Perhaps most famously, Route 128 and Silicon Valley in the United States developed around the Massachusetts Institute of Technology and Stanford universities, while key European knowledge regions developed at the Sophia Antipolis high-tech park in Côte d’Azur, France, and the Leuven region in Belgium.
In Africa, however, it is a relatively new phenomenon. But some universities on the continent are working towards setting themselves up as catalysts of innovation and entrepreneurship. Notable mentions must go to the University of Nairobi and the American University in Cairo, but South Africa is leading the charge.
The likes of Stellenbosch University, the University of Cape Town (UCT) and University of the Witwatersrand (Wits) are focusing more than ever on equipping their students to be entrepreneurs, primarily in response to unemployment issues in the country. Almost 50% of those aged between 15 and 24 in South Africa are without a job, and some tertiary institutions are adapting by equipping them to become job creators.
Bakang Moetse is Impact Investing Project Manager at the Bertha Centre, a dedicated entrepreneurial unit within the Graduate School of Business at UCT. She says high youth unemployment had made the promotion of entrepreneurship an imperative for many African governments.
“Whilst government may be responsible for creating an enabling environment for the development of businesses, universities play a key role in delivering skills and expertise, as well as creating enabling environments for incubation of entrepreneurs,” says Moetse.
Universities also stand to gain. At a time when the relevance of university degrees has come into question due to the number of unemployed graduates and lack of employment readiness of those graduates who do enter the workforce, promoting entrepreneurship provides a way of ensuring universities continue to be recognized as key to the development of societies and economies.
“For universities interested in taking on a more active role in this regard, there is a competitive advantage to be gained in becoming leaders within this field of research, which can further bolster their credentials,” says Moetse.
Stellenbosch University runs its own incubator – LaunchLab – and also invests in some student-run tech startups. Head of Incubation Brandon Paschal says universities that do so will produce more employable and resilient graduates, and their reputations will grow as such.
“Also, with the current student fee climate, if universities are not backing and pursuing commercializing university technology, their financial sustainability and broader access to tertiary education is in jeopardy,” he says.
So how have startups incubated by universities benefitted? G-J van Rooyen was an associate professor at Stellenbosch, and launched his bitcoin-based anti-piracy startup Custos Media Technologies out of LaunchLab. He says it had been a great space from which to grow an early-stage company.
“At a startup, you’re constantly juggling concerns and issues. Being in a supportive environment where space and facilities are one less thing to worry about makes a huge difference,” Van Rooyen says. “Since LaunchLab is a hub for startups and investors, it directly impacted our fundraising efforts, and introduced us to our angel investor.”
Michael-John Dippenaar’s on-demand storage space startup Sxuirrel first encountered LaunchLab after winning a competition run by the incubator, earning funding and support.
“Amongst other intangibles thereafter, and in the period leading up to then and now, we gained help in the form of advice, community and networks,” Dippenaar says.
“We had support in finding lawyers, connecting to additional entrepreneurs to learn from, and access to soft-skill building resources.”
Training students – and professors – in entrepreneurial skills and providing them a safe space from which to launch their ideas in one thing, but universities also need to ensure they have solid links with corporates and funders to help incubated startups scale. This can be a challenge.
However, Tine Fisker Henriksen, Senior Project Manager, Innovative Finance, at Bertha Centre, says the credibility associated with university brands lends itself to bringing in new partnerships and streams of funding entrepreneurs on their own would not be able to tap into.
“We are seeing increased interest from the corporate sector to get involved in supporting entrepreneurship, and we have managed to establish partnerships that have been valuable in this regard,” she says.
“From our point of view, there is great potential to expand this beyond mere sponsorship of events and once-off fundraising, as is commonly the case, and move in the direction of more sustainable partnerships approaches for rising entrepreneurs.”
The initiatives at places like Stellenbosch and UCT are well developed, with a track record of helping startups launch and raise funding for their next stage of development, but are enough universities following their lead?
