As South Africa embraces the fourth and fifth industrial revolutions (4IR/5IR), its technical and vocational education and training (TVET) colleges are undergoing a major digital transformation. An HSRC study investigated how COVID-19 and the technological shifts brought on by 4IR/5IR have reshaped the education, training and development sector. This article focuses on how these dynamics affect private and public TVET colleges.
Image by DC Studio, from Freepik
Globally, education systems are under pressure to prepare students for a future defined by artificial intelligence, robotics, automation and rapid technological change. In South Africa, this challenge is compounded by a legacy of inequality and the after-effects of the COVID-19 pandemic.
In response, the Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA) commissioned the Human Sciences Research Council (HSRC) in 2022 to investigate how digital disruption is transforming the education and training landscape. The study focused on structural dynamics in the education, training and development sector arising from the COVID-19 pandemic and the technology shifts induced by the fourth and fifth industrial revolutions (4IR/5IR). Sampling 63 colleges (20 public and 43 private) across all nine provinces in South Africa, the research provides a nationwide snapshot of how institutions have been adapting to the 4IR and beyond.
Pandemic pressure, digital acceleration
A robust Technical and Vocational Education and Training (TVET) system is essential for enhancing national productivity, fostering innovation and promoting entrepreneurship. It helps develop a skilled and adaptable workforce capable of responding to the demands of a changing economy. However, disruptions caused by the COVID-19 pandemic led to a 33% decline in enrolments at TVET colleges from 2019 to 2020. The decline not only exposed existing infrastructural vulnerabilities but also highlighted critical issues. These issues particularly affected disadvantaged students through the suspension of work placements, limited access to digital resources and inadequate preparation for online instruction. Approximately one-third of public and nearly half of private colleges suspended classes during the pandemic. Yet, in the midst of the crisis, a digital pivot began.
Public and private colleges responded with urgency and innovation. Prior to the pandemic, only 45% of public colleges and 47% of private colleges utilised video conferencing; by 2022, these figures had risen to 100% and 86%, respectively. In addition, institutions began to incorporate online courses, mobile learning apps, YouTube content and podcasts into their curricula. The pandemic acted as a catalyst for digital acceleration within the TVET sector. Public colleges experienced an increase in online course usage from 35% to 75%, with similar trends observed in private institutions. This transition underscores the necessity of institutional agility and digital integration to ensure continuity, equity and relevance in vocational education in the face of future disruptions.
Rethinking curricula for the 4IR era
The transition necessitated by the 4IR encompasses not merely technological advancements but also the imperative of curricular relevance. The shift wasn’t just about technology – it was about relevance. Colleges started reviewing their curricula to reflect 4IR competencies such as coding, data analysis and cloud computing. Nearly half of public and 54% of private colleges introduced new content or restructured qualification pathways to align with these demands.
However, transformation also revealed shortfalls. About half of public college educators lacked digital teaching skills. In response, 85% of these colleges launched staff training initiatives and 75% upgraded IT infrastructure. Private colleges followed suit, although often with fewer resources.
Blended learning models are now becoming standard. Before the pandemic, fewer than 20% of colleges used hybrid formats. Now, 70% of public and 65% of private colleges offer flexible learning – a game-changer for students balancing work, care responsibilities or remote living conditions.
Closing the gap between education and employment
Another key finding was the growing collaboration between colleges and industry. Around 40% of public colleges have enhanced work-integrated learning opportunities through partnerships with employers. This helps students graduate with real-world skills, not just theory.
Yet challenges persist: colleges report difficulty filling posts in core disciplines like mathematics, engineering and business studies – areas that remain essential even in a tech-driven world. This mismatch points to a need for targeted investment in educator recruitment and professional development.
From recovery to reinvention
The Technical and Vocational Education and Training (TVET) sector is undergoing significant transformation. The sustainability and advancement of this progress depend on the sector’s ability to institutionalise digital teaching tools, prioritise continuous staff development and ensure that curricula remain responsive to ongoing technological changes.
Every decision – whether about a lecturer acquiring coding skills or a student attending a virtual class on a borrowed mobile device – plays a meaningful role in this evolution. While these actions may seem individually modest, together they signify that the sector is not just recovering from disruption; it is actively engaged in a process of intentional reinvention.
The impact path forward
The HSRC’s research has laid the groundwork for deeper policy engagement. Its findings are already informing conversations about curriculum reform, infrastructure investment and skills development. By highlighting both achievements and gaps, this study helps decision makers identify where support is needed most.
Looking forward, the impact of these changes could be profound. With continued collaboration between the government, the private sector and civil society, South Africa’s TVET institutions can become global models of inclusive, future-ready education – empowering a generation of learners to thrive in a digital world.
Research contacts and acknowledgement:
This article was written by Lindiwe Malumbazo, a PHD research trainee in the HSRC’s Equitable Education and Economies Division (EEE). For more information, please contact Shirin Motala (smotala@hsrc.ac.za), the Director of Impact and Research Development in EEE and Dr Bongiwe Mncwango (bmncwango@hsrc.ac.za), chief research specialist in EEE.
The study was led by Shirin Motala, Dr Stewart Ngandu, Dr Bongiwe Mncwango and Dr Jaqueline Harvey, and supported by Lindiwe Malumbazo, Amanda Diphoko Phetla, Mokgadi Mamaleka, Nondumiso Masuku and Ncediwe Mdludlwa.
