The transformation of primary and secondary education by the Fourth Industrial Revolution (4IR) technologies
| dc.contributor.author | Gama, Lindiwe Setsabile | |
| dc.date.accessioned | 2024-08-29T10:20:01Z | |
| dc.date.available | 2024-08-29T10:20:01Z | |
| dc.date.issued | 2023 | |
| dc.description | A project report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Business Administration Johannesburg, [2023] | |
| dc.description.abstract | Digital technologies have taken over the education sector in the Fourth Industrial Revolution. Education 4.0 necessitates the upskilling of educational professionals and learners. It also requires the Department of Basic Education (DBE) to uniformly equip all schools with digital infrastructure to prepare learners for the technology-driven work environment. The DBE must make an effort to bridge the digital divide of learners in rural, urban and remote areas as part of the National Development Plan 2030. This is necessitated by the evolving job market. Literacy and numeracy levels have been declining in South Africa despite 4IR technologies that Generation Z learn to use quickly. The interventions by the DBE and the learning styles of Generation Z require educational professionals to adjust and adapt teaching methods. Unlimited access to digital information and applications promote a customised teaching and learning environment. This study aims to investigate how digital technologies are being used by educational professionals (educators) that teach official South African languages (except for sign language) and Mathematics were sampled to solicit their views on how digital technologies can be used to increase numeracy and literacy rates. Twenty- six educators (26) conveniently sampled participated in the study. According to the 2015 Trends in International Mathematics and Science Study (TIMSS) and the 2016 Progress in International Reading Literacy Study (PIRLS). The results indicate that there is a relationship between literacy, numeracy and the digital skills of education professionals and learners. Adequate funding for the Department of Basic Education is essential for uniform digital transformation in South Africa | |
| dc.description.submitter | MM2024 | |
| dc.faculty | Faculty of Commerce, Law and Management | |
| dc.identifier.citation | Gama, Lindiwe Setsabile. (2023). The transformation of primary and secondary education by the Fourth Industrial Revolution (4IR) technologies [Master’s dissertation, University of the Witwatersrand, Johannesburg]. WireDSpace.https://hdl.handle.net/10539/40398 | |
| dc.identifier.uri | https://hdl.handle.net/10539/40398 | |
| dc.language.iso | en | |
| dc.publisher | University of the Witwatersrand, Johannesburg | |
| dc.rights | © 2023 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg. | |
| dc.rights.holder | University of the Witwatersrand, Johannesburg | |
| dc.school | WITS Business School | |
| dc.subject | ICT | |
| dc.subject | Education 4 | |
| dc.subject | Education professional | |
| dc.subject | Literacy | |
| dc.subject | Numeracy | |
| dc.subject | UCTD | |
| dc.subject.other | SDG-8: Decent work and economic growth | |
| dc.title | The transformation of primary and secondary education by the Fourth Industrial Revolution (4IR) technologies | |
| dc.type | Dissertation |