By Eamonn Ryan
The world is in the throes of a technological revolution, a whirlwind of innovation that permeates technical industries such as the cold chain and HVAC.
Yet, as Christabel Phiri, a mechanical engineering lecturer with 14 years’ experience at the Engineering Institute of Technology (EIT), conveyed at ElectraMining 2024, a critical mismatch persists between the education being delivered and the rapidly evolving demands of the job market.
Phiri highlighted the shift towards ‘intelligent learning’ facilitated by digital platforms like the one used at EIT. These platforms enable real-time interaction, online assessments and cloud-based simulations, making education more accessible and engaging.
She reinforced the urgency of equipping graduates with the right skills to thrive in what is a dynamic landscape. “We’re living in the era of technological innovation,” she stated, emphasising that while companies are increasingly technology-driven, the pace of technological evolution far outstrips the rate at which educational curricula are adapting.
This disparity, according to Phiri, leads to a situation where even graduates with advanced degrees may find themselves unemployable if their skill sets don’t align with industry needs. Recruiters are laser- focused on specific skills demanded by the advertised opportunities, making continuous learning and curriculum modernisation paramount.
Phiri took the audience on a brief journey through technological evolution, from Alan Turing’s early predictions of intelligent machines to the exceptional impact of the COVID-19 pandemic. The pandemic, she argued, forced companies to embrace digital transformation at an unprecedented pace. “We are not being shaped by what we need. We are being shaped by what technology needs us to do,” she asserted, highlighting the critical difference between mere adoption and true adaptation – the agile mindset required to continuously evolve alongside technological advancements.
The world of work, learning and business models is undergoing a fundamental reinvention. Phiri illustrated this by pointing to the shift in career timelines and the accelerating influence of the Internet of Things and machine learning. The current era demands individuals equipped with robust digital skills and the ability to maintain and troubleshoot increasingly complex machinery. “If the people with the knowledge leave, who is going to fix the system? No one,” she warned, emphasising the need for a workforce that is not just knowledgeable but possesses practical, future-oriented skills.
Phiri also delved into the realm of emerging technologies that are rapidly reshaping industries. For instance, 3D printing is revolutionising manufacturing and construction, enabling rapid prototyping and even the construction of houses in mere hours. Artificial General Intelligence (AGI), going beyond basic Artificial intelligence (AI), involves training machines to learn and adapt autonomously, leading to advancements in robotics, autonomous vehicles and drones.
Nanotechnology allows for the manipulation of matter at an atomic and molecular level, opening doors to advanced materials and even the acceleration of agricultural processes. The rise of Big Data necessitates individuals capable of processing and interpreting vast amounts of information generated by increasingly powerful quantum computers. Finally, Smart Cities, powered by the Internet of Things (IoT), create interconnected networks of devices that provide real-time data for optimised operations and predictive maintenance.
A crucial takeaway from Phiri’s presentation was the imperative for continuous learning and adaptability. “If a machine can learn and relearn and continue upskilling, who are we not to?” she challenged the audience. She stressed that machines are not meant to replace humans entirely but rather to be tools that require human expertise for operation, maintenance and training.
However, Phiri also voiced a critical concern regarding the threat that Africa produces under-skilled engineers and technical professionals due to a fear of technology and change. Consequently, she emphasised the need for management to champion technological understanding within their companies and for educators to actively engage with industry to understand their evolving needs. “We need to go back to the drawing board and think about what is the cause of this? We are frightened. Yes, there is technology, but how do we adapt?”
The solution, according to Phiri, lies in fostering robust collaboration between educational institutions and industry leaders. “By actively communicating and understanding the skills in demand, curricula can be revised to equip graduates with the competencies sought by employers. This collaborative approach is essential to bridge the existing skills gap and ensure the employability of future mechanical engineers and refrigeration professionals in a world increasingly driven by technological innovation. The high-tech industries, particularly in areas like AI and machine learning, are actively seeking individuals with these future-ready skills, making continuous learning and adaptation not just beneficial but essential for professional success.”
AI as the catalyst for closing the engineering skills gap
The critical question posed by Phiri is: how can AI be leveraged to bridge this widening technological skills gap? The answer, she argued, lies in AI’s potential to improve learning and skills development, ultimately enhancing productivity and driving innovation across industries.
“AI is not here to take our jobs,”Phiri emphatically stated. “It’s here to enhance the way we work, to help ease processes that will take a long time to do.” In today’s fast-paced industrial landscape, characterised by intricate systems and real-time data, AI offers the tools to streamline operations, improve communication between departments (as seen in Enterprise Resource Management systems), and ultimately accelerate progress. Companies that fail to embrace these technological advancements risk being left behind.
Phiri outlined several key ways AI can improve learning and development. Content creation is already being transformed, with AI capable of generating information based on user prompts, albeit with the caveat of requiring human oversight for accuracy. Personalised learning, however, holds immense promise within educational settings. AI can analyse a student’s understanding and tailor the learning experience accordingly, breaking down biases and improving outcomes for learners with diverse paces and styles. This adaptive learning approach ensures that students receive the support they need to grasp complex concepts effectively.
“The core issue remains the tech skills gap – or the disparity between the skills that employers demand and the skills that graduates possess. Few of the educational providers are reaching out to industries, asking them what they require of students,” she pointed out. To achieve a perfect fit, a seamless alignment between education and industry needs is crucial.
The consequences of this gap are significant, potentially hindering Africa’s progress in professionalising its engineering and technical workforce. Phiri used a poignant cartoon of an individual confined to a restrictive cubicle, symbolising how outdated curricula and a lack of upskilling can stifle growth and prevent individuals from acquiring the necessary skills for the evolving job market.
To address this, Phiri emphasised the critical role of technical skills training, particularly in areas like automation, coding, computer algorithms and computer systems. The goal is to equip students to develop highly reliable systems, leading to increased efficiency, productivity and quality. Furthermore, she highlighted the urgent need for skills development in cutting-edge fields such as computer science, advanced analytics, blockchains and cybersecurity.
While advocating for specialisation in high-demand technological areas, Phiri also stressed the importance of a broad understanding across different engineering disciplines and even business administration. “A little bit of everything is better than most of one thing,” she advised, encouraging individuals to develop well- rounded skill sets that enable effective collaboration and communication in diverse professional settings.
Ultimately, remaining vital and employable in this era of rapid technological change requires a commitment to continuous learning and a proactive approach to acquiring in-demand skills. Phiri identified several reasons why the skills gap persists, including under-resourced schooling, a lack of industry engagement from higher education institutions, and limited investment in upskilling the existing workforce.
The solution, she reiterated, lies in collaboration. Educational institutions must actively engage with industry leaders to understand their evolving needs and revise curricula accordingly. Governments also have a crucial role to play in supporting re-skilling initiatives. By proactively guiding students towards high-demand courses and fostering a culture of continuous learning, the skills gap can be effectively bridged, ensuring a future-ready workforce equipped to thrive in the age of technological innovation.