NEMISA DigitalSkills 2024:Papers with Abstracts

Abstract. Economic growth, employment creation and resilience of businesses and industry in the 4th Industrial Revolution which is intertwined with climate change realities depends much on the implementation of digital technologies and Artificial Intelligence (AI). The agricultural sector is no exception to these developmental realities. That is to say, the sector is equally compelled to implement AI in almost all the stages of agricultural production. From the cultivation of crops to transportation of the products to the target markets or the public. These will include having farmers and Extension Services implementing AI for crop yield detection, soil nutrients and moisture contents, climatic conditions predictions, milking and harvesting as well as weeds, pests and diseases identification and management. This paper explored the opportunities and challenges of AI in the implementation of Agricultural Advisory Services (AASs) for Sustainable Agriculture. These were achieved through extensive literature review which comprised of a conceptual framework for the implementation of AI in the AASs. The findings show the leveraging benefit of AI in the production costs among farmers, increase in farm productivity, and ease of access of AASs which was always almost a mission to achieve, especially, in the developing countries. Therefore, it is recommended that the relationship between youth participation in the agricultural sector and the implementation of AI and Digital Technology in the sector be explored, with the impact of the implementation of AI in the sector and the contribution of the sector towards developing countries’ Gross Domestic Products (GDPs). The ethical implications of AI in AASs and the Agricultural Sector as a whole must be explored to unveil issues that may hamper the future acceptance of these digital skills and innovations.

Abstract. Our current world is entering a phase of digital revolution, fundamentally altering various aspects of society. Staying abreast of these transformations is crucial for all economies. The internet, the globalising forces, and evolving modes of work and communication present fresh and formidable challenges. The purpose of the study was to assess the effects of socio-economic factors on the interconnection between the digital skills of Mankweng school educators and their positioning within the labour market in the Polokwane Local Municipality, South Africa, whereby the data was drawn from the Limpopo CoLab Training Programme. The study considered data drawn from student teachers under the PGCE programme and (primary and secondary) educators (ICT) from various schools in Mankweng. The study applied a positivist paradigm, thereby it utilised quantitative data analysis through which the data was analysed using statistical packages such as SPSS. Employing the multiple linear regression model, the study identified that socio-economic factors such as, age, education level, teaching experience, access to digital resources and level of income are statistically significant to the study, as they have an influence on the relationship between digital skills and the labour market. The results further indicate that educators between the ages of 25-35, completed the digital literacy course within a period of 5 days and less, whereas older educators (>35) required a period of 2 weeks. The results further indicate that, individuals with higher education level are most likely to adapt easily to the digital era, as most educators with a hons, MSc, and Doctoral degrees have access to digital resources and completed the digital course within a period of 5 days or less. The study further identified that, digital skills such as use of white boards, Microsoft skills (e.g., using Excel Spreadsheets) and use of the internet to assist with classroom activities are the most imperative skills in the apparent digital era, within the educational sector. Furthermore, skills such as, use of computers, mobiles and tablets are categorised as ‘basic skills’ for individuals within the evolving job market. Therefore, the enhancement of digital skills in the labour market improves overall performance and competitiveness, thus establishing comprehensive digital skills training initiatives which will help ensure the workforce remains competitive and adaptable to the digital age’s demands.

Abstract. Governments have recognized the importance of transforming public services into digital services to deliver integrated, standardized, and high-quality services to the public, hence the heavy investment in Information and Communication Technology (ICT) projects to deliver innovative digital services and to open new channels for citizen engagement. As access to government’s digital services has become a human right in the digital age, government must ensure that quality and equitable digital services are accessible to all citizens. Despite the perceived benefits and opportunities offered by the digital services, uptake in South Africa remains relatively low, posing a challenge for the government. Trust is the precondition for the intention to use government’s digital services. This study, therefore, aimed to investigate and analyze factors that affect trust in government’s digital services in South Africa. This study adopted a qualitative research approach to conduct a systematic literature review. Fifteen articles, from credible online databases, were included in this study. The selected articles were published between 2019 and 2023 and were focused on South African Government. Findings show that government’s digital services improve accountability, transparency, efficiency and responsive of government, thereby increasing trust in government. However, challenges such as lack of political and management support, lack of ICT Infrastructure, poor privacy and security, lack of user participation in government innovation, affect trust in government digital services in South Africa.This study intended to make a practical contribution by providing government with research-based findings that may be used as an input into the strategies and policies developed to increase trust in government’s digital services, which may increase utilisation of digital services to build a digital society and to close the digital divide. This study also aimed to make a theoretical contribution towards the ongoing discourse on digital transformation of the public services to improve government efficiency and effectiveness.