Paschal says there is some evidence of this, but it takes time to transform very traditional and conservative institutions. Part of the challenge is that “startup skills” are intangible, EQ-related things that you cannot learn in a classroom.
“The push for universities spinning out companies, and supporting startups and SMEs, is disrupting the traditional role of universities. The trend is going in this direction, but generally universities are battling to get beyond the academic side,” he says.
Henriksen agrees more needs to be done.
“We have seen the top universities develop more entrepreneurial courses, hubs and initiatives. But there is definitely room for greater involvement, and coordination of efforts in this space to create a synergized impact,” she says.
– Tom Jackson
How To Cut The Cord: The Top Smart TVs For Streaming 2019
Freeing yourself from the shackles of cable or satellite television is easier to do than you might think, especially if you have a smart or connected television.
Smart TVs have integrated internet and interactive features that allow users to stream music and videos, browse the Web and view photos. Almost every new high-end television sold within the last two years or so has smart capabilities. So how do you choose?
If you want to take advantage of streaming services like Netflix, Hulu, Amazon Prime and more, then look at these television sets.
LG C9 OLED 65-inch TV
In addition to a beautiful, detailed picture and a big soundstage, this 4K OLED sports cutting-edge connectivity, including an HDMI 2.1, and a comprehensive feature set including both Google Home and Amazon Alexa built in. It also comes with Home Dashboard, a new tool that turns the set into the central control hub of all your connected home devices—from doorbell cameras to smart thermostats to appliances like a washing machine or a stove.
On the streaming front, it provides a single place to browse and search for TV shows and movies from sites such as Hulu, Amazon Prime Video, ESPN, PlayStation Vue, and more. It also lets users rent, purchase and watch TV shows and movies from Apple’s iTunes store.
Vizio 55-inch M-Series Quantum
At under $700, the 55-inch M-Series Quantum offers a serious value in the smart TV arena. Not only does it deliver an excellent picture and sound, but it is also equipped with updated SmartCast 3.0 software, which includes support for Apple AirPlay2 and HomeKit (making it just as suitable for iOS users).
The update also has a more vibrant selection of locally installed apps, including Netflix, Amazon Video, Hulu and Vudu. Thanks to a partnership with PlutoTV, the Vizio also offers a dedicated streaming channel called WatchFree, which gives you a TV-watching experience with more than 100 free channels, including sports, news, cartoons, and movies. You can also pair the set with an Amazon Echo device for voice control with Alexa.
Sony Master Series 65-inch A9F OLED TV
If money is no object and you want a TV with loads of features, an incredible picture and terrific sound, go with the Sony A9G. The A9F is one of the first Sony Android TVs to ship with the newest version of its smart OS. The most notable names in video are preloaded, including Amazon Prime Video, Google Play Movies & TV, Hulu, Netflix, Sling TV,and YouTube. For music, Google Play Music, Pandora, SiriusXM, Spotify, Tidal and a slew of internet radio stations.
This Sony 65-incher also comes with Google Assistant, which lets you search for content, find online information, use online services and even control smart-home devices.
TCL 43S517 Roku Smart 4K TV
Great things can come in packages costing less than $400. Not only will you get a terrific picture, robust sound and a slew of genuinely exciting features, this TCL 43-inch model sports Dolby Vision HDR, Dolby Atmos audio support and integrated Roku voice search.
The Roku TV interface is uncluttered and easy to navigate, with big square tiles for all of your apps and streaming services, including Netflix and Hulu. There are also apps for major broadcasters, major sports leagues, and premium channels such as HBO and Showtime. Of particular interest to cord-cutters will be support for Sling TV, which provides a cable-like experience without the expense of a cable subscription.
Insignia 43-Inch 4K Fire TV Edition
Amazon finally seems to have a Fire TV that can compete with the Roku-powered smart sets. This 4K television with HDR support is packed with features for the Amazon faithful, with Alexa voice interaction built-in, Amazon’s huge selection of Fire TV apps, and a smart TV experience that puts Prime Video centerstage.
