SOUTH AFRICAN

South Africa is a country with many worlds where there are the poor and black nations, few rich politically connected black elites, and crony capitalists’ beneficiaries. There are genuine and hard-working rich but few black people and majority of rich black people. White people are filthy rich despite being a minority group in South Africa. They own all the means of capitalist economy, which is the entire wealth accumulated through colonisation and apartheid capitalisms. The post-apartheid democratic South Africa had failed to create an equal society and education system from the apartheid unequal society and education system. The previously white schools or “model C’s” schools are fully developed and well-resourced with all amenities like sports centres and technologically equipped classes.

The well-resourced political connected, genuine and hard working rich black people, and the middle class (the so-called black diamonds) parents take their schools out of the townships and villages because of the poor resources and the perceived poor quality of education. Schools in black township and rural areas are mainly under-resources in terms of physical infrastructure, sports amenities, and technological infrastructure. The previously white schools have big financial muscles from big white men’s mega business communities than the townships and village primary and high schools.

​The South African higher education landscape is still the same from the apartheid era universities and colleges where white universities were well resourced to advance the life and the wellbeing of the minority white nation. The black nation had under-resourced university system in terms of infrastructure and resources which was only meant to produce a pool of black labourers for a white man’s economy, the white man’s garden and his or her kitchen. The education system was designed to put the black population underdeveloped so that they can better serve the white man’s lavish life and lifestyle. Thus, one always hears of historically white universities and historically black universities. The African National Congress led government (the so-called leader of the society until the 2025 National General Elections) failed to address the disparities between historically black education system and historically white universities.

GENERATIVE AI REVOLUTION

This article argues that the black child’s future is in jeopardy because of the historically unequal society during colonisation and apartheid and the lack of the implementation of the ANC’s progressive policies which are good on paper but rich in failure in their implementation. Historically black schools and mostly the ones in poor rural areas and historically black universities in the former homelands and townships lags behind in terms or Information and Communication Technologies (ICT) and AI softwares and their applications, including associated gadgets.

The question is as follows: How will a school invest in Generative AI and or ICT infrastructure while using pit toilets and burying poor black children who die annually inside the pit toilets? The school children are poor with no uniforms and nutritional food from their homes. Others die while crossing rivers and poorly built bridges during rainy seasons while attending primary and high schools. Black universities cannot invest in AI or ICT revolution in a pace needed to compete in the global world. The universities had dilapidated infrastructure, lack of lecture halls, resourced computer centres and students’ residences. This a valid and worrying concern. Many university lecturers may not be adequately equipped with the skills and technologies needed to effectively integrate AI into their teaching practices. The reliance on outdated tools like Turnitin can be problematic, as they may not be sufficient to detect AI-generated content.
Historically black universities face challenges of poor ICT and AI knowledge systems from the older generation of academics (old school lectures). This means that poor students will never have an opportunity to use ICT and the AI to advance their education and knowledge skills. There are no financial muscles for black schools and universities to invest more in new technologies like their counter parts in white schools and universities. Academics and teachers in black schools may not even have the ability and the opportunity to learn advanced educational technologies because of lack of resources and poor technogical network connections problems in rural areas. These ICT related technologies, mostly AI is advancing at the greater pace which will make it difficult for the poor black child and their teachers and academics to catch up and empower a black child.

​The unequal society and educational system will still perpetuate inequalities, unemployment, and poverty amongst the children of the previously disadvantaged black children. The work force of tomorrow must be equipped with advanced technogical skills and to become the great workforce for the future. AI driven technologies is the future, and it is undisputable. All of these advances are just leaving the black child in a limbo.
Academics and teachers in most rural areas do not have access to these advanced technologies. Some middle-class families in rural areas and townships may and will have access to these advanced technologies because of their parents’ bigger financial muscles. These may be ten or less than twenty learners in one high school of 300 learners. Black universities may be well better off than primary and secondary schools in terms of the exposure of the academics and students to ICT and AI advanced technologies.

The main challenge for black schools and universities may be that, are they ready to manage the abuse of AI by student who may commit academic dishonesty in their academic projects and research by ICT and AI savvy learners and students. This opinion piece doubt that such skills exist, or such technologies have been sourced by most historically black universities and schools. This will lead to poor quality of the qualifications because they will lack quality and integrity. The detection and the prevention of ICT and AI means the production of the workforce of the future with proper ethics, skills, and knowledge.
​The quick advancement of AI technologies may not bode well to rural and township schools in South Africa. Unless the government of the day create magic, which they are not capable of creating. The government of the day has cannot even manage a village post office. Where is South African Post Office today, I am sorry it has collapsed because of lack of implementation of progressive policies with the huge resources and the clientele to sustain the post office. Black universities and schools literally do not have financial muscles to manage the rapid transition to the Generative AI and other associated applications and latest tools and practices.
This opinion piece hesitates to indicate that teachers and academics at black and rural schools and universities are ready to quickly adjust to change from the old traditional teaching and examinations practices to the new examination methods that must minimise integrity issues of academic dishonesty by learners and students. How old schoolteachers and academic will work around to detect AI generated academic projects and assignments. The article indicates never, not currently and age. This will lead to unfair advantage for students and learner with access to ICT and AI software and their applications.
The integration of AI in South African high schools and black universities could indeed pose challenges, especially if educators and administrators lack the necessary skills and resources to manage AI effectively.

