Technologies, technological skills and curriculum needs for South African public TVET college students for relevance in the 4IR era

Abstract: This study sought to establish technologies, technological skills and curriculum needs for South African Public Technical Vocational Education and Training (TVET) college students for their relevance and preparation to the working world in the fourth industrial revolution (4IR). This was a qualitative research study with data collected through virtual interviews from a mixed group of Students Representative Council (SRC) members of the 26 purposively sampled TVET colleges out of 50 TVET colleges, ensuring proportional representation of colleges in the nine provinces. Participants’ responses were video recorded then transcribed. Key findings were that students raised 25 different technologies they required in order to participate meaningfully in learning activities. The dominating students’ technological skills requirements were competency in PowerPoint/Excel/Word, basic computer literacy, computer hardware, and typing with speed. Ninety-three percent (93%) of the Journal of African Education (JAE) ISSN: 2633-2922 (Print) ISSN: 2633-2930 (Online) Indexed by SABINET and EBSCO Volume 2, Number 3, December 2021 Pp223-242 Technologies, technological skills and … 224 respondents were not satisfied that the current curriculum provided them with relevant knowledge to propel them in future employment prospects in the 4IR