need for relevant workforce education for the 21st century, The

The need of relevant workforce education in educational institutions for the 21st century is discussed. Concentrations of extreme poverty increase concurs with societies experiencing rapid industrialisation. Such situations abound with unemployment, riots and crime. Educational institutions can play a cardinal, developing skills and equipping people to fulfill their place in society, constructively stemming the tide of these social ills, and providing solutions to the malaise generally caused by unemployment, exacerbated by unskilled citizens. Potentially, the better trained citizens are: (a) the stronger a nation's economy; (b) leading to more competition; (c) resulting in more employment opportunities, and (d) decreased susceptibility to resorting to crime, violence and riots to improve a desperate situation.

Consciousness of a new millenium will inevitably more efforts at removing of all forms of discrimination. The 'ordinary' or less developed person will be the focus of attention in educational institutions, already indicated by the shift from formal education toward a less formal education, endeavouring to inculcate life skills. A major objective is the ability to use knowledge constructively to find or create worthwhile employment.

There should be a close correspondence between learning in school (and tertiary level) and what a person can do in adult working life. Educational institutions can make an enormous contribution to life-fulfilling human existence in the 21st century, by means of workforce education.

Introduction

The new millenium brings with it an inevitable sense of change and instability and impose new demands. Political, technological, economic and social change is taking pace in South Africa as elsewhere in the world. Already in 1971 Toffler (p 20) averred:

"Change is avalanching upon our heads, and most people are grotesquely unprepared to cope with it".

In this new age, the ordinary person and his or her particular understanding of the world will be the focus of attention in educational institutions. This is already observable in the shift from formal education toward less formal education, training people to be able to use their knowledge constructively in order to find or create worthwhile employment in a world where large-scale unemployment has become endemic.

Knowledge and skills for the future that does not yet exist is of imperative importance.In these last days of the millenium two forces are at work re-shaping the 1950's world of learning (so Godsell, 1993:1):

The rapidity of change in knowledge as well as technology. Not only is just additional new knowledge of importance, but also fundamentally different knowledge.

The collapse of the classical caste boundaries is reshaping learning. Learning has become holistic, or generic, or interconnected and a lifelong, a continious endeavour.

Rosenstock ( 1991:434) maintains that:

"...given the speed of technological change, a focus on narrow training provides students with soon-to-be-- obsolete skills. Throwaway skills for throwaway workers come at the expense of academic skills and problem-posing skills for the new workplace - an environment that requires self-learning".

Therefore new skills for the prospective employees of the future workplace needs to be created. Educators in all educational institutions should recognize the need for such an immensely important professional undertaking which influences the economy of a country and the lives, opportunities and dreams of many job seekers.

In this article it is advocated that workforce education for the 21st century is of cardinal importance for developing of skills, equipping people to fulfill their place in society, thus stemming the tide of many social ills. This signals longterm and more permanent solutions to counter the malaise caused by unemployment, exacerbated by unskilled citizens. The following assumptions apply: The better trained citizens are: (a) the stronger a nation could be economically; (b) and therefore the more competitive; (c) this leads to more employment opportunities, and (d) results less susceptible resort to crime and riots to improve a desperate situation.

The Characteristics of Work in the 21st Century

The rigorous demarcation of occupations is collapsing

According to Godsell (1993:2) the rigid demarcation between occupations is crumbling, and due to this broader base that the rigid boundaries are collapsing a broader base from which to work is necessary.

Culture

Work is culturally induced. According to Misumi and Yamori(1991:143) "The meaning a given society attaches to working has generally been considered to be deeply based on that society's value system and socio-economic system (capitalistic, socialistic, etc.). In other words, it was thought that the value system had a universally undeniable effect on the person's attitude and behaviour, regardless of differences in working conditions and features". According to Misumi and Yamori (1991:135) it is well known that Japannese people attach a high value to work. They 0144) are of the opinion that

"...it is possible to apply this training to other countries that share the same work values and ethical heritage. Other societies, characterised by different value systems, can also benefit from this training under the work climate that they intentionally develop, or one which features the Japanese work-places. As how the climate would be created is a matter of leadership training by means of various systematic educational methods."

The implementation and introduction of a Total Quality Management philosophy and culture as in Japanese organisations, is a very important factor that should be considered when planning workforce education. The key foci quality, continious improvement and development, assessment and the important role of the customer is one of the secrets of Japan's growing economic power which enables the country to compete on an international level. Learners should be briefed about the importance of the management culture of productivity and quality in the organisation of the 21st century. This work is influenced by cultural orientation, and by organisational culture.

The paradox of work

According to Drenth (1991:125) work is "an activity crucial for the survival of mankind", and contains an inherent paradox: "On the one hand, we dream of being liberated from the burden of working and from its exertion and pain; on the other hand, if in fact we are prevented from working (through unemployment, retirement, or sickness), we do not experience it as liberation but as a painful shock. In short, working has not only positive associations as a fundamental creative human category, but also negative associations of pain, exhaustion, and punishment for sin",[the dual nature of employment]. This inherent tension will need to be kept in mind when training individuals for a workforce, but in contemplation of solutions for unemployment.