Abstract. Digital literacies are critical strategic organizational resources and skills that youth employees need to obtain to effectively function at their workplaces. Technology has spanned the globe and transformed how organizations operate, recruit employees, and communicate their needs. As a result, digital literacy skills remain a prerequisite to employment opportunities in today’s competitive job market. The study aims to evaluate the importance of digital literacy in creating youth employment opportunities in the textile industry and the paper is underpinned by a conceptual framework, employing the empowerment theory. However, complemented by thematic content analysis of qualitative research. The findings showed that youth face several challenges as they transit from school to employment due to lack of experience and digital resources hence, youth struggle to make this shift, and they remain unskilled, underemployed, and unemployed, as the textile industry requires well-prepared and skilled employees, equipped with contemporary digital skills, and creativity to remain competitive in the global market. Thus, digital literacy emerges as a catalyst for employability, favouring those with skills over the unskilled. A robust and significant relationship was established between youth digital literacy and success in the textile sector. This means that the increase in youth’s cognitive skills promoting critical thinking and creating information using digital technologies is positively related to the textile industry. Beyond the work environment, digital literacy also affects the way people live and communicate. this research contributes to the discourse on workforce readiness and industry sustainability by emphasizing the transformative role of digital literacy. The study underscores the urgency of integrating digital literacy into education and training systems to adequately prepare young individuals for the future of work.

Abstract. Globally, most countries are realising the importance of cybersecurity in all aspects of life including education. Most African countries, however, have not prioritised cybersecurity especially in education despite the high levels of cyber-criminal activities on the continent. The integration of information communication technologies in curriculum delivery, data management and administrative tasks calls for cybersecurity diligence within a school system. School management, as custodians of various school stakeholders in their administrative and pastoral care responsibilities, have a responsibility towards cybersecurity in schools. Cyber-threats and risks can disrupt regular school operations, negatively affecting the security of learners, educators, administrative staff, parents, and the community at large. Resource-constrained schools can be particularly vulnerable as they generally operate under frugal conditions. There is, however, a paucity of cybersecurity for school leadership in literature. This study, therefore, attempts to answer the question: What are the perceptions of cyber threats among school management in resource-constrained schools? The study employed a qualitative exploratory case study methodology. We collected the data through semi-structured interviews from four schools in the Western Cape and Limpopo provinces. These represent an affluent and a rural province. The data was analysed using thematic analysis based on the Capability Approach. Findings suggest that school managers cybersecurity self-efficacy is low, and their limited cybersecurity knowledge deprives the cybersecurity capabilities of the various stakeholders under their leadership. Their environment does not provide cybersecurity capacity building to boost their confidence as they deal with and address various cybersecurity related matters in their context. The study contributes to cybersecurity in education by highlighting the cybersecurity perceptions of school managers in resource-constrained schools. These findings will pavethe way for initiatives that capacitate cybersecurity knowledge and skills among school managers and cultivate a culture of cyber safety in schools.

