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A re lebeleleng Mahlale a diphetogo tja bone (4th industrial revolution). Go ya ka Shwab, (2016), mahlale a a diphetogo a fetola mokgwa woo re phelago ka gona, re berekago ka gona e bile re phedishanago ka gona. Ka mokgwa woo e dirilwego ka gona, le ka bo teng ba yona, e tsweletja mokgwa woo go senang motho yoo a kilego ao bona. Go bolela nnete, mokgwa wa yona le boteng, le maatla a yona, ke txeo re sokeng re di kwishisha ka botlalo. A re naganeng ka kgonagalo ya gore batho ma billione ba shomishe di lla thekeng, ka maatla, peelo, bokgoni le thuto yeo e sokang ya bonwa pele. le ka no gopola ka tswelopele ya mahlale mo dilong tja go fapanafapana go swana le bohlale ba atifishiale (AI), Diroboto, intenete ya dilo (IoT), DIKOLOI tja go itshepetxa ka mohlakase, 3D printing, le tse dingwe. Tse dingwe tsa dilo tse dishetje diririlwe, mola tse dingwe difeleletswa. Di phetogo tse di tlish*tje tswelopele e kgolo go di tsweletswa, dilo tsa go jewa, tsamaisho ya dilo, le go isha dilo mafasend a a fapanego. Di phetogo gape di bonagala mo mekgeng ya go shoma, go boledishana, go botxana ditaba le go itlosha bodutu. Diphetogo tse di tlo dira gore mebusho, di kgwebo, di rutegi, le setshaba di berekishane gore di kwishishe le go shomisha maatla a diphetogo. Re swanetxe gore re be le kwishisho e swanago lefase ka bophara go diphetogo txe di tlo fetola maphelo a rena bjang le a bana ba rena le ditlogolwana, le ka mokgwa woo diphetogo di tlo bago ka gona go muruo wa naga, phedishano, di tumelo tsa rena le botho ka bo bjona. Se tshwenyago ke gore baetapele ba rena ba ikhumana ba ganelela go seo ba se tsebago, ntle le go lebelela diphetogo tseo ditlago, e le gore naga e swanetxe go humana menyetla e meswa. Diphetogo tse tsa bone to tlisha tse di latelago:
1. E dumela gore lefase la ka jeno le phahlaletse e bile le tswaragane. bjale diphetogo tja mahlale di tlisha tse dingwe.
2. Bo phara le bo teng - a e fetole fela gore eng le bjang, e fetola le gore ke mang yo a dirang dilo.
3. E fetola le mokgwa woo meshomo e diriwago ka gona mo di femeng, nageng, mafapheng a go fapana, le setshaba ka moka.

Bjale go bohlokwa gore re ithute, le go beeletsa maatla a rena gore re kwishishe gore diphetogo tse, ke tsa go dira gore maphelo a rena a fetoge, le a setshaba ka moka, ge mmusho o tsena go thusha setshaba sa rantsho. Ke ya leboga.