GOVERNMENT AND INDUSTRY INTERVENTIONS

The big businesses must invest more into the education system because they are the main beneficiaries of the educated and productive workforce which will come out of their investments. The government had a fiduciary and moral obligation to come up with solutions to save the future and the betterment of the life of the black child. There must be big investment in sourcing AI infrastructure for schools and provisioning of relevant AI skills to educators and administrators within the education systems.
The big investment is needed in advanced AI detection tools so that schools and universities have more advanced AI detection tools to help identify AI-generated content from the real hard work produced by the student on his or her own. Educators and teachers must be empowered with correct AI applications to create advance examination methods that consider the use of AI tools and focus on critical thinking and problem-solving skills.

CONCLUSION

The lack of investment in AI technologies at black schools and universities will perpetuate unequal society, unemployment, and poverty. It will increase inequalities in the South Africa’s already unequal education system. Sufficient skills empowerment of teachers and academics will assist them in integrating AI effectively and efficiently into their learning and teaching methods. It will also increase the quality of education in black schools and universities.
Sufficient and proper investment in learner training on the use of Generative AI technologies will empower learners and students on how to properly use AI tools. It will reduce the abuse of AI to commit academic dishonesty in their academic projects. It will also enhance the outcomes or results of their assessment outcomes. Thes interventions will minimise the knowledge gap in the black learners and students. It will provide access to quality AI powered knowledge and education.

The government must quickly come up with policies on how to address the challenges of black schools and historically black universities to accelerate the integration of AI in the education system. This must involve techniques of upskilling and AI literacy programs for academics and teachers to integrate AI in their learning and teaching methods.
Government and big business must design a public-private collaborations to mobilise resources to provide AI resources and expertise to support the effective integration of AI in an unequal education system in South Africa.

ABOUT DR SEFOKO RAMOSHABA

I have more than 30 years of work experience of which 17 years has been at management positions at various South African Universities, namely: Vaal Triangle University (currently Vaal University of Technology, Witwatersrand Technikon (Currently University of Johannesburg) and Nelson Mandela University. The positions include Manager and later HOD: Student Ethics and Judicial Services at the University of Johannesburg and HOD: Student Life and Development at Nelson Mandela University. My job experience stretchers from Student Discipline, Student Ethics, Student Judicial Services, Student Development, Arts and Culture, Transformation, Ethics, Transformation, Social Justice, Community Engagement and Outreach Projects, Transformative Student Life and Development (Integrating academic qualifications with Community Engagement as part of Re-Igniting Student Life and Development.

My academic qualifications are diverse form BA (English, Geography, Education and General Linguistics), Higher Education Diploma (Teaching Diploma), BA Hours in Geography, Diploma in Criminal Justice and Forensic Auditing, ND: Law, BA Honours in Public Management and Development, MA in Public Management and Development, PHD in Public Management and Development @ UJ, LEAP (Leadership Enhancement Management Program) @ NMU). I have published more than eight times in my academic career. I am the founder of Social Justice and Leadership Institute @ www.sjli.co.za. A social justice proponent aiming at the Legacy of People and Community Empowerment and ardent believer in community engagement as a form of civic activism. I am also a Faculty Member of the WorldWide Institute and Leadership Development (WILD).

🔴 Central News Weekly Edition | Issue 99 🔴 Download the Latest Print and E-Edition | Headline: “Edgar Legoale Soccer Schools Programme set to launch, promoting discipline and drug awareness”

Download Here:

Direct PDF Link:

https://centralnews.co.za/wp-content/uploads/2025/03/Central-News-Issue-099.pdf

Read all our publications on magzter:

https://www.magzter.com/ZA/Central-News-Pty-Ltd/Central-News/Newspaper/All-Issues

Central News also offers Sponsored Editorial Content, Podcasts , Radio / Social Media Simulcast, Video Production , Live Streaming Services, Press Conferences, and Paid Interviews (Video/Audio) etc.

We guarantee exceptional exposure, reach, and engagement, with an excellent return on investment.

Advertisement:

To place your advert on our platforms (Print Newspaper or Digital Platforms) : Please email : sales@centralnews.co.za

For Business Related:
business@centralnews.co.za

Newsroom:
Send your Stories / Media Statements To: newsroom@centralnews.co.za

General Info:
info@centralnews.co.za

Office Administrator:
admin@centralnews.co.za

Whatsapp / Call: 081 495 5487

Website: https://www.centralnews.co.za

Social Media Platforms (@centralnewsza) : Linkedin, Facebook, Tiktok, Twitter, Instagram, Youtube

centralnewsza #news