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This interview was originally aired on RSG Geldsake in Afrikaans. The transcript below has been translated into English.
RYK VAN NIEKERK: One of the biggest problems for young people in South Africa is getting a job and many of them struggle, even if they have a tertiary qualification.
The demand for skills sought by both the private sector and the state is far broader today than simply theoretical knowledge, which is a huge problem for tertiary institutions as well as students.
Dr Riaan Steenberg is on the line. He is the executive director at Eduvos. Riaan, a warm welcome to the programme. How big is this problem for tertiary institutions, and what are you doing about it?
RIAAN STEENBERG: I think there has been a shift in what entrepreneurs expect from tertiary institutions, and I think the biggest shift has been the perception that a qualification alone is no longer sufficient. There is also a perception that degrees all have equal value, and I think a degree can often be considered a minimum requirement.
But we at Eduvos approach things somewhat differently.
A degree of course remains important, but employers increasingly look at what a student can do with that knowledge.
In our case, they know that not all qualifications are of the same quality, because we give students an opportunity to experience more while they study.
The employer is looking for someone who can think critically, who can communicate clearly, who can use technology; and in certain environments they won’t make decisions when a [typical] graduate comes to them.
So there is increasing differentiation between the quality of different providers.
RYK VAN NIEKERK: So it’s not only theoretical knowledge. I assume that would always remain the foundation, but it is its application that is important for institutions. Someone must be able to walk in and then be productive.
RIAAN STEENBERG: Definitely. Employers fairly consistently say that technical knowledge is important but simply not enough. They seek people who can learn quickly, can solve problems, can communicate well and work with others. They also want young, professional people who take responsibility, act ethically and don’t always expect to be told what to do.
A very important point and expectation is digital literacy. That’s not just something for IT students alone.
You now need to be able to use that in Commerce, Law, Media, Psychology, Finance and Human Resources. You have to be comfortable with data technology and digital processes.
Many employers also look to youngsters to come in and take their organisations forward. Older generations [often] struggle to catch up.
At Eduvos we try to expose students to real scenarios, such as case studies, capital assistance, data, simulations in study-related tasks; students who, during their studies, have already learnt to think and act like young professionals.
We also use artificial intelligence to complement human intelligence and encourage students to use it as a resource but develop their own critical thinking.
RYK VAN NIEKERK: So there is a much larger practical element than perhaps in a university qualification. But it is probably difficult to give students this real-world exposure, especially at the scale at which you operate.
RIAAN STEENBERG: What you say there, Ryk, is particularly important.
Many students easily get good theoretical knowledge but initially struggle in the working environment because they have never had to apply that knowledge in a realistic environment.
So we focus on a lot of practical exposure and help students to develop these things – judgement, self-confidence and professional behaviour.
They learn that the working world does not always have only one correct answer, and how to interpret information and work with people and make decisions – sometimes under pressure. That’s why our work-integrated learning is so important.
In the different faculties at Eduvos students are exposed to practice-directed projects, simulations, community projects, entrepreneurial activities, legal clinics and industry-related assignments.
Our operating system is designed quarterly, including many things as to how companies also work quarterly. The aim is that a student not only walks out with a certificate, but with evidence that they are already well practised in professional competency.
For example, our work clinic – where, with supervision from qualified legal professionals, they help communities with real-world problems. This is a typical example of how we operate in one faculty, and we have for a long time been extending this approach to more than one area.
RYK VAN NIEKERK: That can certainly not be easy, because the whole manner in which teaching takes place changes, and the focus needs to be completely different. So how have you got it right?
RIAAN STEENBERG: I think higher education institutions must see employability not only as an end result, but as working principles in the whole learning experience. That means that programmes should at the outset be designed for today’s workplace, and we have to ask what sort of mindset, skills and professional behaviour this student will need when entering the labour market.
We have a recognition of prior learning practice, which helps people who have studied at other institutions and arrive on our doorstep to complete their qualifications. And to this applied learning curriculum, we then include the building of digital skills, communication, ethical judgement and problem solving, not only as additions but how the student learns and is assessed.
We really put in a lot of effort to align with practices in the industry, and put out industry-aligned programmes. We put in a lot of hosting lectures, simulations and projects to bring students closer to real professional contexts.
I always find it fascinating to see a student who, from the outset, listens to someone in their own industry and then decides whether they want to be there or not.
The problem is that in many instances they find out – only after they have graduated – that that may not be the work they want to do. That to us is rather important.
RYK VAN NIEKERK: How successful is your approach? How many students who qualify with you – or get a degree or a qualification – get jobs?
RIAAN STEENBERG: Our typical target is 70% by the time you graduate, and we know that about 10-15% of students continue studying after their second honour’s or master’s [degree].
Some 20 000 to 25 000 students get work each year, and I think that’s a good record – especially if you look at comparative statistics from many other institutions, which can be 10-15%.
I think that all shows that for three consecutive years we were nominated as the best private higher education institutions in South Africa, which is published by employers – the specific award that we are talking about. And I heard a little bird whisper that we will make it for the fourth time.
That means that employers acknowledge that the quality that comes out of Eduvos certainly runs a little faster than that of the rest.
RYK VAN NIEKERK: Quickly and finally, which are the core faculties in which you really shine?
RIAAN STEENBERG: We of course have IT which is our largest faculty, as well as the Commerce faculty.
We have Applied Science, which includes bio-medical and bio-technical degrees. We also have a Law faculty which I think is the third-largest faculty.
There is the traditional Humanities, where we offer psychology and other types of subjects, and we are also building an Engineering faculty – for a year or two ahead. In future we also anticipate building an Agriculture faculty.
So we have a pretty large [and] increasing number of degrees. We also now do postgraduate work. So people will be able to do honour’s, master’s and PhDs, which they could not do previously.
RYK VAN NIEKERK: I think the Eduvos message is a very diverse study offering.
We will have to leave it there. Riaan, thank you so much. That was Eduvos executive director Dr Riaan Steenberg.
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