet the demands of such a digitised working environment. The aim of the research was to identify the present forces, trends and drivers of change that impact the future of education and the future of work. The Six Pillars of Futures Studies approach to research by Inayatullah was applied throughout the study to address the research question: What are the possible futures for tertiary education and jobs in South Africa; and how can the tertiary education providers and the corporate world, through the use of Virtual Reality, explore the potential and extent to which Virtual Reality can be used in bridging a gap between work experience required and university qualifications in South Africa towards the future? The study developed four different future scenarios and the most favourable scenario was used to formulate the recommended vision, "Future Vision of Education and Work in South Africa towards 2030" which envisages an education system that broadens access to opportunities and provides the skills and competences that people need to thrive in a new sustainable economy.

References

Bloomberg. (2016, January 13). Bloomberg Goldman Sachs Has Four Charts Showing the Huge Potential in Virtual and Augmented Reality. Retrieved from https://www.bloomberg.com/news/articles/2016-01-13/goldman-sachs-has-four-charts-showing-the-huge-potential-in-virtual-and-augmented-reality

Davis, N. (2015). 5 ways of understanding the Fourth Industrial Revolution. Retrieved from https://agenda. weforum. org/2015/11/5-ways-of-understanding-the-fourth-industrial-revolution/

DHET. (2013). White paper for Post-School Education and Training. Retrieved from http://www.che.ac.za/sites/default/files/publications/White%20Paper%20-%20final%20for%20web.pdf.

EY. (2015). Megatrends 2015: Making Sense of a World in Motion. EY.com. https://doi.org/1001663

frogging.pdf.

EY. (2018). Can the universities of today lead learning for tomorrow? Retrieved from www.ey.com/au/futureuniversity

Fadel, C., Bailik, M. & Trilling, B. (2015). Four-Dimensional Education. Centre for Curriculum Design. Retrieved from http://curriculumredesign.org/

Forbes. (2016). Five Reasons Why Virtual Reality Is A Game-Changer. Retrieved from https://www.forbes.com/sites/robertadams/2016/03/21/5-reasons-why-virtual-reality-is-a-game-changer/#6448735241be

Gadelha, R. (2018). Revolutionizing Education: The promise of virtual reality, Childhood Education, 94:1, 40-43, DOI: 10.1080/00094056.2018.1420362

Glenn, J.C., & Gordon, T.J. (2009). Introduction: Futures Research Methodology. Version 3.0 [CR-ROM]. The Millennium Project.

Inayatullah, S. (2005). Causal Layered Analysis — Deepening the future. Questioning the Future: Methods and Tools for Organizational and Societal Transformation, (1), 1–22.

Inayatullah, S. (2008). Six pillars: Futures thinking for transforming. Foresight, 10(1): 4-21.

Inayatullah, S. (2010). Futures Studies: Theories and Methods. Futures.

Inayatullah, S. (2013). Futures studies: Theories and methods. In: F.D. Junquera (ed.). There’s a future: Visions for a better world (Madrid, BBVA, 2013), 36-66. Retrieved from: http://www.wfsf.org.

Janssen, D., Tummel, C., Richert, A., & Isenhardt, I. (2016). Virtual Environments in Higher Education - Immersion as a Key Construct for Learning 4.0. Retrieved from http://dx.doi.org/10.3991/ijac.v9i2.6000

Kakuru, C. D. (2016). Fourth Industrial Revolution. Retrieved from https://www.weforum.org/agenda/2016/01/what-the-fourth-industrial-revolution-will-do-for-africa

Őborn, I., Magnusson, U., Bengtsson, J., Vrede, K., Fahlbeck, E., Jensen, E.S., … Rydhmer, L. (2011). Five scenarios for 2050 – conditions for agriculture and land use. Uppsala, Swedish University of Agriculture and Land Use. Retrieved from: http://www.slu.se/framtidenslantbruk.

Richert, A., Behrens, W., Jeschke, S. (2015). Industry 4.0 Meets Generations X, Y and Z Qualification and Training for Working in New Industrial Age. IPW Regionaltagung.

SAGEA. (2018). News: SAGEA Press Release: The SAGEA Employer Benchmark and Candidate Insights 2018. Retrieved from https://sagea.org.za/newsitem-48.htm

Tapscott, D., Williams, A.D. (2010). Innovating the 21st Century University: It’s Time. Educause Review 45 (1), 16-29.

The Tech Advocate. (2018). What is the Future of Virtual Reality? Retrieved from: https://www.thetechedvocate.org/what-is-the-future-of-virtual-reality/

Amsterdam, the Netherlands: Elsevier, 169-193.

Trading Economics. (2019). South Africa Unemployment Rate. Retrieved from https://tradingeconomics.com/south-africa/unemployment-rate

WEF. (2017a). Realizing Human Potential in the Fourth Industrial Revolution. Retrieved from http://www3.weforum.org/docs/WEF_EGW_Whitepaper.pdf.

WEF. (2017b). Accelerating Workforce Reskilling for the Fourth Industrial Revolution. Retrieved from http://www3.weforum.org/docs/WEF_EGW_White_Paper_Reskilling.pdf

WEF. (2018). The Global Competitiveness Report 2018. Retrieved from http://www3.weforum.org/docs/GCR2018/05FullReport/TheGlobalCompetitivenessReport2018.pdf.

Published
2020-12-29
How to Cite
Gwatiringa, T. (2020). Virtual Reality Bridging the Gap Between Work Experience Required and University Qualifications in South Africa. Proceedings of the International Conference on Education, 6(2), 26-35. https://doi.org/10.17501/24246700.2020.6203