Unemployment

The crisis of unemployment

Before turning to the solution, a brief profile of the problem is imperative. The following headline appeared on the front page of Time International (February: 1994): "Job panic: workers in the richer countries are in a crisis and no end is in sight." According to Walsh (1994: 33 - 34), the author of the cover story in Time International, citizens of the world's most prosperous countries regard productive, well-paying jobs as their birthright. This is no longer the case, as the following figures indicate in 1994:

Country Percentage people unemployed

France 12

Ireland 16,9

Spain 23

Scandinavia 12

Canada 11,2

(Walsh, 1994: 33 - 34)

The South African economy has experienced a low economic growth rate, high inflation and rising unemployment for a number of years now. According to Cronje, Roux, Reed and Helder(1998:40) unemployment has increased systematically over the past two decades and is regarded to be the most important single problem of the economy in South Africa..

The mass media are uninamous about the futility of job seeking in the unfavourable job market (Mare, 1996:2). According to the Directorate: Labour Market Information and Statistics of the Department of Labour in South Africa the official unemployment rate at October in the years 1994 to 1997 was 21 percent, 16,9 percent, 21 percent and 22,9 percent respectively.

Causes of unemployment in South Africa The following causes for unemployment in South Africa can be identified (Gouws, 1998:14):

Needs for certain fields of employment have changed. Labour provision of certain careers exceeds demand. Career specialisation has increased, due to technological advancement, implying that many people can only work only in highly specialised fields.

Dramatic wage increases has rapidly resulted in mechanisation, resulting in labour unrest and strikes and shortage of skilled workers.

According to Cronje, Roux, Reed and Helder (1998:40) it is hard to create the necessary number of new jobs in a country with a high population growth such as South Africa; among the highest in Africa.

A large percentage of the general population is entering the labour market without career qualifications or skills largely due to a serious lack of schooling, neglect or career oriented teaching/training, overemphasising society's academic value system.

The current matriculation pass rate of 62 percent, is now remedy for the illiteracy rate of 55 percent.

This data accentuates the cardinal importance importance of workforce education in South Africa. However, labor force development is crucial to economic growth in any country. According to Bengu (1993:3) productivity in South Africa is hampered by the lack of high-level human resource skills, and lack of technology relating to the application of new knowledge.

Currently, there is a universal shift from formal towards less formal education to train life skills, such as workforce education and entrepeneurship. There should be a correspondence between what people learn and what people do in adult working life (Law, 1986:165). That a degree no longer offers the promise of employment, is undeniably indicated in that professionals are joining the ranks of the unemployed at a steady rate. Perhaps most alarming is the fact that (according to Walker 1994: 5) "100 000 students could be removed from universities today without adversely affecting the nation's pool of economic skills."

Already in 1993 Lickindorf (1993:i) observed that numerous employees did not want to employ BA graduates, because "they saw no use of them" BA graduates in particular were frustrated and "expressed bitter disappointment that their studies seemed to bring no job prospects." It was more difficult for them to find employment than counterparts with BCom and BSc degrees, feeling they wasted time and money on an uncertain future.

That unemployment is increasing and that people with experience are required for most jobs, causes problems for newly graduated BA students, indicates that profitable knowledge and occupational directed training are aspects which are very important to employers.

The consequences of unemployment

In a modern Western society many people still believe that a degree is a guarantee of a good career. Currently some of these people are experiencing all the frustrations of futile and fruitless job-seeking and

they experience humilation;

they become disillusioned and embittered;

they may even give up their search for work; and

this also has a negative effect on political stability, because people who do not have enough employment opportunities, become impotent in handling friction and conflict because of their frustration.

Unemployment is a waste of precious human resources for the country on macroeconomic as well as on micro-economic levels as well as a painful experience for the unemployed and their families, dependent on them. The importance of being trained for and in possession of work is a sine qua non:

People to a large extent live by, in and for their work.

Mental health, happiness and own identity depend upon the choice of work, its scope for action, expression and initiative, fulfilling a need for creativity, decision making, pursuit of excellence and sense of self-esteem and fulfilling duty. It determines status within a community.

Unemployment impairs people's trust, self-esteem, reciprocal respect, tolerance and love of peace.

Unemployed people may turn to crime, riots, anarchy and political and social unrest (Gouws, 1998:13).

Professor BF Smit from the Department of Criminology of the University of South Africa, in a private conversation on 28 May 1999 said during unemployment people may turn to a "vocation" of crime and these people see it as their occupation to do crime. The educational institution can do a lot to prevent people to be "employed" in such a manner by providing them with efficient workforce education.

Workforce Education for the 21st Century

The employees of the 21st century

The workforce of the 21 st century, demand flexible and capable people, who will cope with new situations, the needs of a changing society and accelerated change; being able to explore and face potential challenges, such as less job opportunities, because of advanced new technology and competition in the labor market. Quintanilla and Wilpert (1991:91) opine that: "[t]he introduction of new technologies, with their concomitant productivity increases, is seen to reduce time spent working.""As technology advances and companies ask employees to assume more responsibility, workers will continually need to improve and upgrade their skills and education" (Brand, 1990: 296).

