OPINION | Tertiary institutions must equip students with skills to help them tackle complex challenges

The post-1994 redesign of higher education in SA was positioned as a bold response to historical inequities. While we have made strides to increase access, the promise of economic and social upliftment through education remains unfulfilled.

A paradox persists – growing graduate numbers, yet persistently high unemployment. We produce qualifications, but not always capability. Where did we lose our way? While the importance of education is commonly acknowledged and valued, there are concerns regarding the skills imparted by institutions of higher learning.

For example, Malaysia’s complex job market for fresh graduates reveals similarities with SA, where industries are grappling with the challenge of graduates who lack practical work experience. This situation forces companies to invest time in training new hires, a responsibility that ideally falls on institutions of higher learning.

Many institutions still anchor themselves in Mode 1 learning, which is rigid, discipline-bound and slow to adapt. It is time to consider adopting Mode 2 knowledge production, which is context-driven, transdisciplinary and applied.

Institutions such as The DaVinci Institute have embraced this shift, using frameworks such as TIPS™ (technology, innovation, people and systems) to prepare graduates for real-world complexity.

With a lot of doctoral graduates in this country, we are still far behind in developing innovative mechanisms to resolve unemployment and skill development. The evolution of technology and AI is here with us, it may get to a point where people start questioning their investment into higher education, when there is no return on investment.

We cannot transform a nation with outdated models and reactive policies. We must be intentional in designing learning experiences that shape mindsets, skill sets and toolsets. State-owned enterprises, development agencies and small businesses alike are constrained by a shortage of innovative leaders. The crisis is not just educational, it is systemic.

It is about time we hold a dialogue to critically question the sustainability of the higher education system. Are we failing to produce innovative and critical thinkers? If yes, that creates a serious threat to the sustainability of the system.

SA's unemployment rate has risen once more, reaching 32.9% in the first quarter of 2025. This urgently calls for innovative leaders to bring new ideas to resolve this crisis. Sustainable economic growth, social development and addressing critical issues such as poverty and inequality demands the presence of strong, innovative, adaptive and capable business leaders.

To address these challenges and create a more viable future for SA, we must prioritise the development of innovative and systems thinking within our education system and leadership structures. Only then can we hope to overcome the obstacles that stand in the way of progress and success.

According to a World Economic Forum 2017 report on the future of jobs and skills in Africa, education and work in Sub-Saharan Africa determine the livelihoods of nearly a billion people and drive growth and development for the region, highlighting the urgent need for agile leaders, improved education and skills development.

To sustain development and meet the demand for innovative leadership, higher education institutions in SA must move beyond traditional silos. They need to provide students with interdisciplinary education that equips them with the skills necessary to tackle complex challenges.

It is important that institutions partner with industry to offer students practical experience and exposure to real world challenges. Entrepreneurship education should be integrated into core curriculum to equip students with the skills they need to start their own businesses and drive innovation.

By working together and providing students with a well-rounded education, the country stands a better chance of cultivating leaders that can address the evolving needs of our communities.

However, higher education requires adequate funding and resources to provide quality education and support innovation and entrepreneurship.

The future of higher education in SA remains complex and challenging. However, with appropriate skill sets and development of strategic partnerships, higher education has the potential to serve as a mechanism for innovation, entrepreneurship and sustainable development.

The time for critique has passed. This is the era for courageous implementation. If we get this right through integrated learning, industry partnerships and innovation ecosystems, higher education will reclaim its rightful place as the driver of national regeneration and a new generation of business, civic and societal leaders.

* Dr February is the executive: business development at The DaVinci Institute