A new perspective regarding capacities of educational institutions to create work

van der Linde, CH

Introduction

The mass media in South Africa are uninamous about futility of job seeking in an unfavorable job market (Mare, 1996:2). That unemployment is increasing and that people with experience are required for most jobs causes problems for many school leavers and even newly graduated students indicates that profitable knowledge and occupational directed training are very important factors to employers.

Regarding crime CIMC (Crime Information Management Centre) of the South African Police Service reported in July]998 (:17): "The more prevalent unemployment in Police area is, the greater the possibility of murder and rape being reported." Educational institutions can do much to prevent people from being "unemployed", by providing them with efficient workforce education.

Workforce education for the 21st century

The employees of the 21st century

The workforce of the 21st 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 (1999:1) opine that "[the 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, worker 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 on one's own career. Workers must learn to reflect on their ability to compete in the global economy since only those who have the most relevant knowledge will survive. Such knowledge compromises 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 in the new millennium will differ from their counterparts of the past era. Samper and Lakes (1994: 95) refer to futurists. who predict that new employees of the 21st century "will represent a multicultural and multiethnic mix of individuals 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 hard-hit for a lack of this kind of training because it has been isolated for decades and political changes resulted in affirmative action. A high percentage of minorities who were previously denied employment are now employed.

The virtual workplace

According to Bennet (1999:1) the virtual office is created through technology and increased global competition. "A brainstorming meeting is in full swing. Participants sit at a bank of computers, bashing in ideas and suggestions and then voting on the route they believe is most appropriate. Some are working today in Johannesburg, some in London, some in New York. All have their say, and all are heard, not just those who speak the loudest. This is the virtual workplace and it is creeping across the boardrooms of the country and the world." (Bennet, 1991:1). Although the needs of the own community should never be neglected, educational institutions must also prepare learners for a globally connected world for which an international orientation is needed.

Time or place are irrelevant in the virtual workplace. How is it possible? Simply by matching people and technology. This concept which is actually very simple is often ignored. "Smart workers" are "operating in multi-functional teams around key processes in organizations which are knowledge-based rather labor-based." According to Bennet (1999:1) new technologies that require different skills as well as a new mindset are often simply imposed on conventional workplaces.

Marc Wallace, a partner of the Centre for Workforce effectiveness in the USA. said that half of the companies in the "US were restructured over the past decade, 800,000 were merged or acquired and several hundred thousand downsized" (referred to by Bennet 1999:1). Wallace is also of the opinion that work will no longer be bundled by jobs, people will have to acquire and use a breath of depth of skills that cross traditional, functional and occupational boundaries" (in Bennet, 1999:1). Newcomers in the labor market will benefit if they have already acquired these skills.

The key role of educational institutions in the creation of jobs and the latter's relevance for the 21st century

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 labor market. What then is the key role of educational institutions in the creation of relevant jobs for the 21st century?

There should be a close correspondence between what a person learns in the school and the university and what he or she does in adult working life. A degree should be the stepping stone to proper employment. Grobbelaar (1993: i) warns against a degree that has a main aim to increase a person's knowledge in a certain academic area, He remarks: "What does the manager see when he sees a product from our arts facilities? Is it a person who has studied philosophy so that he or she can teach philosophy to others who wish to study philosophy so that they can teach philosophy to others who...? Or does the manager see a mature person who has acquired the skills of the world of work through studying philosophy?"

Leaders of higher education are facing problems to stay abreast of modernization and the pressures of industrialization and technology. In 1987 Marsick (1987:4) stressed the following: "Workers require increasingly higher levels of preparatory education and will have to either retrain for new jobs or continue learning to keep up with the knowledge explosion." In 2000 these words seem almost prophetic because in this day and age teachers and lecturers of educational institutions need to be life-- long students in order to deliver the most recent information to their students in order to prepare for the labor force of the 21 st century.

The labor market face challenges regarding current needs in South Africa. In a multiracial society, where violence is becoming problematic. communication skills are of the utmost importance. The diverse population composition and the population explosion make it imperative for the humanities and social sciences to be included in a BA degree. Guidance is necessary for all prospective students to plan their academic and professional careers. The complexities of a society can only be understood and possibly solved through a knowledge of the humanities and the social sciences.

Gray and Herr (1998:9) aptly refer to the above-mentioned dilemmas stating: "By the twentieth century, all industrialized nations had come to accept the 'skills-- employability' paradigm that equated job training with individual self-sufficiency and social peace."