Not only is relevant knowledge of imperative importance but also skills on how to learn and how to be reflective in one's one career. Workers must learn to reflect on their ability to compete in the global economy, since only those who have the most relevant knowledge, are knowledge will survive. Such knowledge comprise social skills, knowing how to learn to be reflective, being aware of the importance of lifelong learning and knowing how to use the most recent technology.

The competitors of the new millenium will differ from their counterparts of the past era. Samper and Lakes (1994:95) refers to futurists, who predict that new employees of the 21st century "will represent a multicultural and multiethnic mix of individual with a variety of educational and training needs. Women, who currently constitute 48 percent of the civilian labor force, are a visible presence in various public and private employment sectors. Additionally, 22 percent of today's labor force constitutes minorities".South Africa is a hard-hit for a lack of this of training, because it has been isolated from external competition for decades, political changes resulted in affirmative action.A high percentage of minorities who were previously denied employment are now employed.

The answer is that education and training should move from the formal to the informal.

To supply a more sophisticated work force with the ideal mix of skills, to enable workers to work smarter and to achieve different, but linked outcomes. A holistic, integrated approach to education and training is essential.

I reiterate, better trained citizens constitutes

a nation stronger economically;

a nation more competive;

more employment opportunities, and

obviating resorting to crime and riots to solve untenable situations. This training for the 21st century neccesitates the means and technology of that country.

Conclusion

From the previous paragraphs regarding unemployment it could be inferred that education is currently in a dilemma.Teachers in educational institutions obviously were not successful in preparing learners for the labour market. The wrong type of education could be almost as bad as the lack thereof. James (1992:1) argues: "Education continues to do the wrong things. It massively under-produces the commodity for which the labour market is prepared to pay ... To a frightening degree all in South Africa have been educated for unemployment in the past."

What then is the key role of educational institutions in the creation of relevant jobs for the 21st century?According to the Norms and Standards and Governance structures for teacher education (1995:11) "(The ultimate aim for educational institutions are) to become autonomous, flexible, creative and responsible agents of change in response to the educational challenges of the day ..." This also includes the current needs of a country.

References

Bengu, S.M. (1993).The role of universities in the training for employment. Africa 2001: The employability of South African graduates, 2(1) 3-6.

Brand, B. (1990). The US Department of Education's perspective of postsecondary technological needs. Journal of Studies in Technical Careers, 12 (4), 295-300.

Cronje,G.J., Le Roux, W.J., Reed,J.A & Helder, M.J. (1998). Introduction to the Economic and Management Environment. Study guide 2 for INM101-3. Pretoria: University of South Africa.

Directorate: Labour market information and statistics. (1999). Official unemployment resultsfrom October Household Surveys for 1994 to 1997. Pretoria: Department of Labour.

Drenth, P.J.H. 1991. Work meanings: A conceptual, semantic and developmental approach. In: European work and organizational psychologist, 1 (2/3) 125-133.

Godsell, B. (1993). The arts graduate and the new South Africa. In: Africa 2001: The employability of South African graduates 2 (1)1-2.

Gouws, E. (1994). Economic literacy and entrepeneurship. Study guide 2 for PST303-L.

Pretoria:University of South Africa.

James, N. (1992). Education for unemployment. Productivity SA May/June 41-48.

Lakes, R.D. (1991).Introduction: Critical education for work. In Lakes, R.D. (Ed.) Critical education for work:multidisciplinary approaches. New Jersey: Ablex.

Law, B. (1986). The pre-vocational franchise: Organising community-linked education for adult and working life. Harper Education Series. London: Harper & Row.

Lickindorf, E. 1993. Introduction. In Africa 2001: The employability of South African graduates. 2 (1) i-ii.

Mare, G.F. (1996). Entrepreneurskapgerigte onderwys 'n voorligtingsopgawe. Unpublished DEd-thesis. Pretoria: The University of South Africa.

Misumi, J. & Yamori, KY.(1991). Values and beyond: Training for a higher work centrality in Japan. In: European work and organizational psychologist 1 (2/3) 135-145.

National Education South Africa (1995).Norms and standards and governance structures for teacher education. Pretoria.

Quintanilla, S.A.R. & Wilpert, B. (1991). Are work meanings changing? In European Work and Organizational Psychologist 1(2/3) 91-109.

Rosenstock, L.. (1991). The walls come down: The overdue reunification of vocational and academic education. Phi Delta Kappan, 72 (6), 434-436.

Samper, M.D. & Lakes, R.D. (1994). Work education for the next century: beyond skills training.In Lakes, R.D. (Ed.) Critical education for work: Multidissiplinary approaches, 95-107.New Jersey:Ablex.

Toffler, A. (1971). Future shock. London: Pan Books.

Walsh (1994) Will the jobs ever come back? Time International February,7, 32-38.

DR CH VAN DER LINDE

Department of Primary School Teacher Training University of South Africa

PO Box 392 PRETORIA 0003, Republic of South Africa Tel. (012) 429-4802. Fax: (012)429-4900 e-mail: vdlinch@worldonline.co.za

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