Abstract. In today's rapidly changing job market, there is a growing demand for digital skills. However, within Limpopo Province, many people face challenges due to a lack of necessary digital skills for the modern workforce. This digital skills gap is a big concern as it is affecting people's ability to find jobs. One reason for this problem is that policies aimed at improving digital skills are not being implemented quickly. For example, the South Africa Connect initiative, launched by the government in 2013, aimed to provide internet access to all schools by 2020, with even faster speeds by 2030. Nevertheless, these goals have not been met on time and this raises questions about how effective these policies are in addressing the digital skills gap and helping people find jobs in Limpopo. The study’s main goal was to assess how well these policies, especially the South Africa Connect initiative, are working to improve digital skills and job opportunities in the study area. Moreover, the study employed content analysis as its methodology. The content analysis focused on selected policy documents, aiming to systematically scrutinise these documents for criteria. These criteria included policy objectives, timelines, allocated resources and strategies designed to tackle the digital skills gap comprehensively. The study found that many students in the study area do not have access to the necessary digital tools, creating a significant digital skills gap. While the policies aimed to improve digital skills and job prospects, they need adjustments to work better in rural areas. In light of this, there is a need to accelerate the implementation of the South Africa Connect policy in rural schools, with a focus on achieving the connectivity targets set for 2020 promptly and it is essential to establish customised digital skills training programs tailored specifically to the distinct requirements of rural communities. To sum the study, addressing the digital skills gap in Limpopo Province requires swift policy implementation, tailored training, and ongoing stakeholder engagement for improved employability.

Abstract. The study delved into health insurance cross-selling, where additional insurance products are promoted to existing policyholders, suggesting supplementary coverage such as dental or life insurance to those with basic health insurance. The study focused on applying machine learning to predict cross-selling opportunities among South African customers. The aim was to develop a predictive model to aid health insurers in identifying potential cross-selling customers. Utilizing a quantitative research methodology, a comprehensive dataset of health insurance consumer information was analyzed using various machine learning algorithms, including Random Forest, K-Nearest Neighbors, XGBoost classifier, and Logistic Regression in Python. Results revealed Logistic Regression as the top-performing model, achieving an accuracy score of 0.83 and an F1 score of 0.91 when trained on a dataset of 1,000,000 health insurance customers with 17 features comprising health insurance customer information. The analysis uncovered that customers aged 25-70 with prior insurance and longer service history are more likely to purchase additional health insurance products. These insights empower health insurers to enhance revenue through improved customer targeting and retention strategies, thereby providing valuable information for the industry’s understanding of effective cross-selling approaches. The methodology comprised quantitative data extraction and machine learning application, thus contributing to advancements in cross-selling strategy comprehension.

Abstract. The digital transformation of South Africa presents various challenges, including inadequate infrastructure in rural and township areas, high costs of upgrading IT systems, and energy instability. This research paper focuses on evaluating the ICT infrastructure and internet accessibility in the public sector of KwaZulu-Natal (KZN) and aims to provide insights into the existing ICT infrastructure within KZN's government departments, public facilities, and municipalities, and make recommendations for infrastructure investments and policy improvements. The research methodology involved the collection of survey data from 1737 respondents representing 11 district municipalities in KZN. A mixed-method approach was employed, combining qualitative methods such as literature reviews with quantitative data collection through online surveys. The findings reveal significant disparities in the distribution of ICT infrastructure across KZN's districts. The Ugu and Ilembe districts had the highest number of respondents, while Amajuba, uMgungundlovu, and uThukela had limited participation. The education and health departments were the most represented in terms of institutions. Regarding computer devices and connectivity, approximately 82% of institutions had internet-enabled computers, but 43% lacked internet connectivity and relied on mobile data connections. Network ports were found to be scarce, limiting access to reliable network connectivity. Further-more, IT skills development initiatives were generally lacking, with most institutions not offering any IT training or providing only basic computing skills. These findings highlight the need for substantial improvements in ICT infrastructure and internet accessibility within the KZN public sector. Recommendations are made to address the shortage of equipment, enhance internet access, and expand IT skills development programs. The study's outcomes aim to guide policymakers and investors in making informed decisions regarding ICT infrastructure investments in the province, thereby promoting equitable access and bridging the availability gap.

Abstract. The growth of digital technology usage by governments and societies has opened opportunities and new research within the digital space. It has become imperative to better understand the accessibility and utilisation of available digital technologies by all communities. This phenomenon is called digital inclusion, and we will be using smartphones as our digital tool. There is no known study of digital inclusion that links perceived and actual smartphone behaviour in South Africa. Our study aims to explore the benefits of linking perceived and actual smartphone behaviour in a digital inclusion study in South Africa. We conducted an initial study to ensure the technical aspects of the data collection tool before we executed the official pilot study. This study will share interesting smartphone usage insights measured by the mobileDNA application, which was used for the first time in a South African context. We will report on difficulties encountered, successes achieved, and proposed improvements to enhance the data collection for future studies to enhance digital inclusion in a South African context.