Mamohla a re e thuteng diphetogo txa maatla a boraro (3rd industrial revolution). E bitswa diphetogo txa mahlale a se tigitale (Digital revolution), electroniki (electronics) le maatla a dipoledishano (information technology). E thomilwe ka mengwaga ya mafelelo a 1950's to 1969, e shomisha maatla a go nyakishisha internete (internet, electronics and information technology to automate production) gore tsweletxo e kgone gore iki itirele ka bo yona, e i poeletxa. Go ya ka buka ye barego ke ra Ikonomy, ye e ngwetxego ke Markillie, 2012 le Rivkin, 2011, yo na e boletxe ka mahlale a diphetogo txa boraro gore: Ge di tsweletxo di e ya maatleng a lefaufau, diphetogo txe di kgolo di tla ka pela. e tlo dumelela gore dilo di tsweletxwe ka mokgwa wa go seketxa masheleng ka bonnyane, ka matsato le mafarahlahla, le bashumi ba mmalwa, printerer ya di D txe tharo, roboto ya laolega ga bonolo, le perekishano ya tsweletxo ye e diregago mo maatleng a lefaufau. Leotwana le la mahlale a boraro le shetxe le fihlile moo le tlogilego mo go tsweletxo ya bontxhi ya maatla a bobedi go ya go ye ya tsweletso ya mahlale a di industriale. E ka busha meshomo ye dinaga txa bahumi di lahlegeletxwego go dinaga txe di tswelelelago. Ge maatla a a shomishiwa, bo ramoshomo ga ba sa tlo shomisha bashomi kudu go dira di tsweletxo. Ye e ra gore, bashomi ba swanetxe ke go ithuta go itirela ka matsogo a bona, le go bula di kampani txa bona. Go tloga ka ngwaga wa 1980, go ishwa ga babereki dinageng txe dingwe le bo ra moshomo bago fapanafapana e tlo fokotxega. Go ya ka Rifkin, 2011 Mahlale a a boraro a shomisha maitsepelelo a mahlano a a latelago:
i) go tla ga maatla a go tsosholotxego
ii) Phetogo a maatla a maitsetsepelo a moo go dutxego maatla a tsotxolotxego
iii) Peyo ya kgase ya hydrogene le txe dingwe mo meagong ka moka go beya maatla a se tegeniki
iv) Go shomisha maitswarelelo a tegnology go fetosha ga maatla a le faufau mo nageng e nngwe le ye nngwe, go tsweletxe maatla a internete
v) phetosho ya dikoloi gore e be txa go shomisha mohlakase, le maahla a di sele txa peterolo. e le bohlatse, Tesla e tsweleditse di bettery txa maatla (Cooper, 2015), txe di kgonago go go tshencha maatla ko ntlong e nngwe le ye nngwe le moshomong o mongwe le o mongwe gore go be le maatla a mohlakase, e ne maatla ao a dula matxatxi a mararo mo di betering txe uwe.

Re swanetxe go lemoga gore phetogo e kgolo ya mahlale a boraro ke go shomisha 3D printer, robotics go tsweletxa dilo le go fa ditirelo mo g*e. Go ba do tsweletxa dihlare le ba roka dilo tlo ba bose ka gore batlo itirela mog*e gore ba kgone go seketxa masheleng a tsweletxo. ke ya leboga. potsisho e nngwe le ye nngwe e ya amogelwa.
The third industrial revolution started in the 1950's, and its first trigger came out in 1969, with the development of the
Advanced Research Projects Agency Network (ARPANET), which was an early packet switching network and the first network to implement the protocol suite TCP/IP. It triggered the development of the Internet, and with it the information age. Similar to previous revolutions, the Third Industrial Revolution (TIR) is driven mainly by technological advances in manufacturing, distribution and energy factors. The Third Industrial Revolution is global, but it is also local, giving rise to the term ‘glocal’. The TIR is set to change the way we work, produce, and entertain. It will fundamentally change the way we plan and manage cities and regions. It will also lead to the localization of production and the re-shoring of jobs. (The Economist magazine (Markillie, 2012, Rivkin, 2011) said of the third industrial revolution: “As manufacturing goes digital, a third great change is now gathering pace. It will allow things to be made economically in much smaller numbers, more flexible and with a much lower input of labour, thanks to new materials, completely new processes such as 3D printing, easy-to-use robots and new collaborative manufacturing services available online. The wheel is almost coming full circle, turning away from mass manufacturing and towards much more individualised production. And that in turn could bring some of the jobs back to rich countries that long ago lost them to the emerging world. Rifkin (2011) describes five energy pillars supporting the Third Industrial Revolution. These are (i) the
shift to renewable energy; (ii) transformation of the building stock into green micro-power plants to collect renewable energies on-site; (iii) deployment of hydrogen and other storage technologies in
every building and throughout the infrastructure to store intermittent energies; (iv) use of Internet technology to transform the power grid of every continent into an energy internet that acts just like the Internet; and (v) transition of the transport fleet to electric plug-in and fuel cell vehicles. Tesla recently released the Powerwall battery (Cooper, 2015), which has the potential to turn every home and workplace into a self-sufficient energy entity with three-day storage capacity and which can feed surplus energy into a localised power grid internet. An important transformation driver of the TIR will be 3-dimensional (3D) printing and robotics for
manufacturing production and domestic services. Economies of scale will all but disappear in 3 industries like pharmaceuticals and fashion, with medications and clothing being designer-driven and
produced locally.

