Five checks to help students choose a course that builds the practical skills employers need
Today’s students are entering an economy profoundly impacted by digital systems and artificial intelligence (AI), permanently changing the way in which work gets done, and raising the stakes for students choosing qualifications that will equip them for employers’ evolving demands.
South Africa’s cultural, creative, and sports industries contribute around R271.2 billion to GDP, representing a substantial market for creative talent. But for students hoping to build careers within this environment, learning to turn ideas into professional work using industry-standard digital tools is now an essential part of their preparation.
Ivor Templer, Head of the School of Art and Design at the Academic Institute of Excellence (AIE), notes that for South Africa’s youth to capture these opportunities, they need an education that delivers practical, industry-specific upskilling, and exposes them to the real-world application of digital and AI principles before their first day on the job.
“Generation Z and Generation Alpha learners approaching higher education already hold a major advantage because they can build on a lifetime of deep familiarity with digital experiences. But familiarity alone doesn’t translate into workplace capability, and these generations need training that helps them turn that familiarity into professional expertise.”
“There is currently a sizeable mismatch between what employers expect these young digital natives to be capable of in their first week on the job and the practical experience they actually have. Closing that gap in the creative economy requires curricula that give students chances to apply digital tools and AI throughout their studies.”
Templar outlines five checks prospective students can carry out before applying to a higher education institute to help determine whether it can prepare them for digital-first creative work in the age of AI:
- Examine which digital skills the programme actually teaches
Request a detailed course outline showing what you will learn to produce and which tools you will use. An animation programme, for example, should explain how students learn to control movement and render finished sequences. Broad references to “digital innovation” reveal little about the technical skills you will gain.
- Consider whether practical assignments build a portfolio of proven skills
Ask to see project briefs and recent student portfolios. Look for assignments that require students to meet technical specifications and refine their work after feedback. Check how individual contributions are assessed and whether students can retain working files to show employers how they developed a project and exactly what they produced.
- Investigate who will guide your technical development
Enquire about lecturers’ recent experience with the digital tools they teach and how they keep their knowledge current. Find out how often students receive individual feedback on practical work. Students need opportunities to understand why something failed and work through corrections with someone who can explain the technical decisions involved.
- Confirm access to the equipment and software needed to practice
Check whether tuition includes software licences and access to computers capable of running the required programmes. Ask about laboratory hours and whether tools are available outside scheduled classes. Confirm any additional subscription costs or usage limits so completing assignments does not depend on access you cannot afford.
- Ask what has changed in the curriculum recently
Ask for examples of recent updates made in response to changes in digital production and AI. Ask how the institution decides which technologies to introduce and whether existing students benefit from those changes. The programme should help students understand how new tools affect their work and give them opportunities to use them.
“Higher education institutions that prioritise digital development and place real weight on producing employable, work-ready graduates should have this evidence readily available and be willing to share it with prospective students.”
“Institutions like AIE want students to enter the workforce ready to exceed employers’ expectations and contribute valuable skills, rather than simply fill vacancies. If that ambition is prioritised across South Africa’s entire education sector, we can help drive the country towards the forefront of Africa’s digital and AI revolution.”
