Wits University Pioneers Quantum Leap in African Education and Technology
In an illuminating address, Professor Zeblon Vilakazi, Vice Chancellor and Principal of the University of Witwatersrand, laid out a transformative vision for African universities. As the continent faces rapid technological change, he emphasized the importance of innovative education, industry partnerships, and quantum computing research as pivotal to South Africa’s future in the global knowledge economy.
“We live in an era of digital acceleration that’s hard for humans to adapt to,” remarked Prof Vilakazi. He likened the current pace of technological change to a “roller coaster,” propelled by global players like SpaceX, Google, and Amazon. Amidst this digital revolution, he stressed, Africa must stay competitive. “Our institutions will have to play a vital role in not just adapting to, but leading this change,” he said.
Highlighting the new frontier of quantum computing, Prof Vilakazi explained that its integration is essential to South Africa’s educational and economic future. “Quantum computing will hypercharge AI on a scale that makes today’s advancements seem rudimentary,” he observed, noting that while some of the world’s leading corporations are already “getting quantum-ready,” South Africa has unique opportunities to leverage these developments. A consortium of African universities, including Wits, has joined forces under the Quantum Africa Leaders program to address these challenges.
The professor outlined how institutions should move away from outdated learning models to foster continuous, lifelong education through innovations such as “micro-credentialing.” Reflecting on the future job market, he explained that many of today’s careers are expected to become obsolete as automation takes hold. Yet, there remains a significant need for roles requiring creativity and adaptability – traits he argued can be honed through advanced educational programs. “By 2040, we will need to spin out 100 companies from science councils and universities,” he stated, envisioning these as key drivers of GDP growth.
Addressing the need for African institutions to avoid being overshadowed by tech giants, Prof Vilakazi pointed to the need for localized innovation. The Square Kilometre Array (SKA) radio telescope project was one example, which he described as a “gateway” to large-scale science and data engineering that could anchor Africa as a leader in the global tech landscape.
“With the SKA, we have a unique opportunity,” he declared, “one that gives us a new generation of data scientists and engineers.” The Wits Vice Chancellor’s call to action was clear: by embracing these high-tech fields, African universities and industries alike could not only compete globally but thrive.
As the nation looks to this quantum future, Prof Vilakazi’s message is one of urgency – and hope. “The challenges are steep, but our vision is clear. With the right focus, South Africa can emerge as a powerhouse in the digital and quantum eras.”
Recalibrating Higher Education to Meet the Needs of 21st Century South Africa
Professor George Mpedi, Vice Chancellor and Principal of the University of Johannesburg (UJ), Professor Letlhokwa Mpedi, shared with the delegates at the Drakensberg Inclusive Growth Forum – convened by the Kgalema Motlanthe Foundation – insights into the challenges and opportunities facing higher education in South Africa. Addressing prominent figures in government, academia, and industry, he underscored the importance of educational reforms that align with the demands of a fast-evolving global landscape and an increasingly complex job market.
Prof Mpedi opened with gratitude for the opportunity to connect with colleagues, industry leaders, and government officials, emphasizing the collaborative nature of progress in higher education. “We collaborate more than we compete,” he noted, highlighting the collective responsibility of institutions to drive transformation.
Reflecting on the findings from the Department of Higher Education and Training’s 2024 skills gap report, Prof Mpedi described the pressing need for foundational skills such as reading comprehension, communication, teamwork, and adaptability. “We talk about artificial intelligence; let us not forget emotional intelligence,” he said, adding that these qualities are critical in preparing graduates for the workplace. “If [graduates] are not adaptable and cannot work in a team, there’s no employer who will hire them.”
Prof Mpedi also drew attention to the mismatch between current curricula and the technical competencies needed in emerging fields like renewable energy. Notably, he shared how UJ, in partnership with industry, recently launched a 3D concrete printing machine that could print low-cost housing in just eight hours. While this technology has sparked concerns about job displacement, Mpedi believes it will also create new roles, especially in sectors like plumbing and electrical services. “This is the role that we, as institutions of higher learning, can play — to demonstrate and showcase new technologies,” he explained.
He urged a holistic approach to curriculum development, particularly in addressing challenges such as climate change, renewable energy, and global health crises. UJ is exploring revolutionary concepts, including a “digital twin” of the physical university, which would provide an immersive online learning experience. “Imagine a setup where a student has the full university experience virtually,” Prof Mpedi envisioned, explaining that such advancements could help alleviate access issues, especially for students in remote areas.
Prof Mpedi’s commitment to inclusivity extends beyond curriculum design. He discussed UJ’s “Smart Village” in Venda, which enables faculty in Johannesburg to manipulate devices over 400 kilometres away. This initiative, he said, serves as a beacon for community engagement, sparking renewed interest in STEM subjects among students in underserved schools. “Our professors donated equipment and resources,” Prof Mpedi stated, adding that some schools, which previously saw no enrolment in science, now have students actively engaged.
To tackle financial hardship among students, Mpedi described UJ’s discreet feeding programs, noting, “You cannot study on an empty stomach.” He also introduced a unique initiative where students invited for interviews can access a “closet” stocked with professional clothing, donated by alumni and supporters. This service, he explained, aims to “transform lives” by giving students confidence for job interviews.
Prof Mpedi concluded with a call for collaboration, highlighting the value of integrating lessons from the past into future strategies. “Yes, we have to move forward, but let us take lessons from the past with us,” he remarked, calling for an education system that not only equips students with skills but also serves as a bridge toward greater equity and opportunity in South Africa.