The role of educational institutions in the preparation of people to enter the labor market

Mansfield and Mitchell (1996:3) point out that one of the purposes of education is to enable every person to develop his or her natural talents and capabilities to the maximum. This includes workforce skills. According to Feuer and Shavelson (1997:1) the role schools can or should play in preparing individuals to enter the labor market is "hotly debated". Business leaders lament the low skill levels of workers that are entering the labor market, but they are ambiguous about the skills that are necessary. Educators on the other hand challenge the notion that their main aim should be to supply skilled people for the labor market (Feuer and Shavelson 1998:2). The question is clear: Which skills are required to perform effective work?

Lynch (1991:29) has identified the following broad categories of skills that are needed to be reinforced in workbased and career relevant learning:

programming, using and maintaining computers and technology;

problem-solving, critical thinking, and decision-making;

resource management, for instance scheduling time and personnel, budgeting and using human and capital resources appropriately;

economics of work and the workplace which includes an understanding of the organization profit and national and international systems; and

applied math, science, social science and communication.

One of the many lessons learnt from the recession in South Africa is that a degree does not guarantee a job. Steps must therefore be taken to improve the market-orientated potential and the more practical, positive contribution of these graduated in their workplace. A person should be able to use his/her knowledge constructively in order to find worthwhile employment in a world where large-scale unemployment has become endemic. It is therefore essential to match potential with reality. When training learners for a profession, it is necessary that their qualification should equip them to cope with the future realities of their profession.

Even junior primary school learners should be briefed in connection with unemployment and the way it influences the economy by increasing poverty, violence and crime. They should also be know]edgeable of entrepreneurship as soon as they start their formal education. Entrepreneurship directed education could serve as a cost effective way to ensure job opportunities for all sectors of the society (Mare, 1996:186).

Curricula

Curricula must be analyzed to determine how they comply with the needs of a country and a people. Educational institutions must take cognizance of political, social and economic aspects - otherwise education on any level could become an unaffordable luxury. The wrong type of education could he 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 labor market is prepared to pay. To a frightening degree all in South Africa have been educated for unemployment in the past." Employment training which includes aspects such as confidence building, job search and interview techniques should be incorporated in the curriculum. Knowledge of certain technologies such as computers is imperative -- also for the BA candidate. In a qualitative study of the author regarding the employability of BA graduated, all six respondents indicated that they would have preferred to have a subject such as typing or any other secretarial subject as part of their BA degree. This could have been beneficial in their search for employment. Mare (1996:65) is of the opinion that in an era of rapid development in the information and technology terrains entrepreneurship directed education is a necessity. Entrepreneurship could intercept unemployment and bring more security in the lives of previously jobless people.

It is of imperative importance that a course in Human Rights should be in the curriculum. The criminal's human rights are often defended but one could argue that the human rights of the victims of crime should take precedence. The humanities are necessary in a society where murder and violence run riot, thus negotiation skills are of crucial importance.

According to Nelson (1997:71) occupationally social skills, such as responsibility and punctuality are needed in the curriculum for workforce education, so that employees could "fit in, get along with co-workers or gain acceptance." Nelsen (p64-65) argues that two types of knowledge are applied in the work situation.

Formal knowledge, which consist of facts, principles, theories and other abstract forms of knowledge which are written down or are available on software, is an "unrestricted good" provided by the employer; and

Informal knowledge such as work styles. Informal knowledge is seldom written down and employees must become accepted members to get access to information. It is passed on as bits of advice, demonstrations or guided practice.

Individuals with a deficit in social skills. such as friendliness, patience and a cooperative nature, may never be in the position to acquire informal knowledge, because some degree of cultural proficiency is necessary. They might not even get into the position to be hired because of an unfavorable impression during an interview.

According to Gouws (1998: 15) many job seekers do not have an idea how the economy functions or how to survive in the world of work. She maintains that primary school learners already should be taught how to survive in the labor market. She is of the opinion, even in this time and age. that secondary school learners still choose subjects that do not provide access to careers on offer. Subjects should not be chosen indiscriminately. The curricula, according to Van Aardt (1993:7), ...should be geared more towards students' acquisition of practical market related skills and competencies and less towards the mere acquisition of skills."

With reference to new relations between the economy and education Young (1993: 214) is of the opinion the "In curriculum terms there are two key issues: flexibility (the opportunity to make choices and combine different kinds of learning in new ways) and coherence (the sense of clarity that students need in order to be clear about where a particular course of study will lead)." From the above mentioned it could be postulated that educational institutions have a specific role regarding occupation - directed training.

The role of educational institutions regarding occupation-directed training

Gouws (1998:16) suggests the following:

The teacher/lecturer should be informed about the world of work by reading the newspapers and using the media.

Learners, even in the primary school, should be made aware of shrinking formal employment opportunities. in order to form a realistic picture of employment opportunities.

Young children should be made aware of job strategies, as well training or education that might be available for them when they leave school.

Learners must be made aware of trends in the new world of work like skilled workers, part time work and self-employment.