Maatla a bobedi a mahlale a se Tegeniki (2nd industrial revolution).

Maatla a a thush*txe gore tsebo e oketxege, beng meshome le bona ba ile ba bona txe ba di rekishago di diriwa ka bontshi le di kgwebo di shoma gabotse go dira masheleng. di transporoto le txona di ile txa gola, telephono le yona e ile ya diriwa, gore batho ba kgone go boledishana ba le go gongwe le go gongwe. Se re swanetxego go se kwishisha ke gore, ye e tswile go ya mathomo, e tsweleditswe pele. E thush*txe go godisha megolo ya batho, le go isha maemo a bophelo godimo, e fokoditxe maatla a mahlale go tloga Bratanni to dinaga txe dingwe, e thush*txe go tshentxha tsebo ya hlago gore e be ya mahlale a se tegeniki, le gore maatla a a direga bjang. di putxixo di ya amogelwa go bao banyakago gore re boledishane. Ke ya leboga.

Maatle a ase Tegeniki o na a thomile ka mengwaga yela ya 1870 - 1914, ge ntwa ya mathomo ya lefase e yo thoma. Yona e lebeletxe kudu mohlakase, tsweletxo yo maatle a steele le go fisha ga di engene. ge re lebelela ya mathomo, e be e lebeletxe kudu metxhene. mmerekong bashomi ba ile ba beiwa ka bokgoni ka morage ga go fiwa hlahlo, tsweletxo ya txe dibego di diriwa ya ba ka bontxhi, ka tumelelo ya mohlakase.

Lehono a re ithuteng ka se se bitswang diphetogo tsa mahlale (industrial revolution). Diphetogo tse tsa mahlale di thomile ka 1st industrial revolution ka ngwaga wa 1760 ko Britannia, moo batho le diphoofolo dibe di goga dikariki di lema goba batho ba kgarametsa megoma go lema. Bjale go dirilwe mahlale a go dira metshene goba engene, yeo shomishago maatla a mushi wa malahla, disele le petorolo. mohola wa se ke go khutsisha batho le diphoofolo go beka ga boima ge ba lema. Bjale gona bjale rena le diterekere tse di shomiswago go lema, go jwala le go buna. maatla ao a shoma le mo di TLB le tse dingwe.

Mo go berekishswa maatla a metshene, maatla a meetsi le maatla a steam. Ke yona bonnyane 1 industrial revolution, ke ya leboga.

MS MABUSELA
Student number - 22175006


MODULE 4

Major assignment 2

Title: A critical reflection on how technology is changing the higher education environment, its developmental and transformative potential, and challenges for the African/South African context.

Introduction
Technology as an innovation and a long-term symbol of academic research, has changing the way universities teach and the way students learn, especially during Covid-19 pandemic. The benefits of this new way outweighs risks. The benefits includes distance learning, modern learning management systems and an opportunity to collaborate with academic research partners worldwide. Life in this digital era poses near-constant risks and threats to our privacy, and these current-day realities are also felt in the Higher education institutions (HEI's), especially with the increased activities of remote learning and a hybrid model of work and education, which shape the practised experiences for both the students and staff (McComark, Brooks & Reeves, 2021:3). Today’s young people are at ease with online and collaborative technologies than previous generations. Nicknamed ‘digital natives,’ they grew up in deeply rooted computing surroundings where a pen and a notebook are obsoleted (born after technology), and they attend classes armed with smartphones, laptops and iPods (Glenn & D’Augostino, 2008: 5).