Abstract. Early studies on the influence of technological advancements on job susceptibility suggested that creative jobs were less inclined to technological displacement. However, as technology becomes more intelligent and capable of producing creative works, there is an increased need to reassess the future of creative jobs. Technological advancements in the media industry have led to a highly competitive market, increasingly characterized by a rise in gig work, precarious working conditions and job losses. There has also been a rise in innovations that substitute work (automation and digitization) and innovations that make work more efficient (Artificial Intelligence), raising the threat of technological job displacement for content creators. This study examined the social, political, economic and technological factors that make content creator jobs vulnerable, proposing a conceptual framework for evaluating their job susceptibility. A Confirmatory Factor Analysis was used to demonstrate the proposed framework based on survey data from content creators. The results confirm that job susceptibility among content creators is shaped by social factors (organisational and leaders’ values, job precarity, occupational wellbeing and skills, knowledge, and ability), technological factors (innovative systems that drive efficiency and new technology driven models of business), political factors (a competitive labour market) and economic factors (emerging and declining occupations, job polarization, wage rates and wage equality, conditions of employment and precarious working conditions). The study makes a contribution to the creative sector, particularly in identifying a framework to determine how technological advancements could affect jobs and market dynamics among content creators. The framework can also assist practitioners, policymakers, and organisations in the creative industries in making informed decisions to mitigate job displacement and navigate the complexities of the shifting creative labour market.

Abstract. The Fourth Industrial Revolution (4IR) has catalysed a paradigm shift in workforce demands, urging the cultivation of digital skills and human capital development. In South Africa, where a disproportionately young unemployed population coexists with a reported gap in skilled labour supply, the urgency for mass upskilling and reskilling is paramount. The private sector (i.e. industry) has a critical role to play in this regard. Yet, limited data is available to illustrate the involvement of South African businesses within the education ecosystem, the extent of their activities related to human capital development (including digital skills development), or the effectiveness of their related activities in this regard. Focusing specifically on medium-sized organisations, which are envisaged to contribute greatly towards job creation in the country, this study explored the approaches of these organisations (consisting of 51-250 employees) toward human capital development and the integration of digital skills in the face of evolving work landscapes. Using interviews with key informants and a structured survey of 61 organisations across diverse sectors, the findings revealed that while most organisations offered some form of digital skills training, a notable portion lacked comprehensive structures for organisational learning. Challenges to effective implementation include resource limitations, awareness gaps and resistance to change. The study underscores the crucial role of youth employment accelerators in bridging the gap between inexperienced youth and resource-constrained companies. Additionally, it highlights the need for cultivating soft skills alongside digital competencies. These insights shed light on the nuanced landscape of digital skills development among medium-sized South African organisations, emphasising the imperative need for tailored policies and initiatives to support their pivotal role in driving economic growth and innovation in the 4IR context.

Abstract. New media and innovations in digital technologies have fundamentally changed the way people use media, access information and source entertainment. The purpose of this study is to examine the response to digital changes and innovations in the broadcast environment from the vantage point of the Community radio sector in South Africa. Over the past 30 years, Community radio in South Africa has been a growing and established sector, however, today's digital transformation has brought opportunities and disruption to an ever-changing broadcast landscape.
This thesis is broadly located within the discourse and theoretical framework of community, convergence, the public sphere and the political economy. These theories inform the study on how community radio is responding to the bringing together of different media, increasing audience involvement and listener participation and the utilisation of digital resources across urban and rural-based stations.
This study is aligned with the constructivist paradigm, where the researcher sought to engage in selected real-life situations with four (4) community radio stations located in Kwa-Zulu Natal, Western Cape, Eastern Cape and Limpopo. The basis of this research is derived from fieldwork, interaction with community radio staff, management and engagement with sector stakeholders. The case studies were conducted using a mixed methods approach qualitatively over two years (2018-2019). Methods included face-to-face interviews, questionnaires, direct observation and training workshops. The empirical materials draw upon three interconnected areas: production and content creation; social media and audience relations; listening patterns and transmission within the sampled community radio stations.
The study shows there have been substantial changes from traditional broadcasting and analogue technology in production, content creation, audience participation, consumption patterns and dissemination of content. The study concludes digital technologies have altered the relationship between on-air presenters and audience members to include immediacy and interactivity, in anytime and anywhere broadcasting. Evidence collected shows social media and audience participation have elevated audiences from passive listeners to active consumers. Changes in On-air Studios and adapting to digital innovations are gaining traction and reach within the community radio broadcast environment. Although radio transmission and programme consumption have been altered by convergence, it seems that terrestrial broadcasts and listening to radio devices remain the preferred choice by broadcasters and audience members respectively.