The needs of the community should be identified. Learners should start noticing opportunities in their community so that they are able to recognize opportunities when they enter the labor market. These opportunities must be from the learners' own background. In this regard Frost (1991:xi) remarks that: "...In spite of all attempts to reduce drift from the countryside into towns. young people all over the world continue to move to the urban areas in the hope of findings jobs only to find that in most cases, the jobs do not exist and the squalor of the urban streets far exceeds the poverty of the rural areas. The kind of training must therefore (according to Frost. 1991:xi)

be relevant to the needs and capabilities of the majority of learners, and

not be elitist, providing opportunities for an educated minority.

It appears that pertinent knowledge and occupation-directed training are highly prized by employers. A well-structured apprenticeship system is necessary. Graduates who were unable to find a job should not be abandoned to fend for themselves in a hostile employment market. They should be "apprenticed", no matter what their level of education. Work during holidays could offer valuable experience. Newly graduated students who were unable to find employment immediately in the field in which they had graduated, could be of great administrative help to their employers. In this way they could acquire valuable experience and be able to see every opportunity of possible employment. Hardworking graduates would be able to promote themselves quickly and could be transferred to more suitable positions. Learners must also be able to use their knowledge constructively in order to be more divergent employees.

Employers and educational institutions should get together and create a system for the development of work skills. Educational institutions, local businesses and industry should join forces in order to develop new programs and new services. This practice of partnership between employers and educational institutions could benefit both employers as well as educational institutions.

Professional people should also strive for more effective communal development and good personal relationships. The humanities could contribute to the promotion of values such as truth and reason. Barriers between people should be diminished. Understanding, and acceptance of other individuals and groups are leading to the successful exercise of interpersonal skills which are of paramount importance. In the new South Africa the humanities must also keep up the mental culture and ethical standards of civilization. Students should be trained to fit into a society and to become citizens with acceptable morals. Planning of manpower ought to be undertaken on a decentralized basis b the different education institutions. There is a need for more career orientation in order to produce employable people. Students must have a clear idea of what they want to do, which direction they want to take and thereafter choose their subjects accordingly.

Guidelines for workforce education in the 21st century

The following can be suggested:

1. The potential of candidates must match the realities of the marketplace. The changing nature of the labor market should be kept in mind. The curriculum should be analyzed, bearing in mind the prerequisites of the future South Africa.

2. The population explosion necessitates a proper affordable and relevant education system. A well-trained teachers' corps is therefore crucial. Underqualified teachers create a problem that has to be solved urgently.

3. Learners should be trained to anticipate changes, and changing demands like coping with new information and technology in the labor force. The must be able to adapt to these demands and negotiate their way through them.

4. Learners should be able to transfer skills by applying them appropriately in different contexts and jobs. To enable them to reach this aim, learners should be able to learn on their own and how to use new knowledge constructively.

5. Employment training, which includes aspects such as confidence building job search and interview techniques, should feature in the curriculum.

6. Manpower-planning, an urgent necessity in a cost conscious world is of imperative importance. Employers and educational institutions should get together and create a system for the development of work skills. Better communication links between educational institutions and business and industry are needed. On-campus interviews between students and potential employers must be arranged.

7. Graduates, especially BA graduates experience problems to become employed. They should qualify themselves in more than one direction.

8. Guidance to learners with regard to what they want to do and which direction they want to take, is essential. Learners should he trained to work and think independently in a work situation.

9. In a developing country, workforce education should not be elitist and must be focussed on the needs of the specific community. Learners must be able to find employment in their own communities. Training for self-employment and entrepeneurship skills are also essential in developing countries.

10. Teachers from the primary school and secondary school should be trained to offer workforce education and entrepreneurship skills to their learners. A course in cognitive psychology can also be beneficial in order to acquire some understanding of how people learn.

11. A well-trained workforce is a necessity for the 21 st century. In this regard up to date knowledge, learning skills nd technological skills is of imperative importance.

Conclusion

The future educational institution must, however, be of more practical use by acquiring additional and interdisciplinary skills to make the new employee more compatible with the present requirements of the marketplace in order to contribute directly to the specific manpower and other needs of the country.

Educational institutions could play a major role by creating work and therefore assist in the creation of wealth for all societies including developing countries. There is an old Chinese proverb which is very relevant here: "It is far better to light a small candle than to sit passively and curse the darkness." In our educational institutions we can light many candles which will eventually make a vast difference in the 21st century.

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DR. CH VAN DER LINDE

Department of Primary School Teacher Training

University of South Africa RO. Box 392, PRETORIA, 0003, Republic of South Africa

This author endeavors:

- to highlight the key role of educational institutions in the creation of jobs for the 21st century; and

- to introduce a new perspective regarding capacities of educational institutions to create work and assist in the creation of wealth in all societies.

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