Transforming Higher Education with Stackable Qualifications
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JEREMY MAGGS: Higher education is increasingly under pressure to adapt. This is driven not only by rapid technological advancements, but also by the swift evolution of the job market.
Employers are seeking graduates who are more adaptable and ready for the workforce, while students demand more flexible and relevant learning options. Institutions are thus challenged to rethink various aspects, from curriculum design to digital delivery.
In this context, Eduvos believes that the next decade of higher education will be dominated by institutions that demonstrate agility, industry alignment, and a strong capability to prepare students for a dynamic African economy.
This is a critical topic, and I’d like to delve deeper into it with Dr. Riaan Steenberg, executive director at Eduvos. Riaan, welcome.
When you refer to a future-ready institution, what does that practically mean for a South African student considering where to study?
RIAAN STEENBERG: Thanks, Jeremy. A future-ready higher education institution is one that is intentionally designed for continuous change instead of stable career trajectories.
Universities can no longer presume that graduates will follow linear career paths.
Instead, they should prepare students for diverse roles within various industries and contexts over time.
This necessitates a strong focus on adaptability, problem-solving, and applied thinking, rather than training students for a single job outcome that may become obsolete.
We can all acknowledge that the landscape has changed. The skills we trained for in the past are no longer relevant.
This compels institutions to shift from prioritizing content delivery as a measure of success to a model where information technology is broadly accessible.
The key factor is not merely what students know, but how effectively they can analyze information, formulate better questions, employ technology critically, and apply knowledge in real-world scenarios, as these are essential for their future.
They will undergo changes. The world will evolve around them, and they need to grasp the fundamentals while also being ready to adapt.
JEREMY MAGGS: Riaan, you make an excellent point. Everything is progressing at a rapid pace, making it challenging to ensure that qualifications remain relevant to the real economy, correct?
RIAAN STEENBERG: Yes, Jeremy. Many perceive that a degree alone may not suffice, and increasingly, not all degrees carry the same weight. This is something we must acknowledge.
Our academic model is centered on shaping future-ready graduates by continuously collaborating with industry, which expects young talents to step into roles that drive necessary changes.
For instance, while two students may earn a BCom from different institutions, a future-ready program equips you with technology skills to achieve outcomes, whereas a traditional approach may focus on theoretical lessons that may not always be applicable.
Jeremy, you might agree that theories are evolving swiftly.
What we once understood in any field is advancing so fast that we need to reassess the current situation while linking it to the real-world economy.
JEREMY MAGGS: That’s vital, especially considering concepts like stackable qualifications and flexible pathways.
Younger professionals may need to reinvent themselves multiple times in their careers, possibly every few years.
RIAAN STEENBERG: Indeed. In IT, we often said things change every 90 days.
With the rise of artificial intelligence, everything may change every two weeks.
I believe the key lies in teaching human intelligence to analyze machine intelligence and the tools available today.
Stackable qualifications offer students a chance to build their expertise incrementally, pause and adapt their studies as needed, and align learning with shifting career paths.
In our environment, we closely collaborate with industry professionals who are actively involved in the classroom.
This collaboration allows us to connect curriculum content, assessment design, and applied projects with real-world community issues.
For example, we operate a law clinic addressing real-world problems, which we are now expanding into other areas.
This fosters practical experience and flexibility, ensuring graduates can immediately apply their skills and adapt to various situations.
JEREMY MAGGS: Information dissemination has also transformed. In your view, how does digital learning genuinely enhance outcomes, while also recognizing the importance of human interaction?
RIAAN STEENBERG: Absolutely. We must recognize that hybrid work environments are here to stay, yet traditional universities often don’t prepare students for effective hybrid work.
Simply logging into a website to submit assignments does not equip students to collaborate in virtual teams effectively.
We create digital platforms that foster autonomy, time management, and adaptability as integral aspects of the learning process rather than as side skills.
This approach must be woven into our curriculum design, which encourages interpersonal interactions and the value of human perspectives.
Recent studies indicate that as education levels rise, so does proficiency in utilizing AI. This is critical because as machines become more sophisticated, we must be clearer about our needs, which highlights the continuing importance of human involvement.
JEREMY MAGGS: Finally, regarding the democratization of education, Africa has a rapidly growing youthful population but faces significant disparities in access to quality higher education. What do you think needs to occur for this growth to represent an economic advantage rather than a missed opportunity?
RIAAN STEENBERG: Absolutely. At Eduvos, we serve about 25,000 students across our 12 campuses, often assisting many each year in transitioning between campuses, modes of delivery, and life stages.
We provide opportunities for students to resume their studies or recognize prior learning to pursue qualifications even after interruptions.
We understand education as a service, not something random, as seen at many public institutions, where students enter with promises but face low completion rates.
We need to rethink education to equip individuals with the skills necessary for employability, rather than relying on a single credential to secure a lifelong career.
JEREMY MAGGS: Thank you very much, Dr. Riaan Steenberg, executive director at Eduvos.