Abstract. This paper investigates how widespread strategic adoption of digital skills, technology and knowledge by firms would affect employment, inequality and the economy in general. A macroeconomic agent-based model (MABM) was developed to simulate micro-level interactions between economic agents in different markets, giving rise to emergent macroeconomic features. Agents representing individuals in the economy acquire different levels of skills as they progress through an education system. Based on a firm’s level of technological sophistication, it will employ a workforce that aligns with its skills requirements. The simulations show that if firms in the economy adopt higher levels of technology in their operations, higher levels of unemployment may emerge, in particular for the sector of the population with low levels of digital skills. The education system would need to be transformed to provide an inclusive, quality education that is aligned with the current and future needs of industry.

Abstract. The financial sector is undergoing significant transformation due to technological advancements, particularly the rise of Robo-advisors, a subset of Artificial Intelligence (AI) that provides and enhances the efficiency of financial advisory services. This study investigates the transformative influence of robo-advisors on decision-support management in the South African financial sector, addressing pertinent challenges and opportunities. Notable findings from a comprehensive literature analysis reveal a discourse centered on applied digital skills within specific sectors such as education, accounting and health. However, there are limited discussions surrounding the challenges and opportunities of implementing robo-advisors in the South African financial sector. The study's findings reveal several key insights, including the factors influencing Robo- Advisors' acceptance (lack of trust in AI and data security), the role of digital skills in implementation, and the impact of employment within financial advisory services. These findings highlight informed decisions for effective adoption and integration of Robo- advisors in the South African financial sector, fostering efficiency, productivity and competitiveness. Future research should continue to explore the evolving role of Robo- advisors and their implications for the financial industry.

Abstract. The rapid evolution of technology has made it an essential tool for individuals in their daily routines. Understanding the adoption of technology and its determinants has become critical due to its significance. This paper conducts a systematic analysis of intelligent systems that support decision-making in higher education institutions, particularly in developing nations. The review aims to identify relevant literature and assess the significance and practicality of such systems. A full-text systematic review was conducted of articles selected between 2010 and 2022, and a PRISMA-P was applied for their quality assessment. The study found that IDSS is an integrated approach that combines human-computer interaction to assist individuals in effectively utilizing data, models and structured processes to address uncertainty when making decisions. However, there is limited research analysing decision problems with simple additive weighting.

Abstract. This academic paper explores the implementation challenges and transformative potential of Education 5.0 in South African higher education, with a focus on historically disadvantaged universities. The evolution of education from traditional models to Education 5.0 is scrutinized, emphasizing the imperative of technology integration and a comprehensive approach to skills development. Within the South African context, the paper highlights significant hurdles, including financial constraints and the exacerbation of existing social inequalities. In response, the study posits that Education 5.0 should transcend its technological core, advocating for targeted investments in technology infrastructure to address accessibility disparities. Curriculum realignment is proposed, emphasizing innovative methodologies that infuse industry relevance and ethical considerations. The paper underscores the pivotal role of faculty members, calling for a robust framework for continuous development to empower educators in integrating cutting-edge technologies into their teaching and learning. Collaboration is emphasized as indispensable, as unified effort among stakeholders in policy development to navigate ethical and legal implications is important to achieving the goal of implementing this technological phase. The paper concludes by advocating for personalized learning as a cornerstone of Education 5.0, leveraging data analytics and artificial intelligence to tailor learning experiences while emphasizing inclusive practices. This paper envisions an Education 5.0 in South Africa that enables technological integration, fosters inclusivity, and prepares students for adaptive and socially responsible engagement.