Online degree programmes and distance learning managed to gain the strong presence within academic institutions worldwide, while those that were regarded as small mediums of the education content teaching method changed faster to be the main, encouraging wider accessibility to education, and fresh markets and extended income jobs in universities. Advancement in technology has the potential to bring about new improvements to the conditions of humans, introduce new social challenges and the inherent risk of causing a gap between those who can access potential benefits and those who cannot (Jensen, 2019:51).
Critical reflection on how technology is changing the higher education environment
Technology, with all its benefits, remains a disruptive innovation, which is expensive, capable of forcing faculty members accustomed to teaching their ways, to be tempted to use their time for learning strategies and ways, and might face the budget constraints on funding required to support their learning activities (Glenn & D'Augostino, 2008:6). The New York City-based Queens College vice-president of institutional advancement, Susan Henderson said "Technology allows students to become much more engaged in constructing their knowledge, and cognitive studies show that ability is key to learning success." In the future, HEI's will need a collaborative and holistic approach to privacy, which extends beyond each institution to a more globally connected institutional network sharing knowledge, practice and strategies (McComark, Brooks & Reeves, 2021: 3).

Technological advancements lead to basic reforms in the HE and society at an unprecedented pace. These developments in technology are exciting and aspiring because they bring along untapped potential of finding near opportunities for dealing with constraints that face communities as in opportunities in teaching and learning and research. to close the gaps, avoid biases and ensure an inclusive, fair, ethical and human-centred approach to digitization, opportunities need to be considered and explored, while raising awareness of the essential global challenges and the risks associated with digital transformation (Jensen, 2019: 51).

Developmental potential
There is a wide range of the startling semblance of upcoming technology successes, in different disciplines such as artificial intelligence, robotics, the internet of things, autonomic cars, 3D printing machines, nanotechnology, biotechnology, materials science, energy storage and quantum computing, and many others, which are still in the buildup stages of their development. The 5th industrial revolution can be represented with a table below:


1st Industrial Revolution 2ND Industrial Revolution 3RD Industrial Revolution 4TH Industrial Revolution 5TH Industrial Revolution Explanation
Mechanisation Electrification Automation and globalisation Digitalisation Personalisation Function
It took place in 1760 in Britain Occurred from the late 1800’s century to the start of the first world war The digital revolution occurred around the 1980s Start of the 21st century 2nd decade of the 21st century Period
Steam engines replacing the horse and human power Production of steel, electricity and combustion engines Computers, digitization and the internet AI, robotics, IoT, blockchain and crypto Innovation purpose and inclusivity Activity
Introduction to mechanical production facilities driven by water and steam power Division of labour and mass production, enabled by electricity Automation of production through electronic and IT systems Robotics, artificial intelligence, augmented reality, virtual reality Deep, multilevel cooperation between people and machines, consciousness Processes

Transformative potential
One of the most important, diverse and exciting challenges of the present era faced by humans is to understand and the shaping of the new technology revolution which strives for the transformation of the human being. This revolution strives to change the way we live, we work and our relationship with one another (Shwab, 2016: 7). Distance education improved the learning-management systems and the opportunities of working together with research partners coming from the whole the world, were a few transformation benefits universities have accepted (Glenn & D’Augostino, 2008 :6).
According to Schwab, (2016:8), there are three reasons, which supports the strong belief that the fourth industrial revolution was in place:
- Velocity: Contrary to the past industrial revolutions, this current one is evolving at an exponential rather than linear pace. This is the result of the multifaceted, deeply integrated world we live in and the fact that new technology calls for newer and ever more able technology.
- Breadth and depth: It builds on the digital revolution and combines multiple technologies that are leading to unprecedented paradigm shifts in the economy, business, society, and individually. It is not only changing the “what” and the “how” of doing things but also “who” we are.
- Systems Impact: It involves the transformation of entire systems, across (and within) countries, companies, industries and society as a whole.
The main aim of this writing is to give a primer about the fourth and fifth industrial revolutions - what they are, what they will bring, how they will affect us, and what can be done to harness them for the common good, and those that are interested in the future; with commitment to use of opportunities of this revolutionary change to make the world a better place.

