South Africa’s pedagogical transformation for participation in the global knowledge economy: Is it a panacea for modern development?

Abstract

The advent of computer and Internet technologies has brought continuous and rapid transformations in technology specifically for global and national development purposes. Additionally, computer and the Internet technologies are the basis for so called the ‘e’ phenomenon such as ‘e-communication, e-education, e-trade, e-health and e-business’, among others (Yilmaz et al. 2015, 290). Therefore, the current economic structures depend on the increasing importance of knowledge and technology as the primary means of production, economic development and growth instead of labour and/or land. That is, pedagogic transformations are required to ensure that learners and the labour force acquire the necessary qualities and skills, inclusive of innovative, critical thinking and information and communication technology (ICT) skills, self-responsibility and a dedication to learning and self-realization, to enable them to participate in the global knowledge economy. Responsively, South Africa is striving to ensure that its citizens have access to affordable and fast ICT infrastructure that is able to create ‘internationally competitive knowledge economy, improve productivity and expand access to new markets’ (Manamela 2014, n.p.). It is against this background that this paper investigates theoretically the probability that pedagogical transformations are necessary for South Africa’s participation in the global knowledge economy. The paper concludes that South Africa’s participation in the global knowledge economy is a panacea for the country’s modern development aspirations.