Page 74 - Risk Report 2024

IRMSA
74 RISK REPORT 2024/25

8.12 Skills

The NDP envisions a transformative educational system to achieve economic growth and
social equality, by providing all learners and students with quality education to equip
them to thrive in a rapidly changing world of work.

Risk to educational outcomes that will drive the economy is caused by the following:
• Disruptions in educational program and quality mix caused by weak governance structures and political
interference leading to instability in policies and funding inconsistencies, result in misalignment between
market needs, educational programs, and skills outputs. Inadequate organisational development and change
management fosters resistance and inefficient implementation of changes to deliver quality education
frameworks and curriculums. Failure to adapt curriculums to technological advancements and industry needs
produces graduates lacking essential skills which reduces their employability. Insufficient consideration of
inclusivity principles (not limited to language barriers) in curriculum design perpetuates inequalities and
marginalises under-represented groups.
• Demographic shifts affecting educational systems through changing generational dynamics and population
growth, which necessitate adaptations in teaching and learning methodologies to accommodate diverse
learner needs, placing significant strain on pedagogical and andragogical resources. Resulting pressure can
adversely affect the effectiveness of educational design and resource allocation, potentially compromising
the quality of instruction and learning outcomes.
• Political and economic uncertainties threaten educational systems, as they may lead to political influence
exacerbated by economic downturns, resulting in budget constraints. These constraints hamper investment
in essential resources, including skills development and educational infrastructure, heightening the risk of
reduced funding for educational agendas, leading to cuts in core educational budgets and reduced investment
in physical and technological educational infrastructure. The result is compromised quality of education and
skills development, reduced long-term prospects of the workforce, and economic decline.
• Ineffective feeder structures to higher education causes ambiguity in educational pathways. Unclear
channels from primary and high schools to colleges, universities, and informal learning environments such
as churches, families, social spaces, and workplaces hinder the efficacy of educational development. This is
aggravated by limited subject choices (especially in rural schools, where subjects are bundled into streams).

GRATITUDE MOSEHLA MARISA GRUNDLING MMABOTSE MOOKE CAMEEL CHETTY
Financial Analyst Head of Risk and CRM Prac CRM Prof
Microsoft Insurance Risk Practitioner Head of Risk and Compliance
Milpark Education TUT CCMA