Challenges for the African/South African context.
Africa as a continent went through monumental difficulties that presented themselves as slavery, colonialism and apartheid. These experiences forced the people to form a united front in their diversity, called Agenda 2063, rooted robustly in Pan Africanism and African Renaissance that provides a strong framework that aims to redress the past injustices. This united front aspires to form an Africa with good governance, democracy, respect for human rights, rule of law, strong cultural identity, values, ethics and act as a global player and a partner worldwide (Agenda 2063, 2015:2).

Those in administrative positions should carefully weigh the spending patterns of their budgets, decide on which emerging technologies are most promising, and determine the best way of supporting those technological advances, to avoid the risks of being outdated that are ever-present. In the next decade, advanced technologies improve accessibility to education by many more people worldwide, and allowing increased specialisation in curriculum and teaching methods than it was ever experienced in the past. According to Jensen, (2019: 51), several challenges are affecting HEI's, which acts as barriers to digital transformation, and these are:
- HE policies at the national level – although national policies were found not conducive generally, the national financial frameworks (policies) were found to be barriers to digital transformation, as they were not provided for in the transformation nerwork, hence, the lack of financial support for the digital transformation and failure to implement policies.
- Lack of financial investment was found to be a barrier to digital transformation at the HE level. With little access to the infrastructure, there must be more financial investments to further develop the ability of technology.
- Technological versus human change – technological designs are sometimes met with contrasts, which originates from potential and the risks of usage or misuse. The risks are related to the pace of technological developments and the pace of institutional culture, and human behaviour relative to the changes taking place. For the transformation process to succeed, all different stakeholders whether faculty, staff and students must be part of the processes from the start and take ownership of the process.
- Inequality – mostly occurs when a certain portion of society have no means or infrastructure to access and explore technology, while others have all the means to access the technology. These should be a key priority to ensure there is no divide, and that resources are available to all, globally so that humans can access information, data and knowledge.
- Ethical dimensions – data management digitally requires ethical policies to be respected in terms of data privacy, transparency in the usage of information and the code of conduct or data policy such as the POPIA act of 2021.

Lack of skills in accessing technology, affordability and increased unemployment are the cardinal implications associated with the 5th industrial revolution, given the misaligned notion that machines will replace humans at work.

Conclusion
Although there is no size fits all to digital transformation in HEI's, as they are diverse in nature, scope and operating contexts, they have an impact around the world on the lives of citizens, society development, skills and competencies required to participate in the communities, acquiring of information and knowledge. Higher education institutions are confronted with one common factor related to the manner of how they should adapt and shape HEI's in a digital world. The third and fourth industrial revolutions made life difficult for human beings and the same on the environment, which are regrettable and unavoidable. The past affected generations had to change their lifestyle to adapt to what the machines are capable of doing. However, the Fifth Industrial Revolution is different, as it requires human beings to be now at the front and centre during the production process, as such training and skills development are required to ensure that people are knowledgeable on machine operations.
References

Agenda 2063. 2015. The Africa we want. African Union Commission ISBN: 978-92-95104-23-5

Bates, T (2008). Online Learning Tools and Technologies. 1- 17. Vancouver. Canada.

Glenn, M & D’Augostino, D. 2008. The future of higher education: How technology will shape learning. The economist. 1 – 29.

Jensen, T. 2019. Higher education in the digital era. The current state of transformation around the world in a digital era. 2 – 56.

McCormack, D., Brook, D.C., & Reeves, J. 2021. 2021 Educause Horizon action plan. Educause. 1 – 10. https://www.educause.edu./horizon-report-infosec-2021.

RegInsights. 2021. The Fifth Industrial Revolution (5IR) and how it will change the business landscape. https://insights.regenesys.net/the-fifth-industrial-revolution-5ir/

Schwab, k. 2016. The industrial revolution. 1 – 172. ISBN-13: 978-1-944835-01-9.

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