This 43-incher costs less than $300 and offers most of the streaming apps you would expect, such as Netflix, Hulu, HBO Go and HBO Now, as well as Amazon Prime Video. Plus, Fire TV will soon get an official YouTube app packed with services such as YouTube Kids, YouTube Music and (most critical for cord-cutters) YouTube TV.
-Chuck Tannert, Forbes
Multi-Disciplinary Education In The 4IR Era
There is an adage that states “if you want to know the future of a nation, study the behavior of its teachers”.
The most potent force for political, economic and social progress in society is education. The measure of how great a nation will rise is determined by how many people in its population are educated. The African continent today has a total purchasing power parity gross domestic product (GDP) of $6.7 trillion, and a population of 1.2 billion people.
According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), in 2016, sub-Saharan Africa had a literacy rate of 76% compared to 89% in South and West Asia, 87% in the Arab states and 98% in the developed nations.
This literacy rate in sub-Saharan Africa is far from adequate, and calls for urgent and practical action to improve it.
READ MORE | Amid Trade Wars, What Africa Must Do
We are living in an era characterized by the fourth industrial revolution (4IR) where technologies such as artificial intelligence (AI) and blockchain are changing all aspects of our lives. Factories are automating. Because of these changes, the nature of work is changing.
Many jobs are disappearing altogether, and new types of jobs are being created. For example, we now have jobs that did not exist 20 years ago, such as Data Scientists. AI is now able to diagnose severe diseases such as pulmonary embolism, epilepsy and leukemia complementing the work of medical professionals. Because of the rapid automation in the medical field, doctors today require an in-depth knowledge of technology.
These changes in society because of 4IR require new sets of skills. Are our education systems ready to capacitate our people with the requisite skills to tackle the problems of 4IR? Do we have enough teachers at all levels of our educational systems to be able to give our people skills that will make them useful in the 4IR era? Do we have enough educational institutions to be able to skill our people? Unfortunately, the answers to these two questions are in the negative.
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Given that we do not have enough teachers nor educational institutions to provide a critical mass of our people the requisite capabilities that will help them survive in the 4IR, what is to be done? One way of tackling this problem is to take a lesson from the first Indian Prime Minister, Jawaharlal Nehru, who realized that for India to thrive in the 20th century, it needed to invest in elite technical education. In this regard, he introduced the Indian Institutes of Technology (IIT).
Nehru had this to say in 1956 at the first convocation address of the first IIT in Kharagpur, a city in West Bengal: “…Here in the place of that Hijli Detention Camp stands the fine monument of India, representing India’s urges, India’s future in the making. This picture seems to me symbolical of the changes that are coming to India.”
It is vital that African countries create a few elite institutions that will drive the African continent into the 4IR. The Pan-African University supported by the African Union is a good start, but we can do more.
Additionally, these elite institutes should not be limited to higher education only but must also focus on primary and secondary education. One example in Johannesburg is the African Leadership Academy (ALA), which targets gifted 16-to-19-year-olds. Today, the ALA has alumni from 46 different countries making an impact on the political, economic, and social aspects of the African continent.
READ MORE | The 4IR Strategy To Move Forward
For us to thrive in the 4IR era also requires our educational experience to be multi-disciplinary. In our limited institutions of higher learning, students enrolled for programs in the human and social sciences must also study technological subjects.
Those enrolled in technological programs must study human and social subjects. Technological subjects should focus on the issues that confront the African continent, such as affordable and appropriate technology, limited and incomplete data, and cost-effective manufacturing.
The human and social subjects should focus on the urgent issues facing Africa today, such as social cohesion, connectivity, stability, conflict and unity. Due to the limitations of physical infrastructure and good teachers, African countries should pull their resources together and invest in online platforms to facilitate education through modern techniques such as blended and augmented learning.
The outcome of the education system, whether at primary, secondary, or tertiary levels, should be logical, numeracy and verbal skills. These skills will give our people the capacity to tackle the challenges of the 4IR such as coding, problem-solving, critical thinking, creativity and decision-making.
