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The study investigates adaptation to the Fourth Industrial Revolution (4IR) among the rural youth in Qunu, Eastern Cape, South Africa. The broad focus on 4IR in job creation is its impact on youth skills development, and an important question is how rural youth benefit from 4IR opportunities. With few studies conducted on the topic of youth skills development in the context of 4IR, an investigation of the problems faced by the rural youth in Qunu in accessing emerging technologies was deemed to be of value. Mixed-method research was employed with a sample of 44 young people living in Qunu. Data was analysed using themes. The findings of this study indicate that the respondents had inadequate knowledge about 4IR and the opportunities it offers. Also, little is being done to improve the skills of the youth, though they show interest in improving their IT skills. [ABSTRACT FROM AUTHOR]

The recent trend in society and education, especially following the emergence of the Fourth Industrial Revolution (4IR) and the outbreak of the global Covid- 19 pandemic has led many institutions of learning to shift from onsite to online, although unprepared. Meanwhile, policy is a crucial factor which needs to be considered and direct such transition from onsite to online. However, this seems not to be the case especially during the time of the Covid-19 pandemic. On the other hand, Botswana is considered one of the most successful African nations in terms of ICT in schools. Hence, this study attempts to explore ICT policies as they concern schools in developing African nations, with emphasis on Botswana. A review method was adopted for the study, thus, relevant literature was reviewed. Meanwhile, the study was underpinned by the Siemens' connectivism theory. The findings of the study from reviewed literature showed that several factors have been put in place to enhance ICTs and ensure the implementation of ICT policies in Botswana, however, digital divide between urban and rural Botswana constitutes inequality. The study recommends that policies with regards to ICT should be reviewed in order to ensure that they are used in bridging rural-urban digital divide. Thus, benchmarking should be considered to ensure best practices across the globe. In addition, inclusivity in education in the case of ensuring and promoting ICT development in rural areas of African nations should be considered. [ABSTRACT FROM AUTHOR]

Implementation of the practices of the Fourth Industrial Revolution (4IR) is currently a trendy topic worldwide since various interruptions are expected. Education is considered as a major tool to equip people with the necessary kills to be prepared for the Fourth Industrial Revolution (4IR). Botswana's education system was ranked among the top ten on the African continent. Hence, this study explored the 4IR and education in Botswana, using a scoping review. The literature was analysed and presented, using themes. The findings showed that factors such as curriculum issues, lack of electricity in rural areas, amongst others are stumbling blocks in Botswana's way as it continues to prepare itself for the 4IR through education. Also, there is limited scholarly work on education and the 4IR, specifically from the perspective of Botswana. Hence, research into current practices in the education sector and institutions of learning in Botswana was recommended. [ABSTRACT FROM AUTHOR]

This paper explored the concept "Ubuntu" in the Fourth Industrial Revolution (4IR). Relevant literatures on Ubuntu as well as the Fourth Industrial Revolution (4IR) were reviewed. The extant literatures show that Ubuntu, which is used to represent brotherhood as it concerns the African society, suggests the oneness that African nations have always had with one another. However, the advent of the Fourth Industrial Revolution (4IR) and the way technological gadgets are being embraced across the globe suggests that Africans are already losing the unity which they took time and effort to build. This spans from families, communities, nations and the continent at large. In this regard, technological gadgets, which are supposed to be enabling devices for enhancing human endeavours towards higher productivity, tend to serve as a double edged sword; serving enabling devices on one end, and aiding the weakening of social ties and roots, on the other end. This study recommends that Africans hold on to the spirit of Ubuntu and allow technological gadgets serve as devices that unify people. Hence, there will be a need to remove technological gadgets where possible and necessary in order for people to interact with one another face-to-face first, before involving those who are far away through the use of technological gadgets. [ABSTRACT FROM AUTHOR]

The global world continues to prepare itself for the Fourth Industrial Revolution (4IR) due to the envisaged effects of the 4IR on individuals, nations and the global world. This is being done through practical approaches, policy-making, robust discussions and, most importantly type and quality of education provided, amongst others. The effects are envisaged to be detrimental if nations are caught unawares. Thus, this study explores the preparedness of African nations in relation to formal education in the 4IR. Various related literatures were reviewed in the following areas: formal education in rural areas, previous industrial revolutions, the Fourth Industrial Revolution and steps taken by western nations towards preparing for the envisaged industrial revolution. The findings suggest that African nations are not preparing for the envisaged industrial revolution like other western nations; rather, the focus remains on issues such as decoloniality, decolonization and glocalization. The study recommends that if African nations choose not to go the way of western nations in preparing for the 4IR, and prefer to continue with issues such as decolonization, decoloniality and glocalization, the curricula should be revisited, duly redesigned and implemented to ensure the desired development. [ABSTRACT FROM AUTHOR]