– Tshilidzi Marwala is a professor, Vice-Chancellor and Principal of the University of Johannesburg. He deputizes President Cyril Ramaphosa on the South African Presidential Commission on the Fourth Industrial Revolution.
Creators Rather Than Consumers
More entrepreneurs are committing to closing the skills gap in Africa’s future job market.
In 2015, an image of a young man, Tankiso Motaung, at a street corner in the middle of Sandton, Johannesburg, holding up a placard, went viral. On the sign were the words, “I have a BTech in electrical engineering. Please help. I need a job,” along with his contact number.
The following year, an image circulated on social media of Anthea Malwandle, a young chemical engineering graduate, standing by the traffic lights, similarly, begging for a job.
What is the future of work in a digitally-led world? Is it this dismal?
The World Economic Forum’s (WEF) 2018 Future Of Jobs Report, reveals nearly 50% of companies expect digitization will lead to a reduction in their full-time workforce. It further estimates that by 2022, 75 million jobs globally would taper off as a consequence of digital business transformation.
South Africa’s unemployment rate is already high. Motaung and Malwandle represent more than 50% of our youth that are unemployed. And according to Statistics South Africa, one out of three graduates will, likewise, enter the job market without any economic prospects.
But Nedbank economist, Isaac Matshego, is full of optimism. He is of the opinion that the initial job losses will be temporary.
“As humans get better acquainted and familiar with the new way of doing things and incorporating the new economic methods of production, we often see a net benefit to humanity overall,” he says.
More so, Matshego advocates that at the beginning, digitization actually requires human skills and so does the maintenance of the technology.
“That means we have to train our information technology staff,” he elaborates.
READ MORE | 4 Ways To Develop Employment-Ready Graduates
The good news is that digital and other tech innovations will directly and indirectly produce new sources of work. The WEF report further suggests that 133 million new jobs may be created by 2022, thanks to industry 4.0.
But, for these opportunities to scale to the extent needed to address South Africa’s current employment crisis, there needs to be a strong supply of quality skills – spanning foundational skills like basic numeracy and literacy, through to advanced tech skills, according to Mark Schoeman, a manager of youth and technology at economic consulting firm Genesis Analytics.
“The first hurdle South Africa has to overcome is closing the skills gap in the short-term. There are an insufficient number of graduates with key skills in STEM being produced by educational pathways, and a qualification-job mismatch which sees graduates taking up work that does not reflect their qualification,” he says. Schoeman asserts this gap is an impediment to the country’s ability to realize new economic opportunities brought forth by technology.
Government and private interventions have been made to ensure young people are training and learning critical skills to thrive in the changing world of work.
Heeding this call is WeThinkCode, one of the organizations fixated on future-proofing the youth. A non-profit, new-age technology school, WeThinkCode, led by Managing Director, Nyaradzai Samushanga, seeks to eradicate unemployment in the ‘tech’ economy by providing youth with skills sought after in the new world of work.
Headquartered in Johannesburg, the tuition-free school was founded in 2016 by three South Africans: Arlene Mulder, Yossi Hasson, Justinus Adriaanse and French citizen, Camille Agon. The institution enrols 430 students aged 17 – 35 years who are taught technical skills in software development including programming, graphics and algorithms.
“We do not measure success when students graduate. We measure success as placement at employment,” says Samushanga.
“All our graduates have been placed into permanent employment with a minimum entry-level salary of R20,000 ($1,408) per month… It is taking someone who could’ve fallen in between the cracks, and now they are a highly-skilled worker,” says Samushanga.
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More entrepreneurs are committing to the cause of closing the skills gap in Africa’s job market. Audrey Patricia Cheng, 25, the co-founder and CEO of Moringa School in Nairobi, Kenya, says: “We realized there was a massive gap in terms of access and also quality education. And we are seeing a massive rise in the number of jobs around technical skills because many companies are moving to the digital space.”
Since its inception in 2015, Moringa School has since trained close to 2,000 students with the necessary digital skills. Cheng is confident the continent is moving to a future where Africans would be creators of technology rather than just consumers.
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