The world of work has been changing over the past decade, making 4IR skills a necessity. There were talks of the 4th industrial revolution by many forward thinking individuals, but the trends towards the revolution has become very clear in the workspace.

Trends such as remote work which seemed an impossible consideration for many companies, has become centre stage and many will pay the price if an effective remote work policy is not put in place. Most employers had to rapidly change the way they worked, resembling the 4IR trends that have shaped the vision of the Future of Work.

The catalysing effect of the COVID-19 pandemic has turned leaders to focus on what the lasting effect of the pandemic will have on their workplace.

Leaders in education have turned their focus on what the lasting effect will be on (a) educators and (b) the future leaders – the youth – and they have a responsibility as a transformative element in society to be paving the way to thriving, growth mind-set individuals ready for the 4th and even the 5th industrial revolutions. But how?   

According to a report by the World Economic Forum, titled “The Future of Jobs”, the 4IR skills that will be most in demand during the fourth industrial revolution are:

  1. Complex problem solving
  2. Critical thinking
  3. Creativity
  4. Managing people
  5. Coordinating with others
  6. Emotional intelligence
  7. Judgement and decision making
  8. Service orientation
  9. Negotiation
  10. Cognitive flexibility

“Education can no longer be about learning facts. Educational organisations must focus on being transformative experiences, delivering an individual that has gained more than knowledge after completing a program. Central to these future skills is a mindset resembling that of the entrepreneurial-mindset where resilience and personal growth are centre stage in determining success. Education systems and mindsets – striving to master a fixed set of learning outcomes and avoiding failure are outdated viewpoints. Instead, critical and creative thinking, embracing failure as a positive growth opportunity, resilience and collaboration should take centre stage in transformative education strategies. It’s important to future-proof your child to thrive with skills of the future, like lifelong purposeful learning, unlearning and relearning, adaptability and rapid (re)skilling, says Ian Strydom – Managing Director Wingu Academy. 

Why is it important to future-proof your child’s employability?

The industries tied to the defining 4IR technologies (robotics, artificial intelligence, augmented and virtual reality, nanotechnology, cloud computing, quantum computing, machine learning, additive manufacturing, genetic modification) will birth new areas of work. McKinsey and Company predicts that by 2030, up to 30-40 percent of all workers in the developing world may need to move into new jobs or at the least up- or re-skill significantly. 

At Wingu Academy learners are introduced to subjects such as coding, robotics, app development and game development from an early age to build a foundational grasp of these fields. 

Learners and parents have a preconceived idea of Robotics and Coding and in general believe it’s for the “smarter” kids or for learners who are doing really well in other subjects. In doing so, they automatically disqualify themselves from enriching their future careers with these skills. We want to challenge this mindset. Every field in the future will incorporate coding and robotics to some extent and having a keen understanding of the underlying principles will set them up for success.  

Apart from the hard practical skills learnt, integrated robotics and coding curricula teaches students invaluable soft skills such as  critical thinking, collaboration and solving problems logically and has the added advantage of teaching them to persevere in solving problems.

Employers are looking for high-performance individuals – young people and mid-career employees- who are in sync with the demands of a rapidly-changing digital workforce. Learners that have these skills at school will be at an advantage, even if a child doesn’t go on to pursue a career in coding/IT.

Even if a learner doesn’t go on to pursue a career in coding/IT, how will this benefit them?

The first obvious advantage is the opportunity to be employed directly in the IT industry which offers huge employment potential. Currently SA has 200,000 unfilled positions that require a knowledge of coding. 

Coding has emerged as a new literacy that allows us to leverage the power of computers. 

At school it is important that children learn to use computational thinking to solve problems as this way of thinking is best developed early on. A keen understanding of computational processes allows team members to collaborate with programmers, to better understand the impact of actions and decisions on enabling digital technological processes (and the teams that develop them) and use design thinking principles to drive innovation effectively.  

4IR skills like coding and IT are becoming prominent in almost all career fields. For instance; artists are using machine learning algorithms to create unique art, acting and entertainment machine learning algorithms are used to write scripts and in medicine or biology it is used for diagnosing diseases and finding new treatments by repurposing medicine.

“Our aim is thus that learners who complete these courses will not only be more desirable to employ, but at the same time exceed employers expectations,” Strydom concludes.

What will the learners be taught to master with these programmes at Wingu Academy?

Learners in the Coding and Robotics programme will use a variety of different programming languages such as Python and JavaScript to solve various problems, some translating into creative solutions in the real world. They will apply their skills in various different fields of interest including music, robotics, science and others to demonstrate the power of coding in various fields.

More mature learners enter the Software Development programme where they work on front-end and back-end solutions and build a variety of web applications to develop a portfolio of evidence, equipping them with many entry level skills in the IT industry.

Parents who would like to find out more about Wingu Academy’s Kukua Programme can visit The internationally recognised curriculum at Wingu Academy prepares learners for entering University degrees locally and across the globe, and focuses on building critical and creative thinking skills. The Kukua Programme enriches the curriculum with 4IR Skills of the Future, developing a Forward Thinking Individual with many open doors ahead of them.    

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Choosing the correct curriculum for a student is crucial as it shapes their educational experience, aligns with their learning style, and prepares them for future academic and career opportunities.
The British International Curriculum emphasizes flexibility, critical thinking, and a global perspective, offering various pathways like the IGCSE and A-levels. In contrast, the South African CAPS (Curriculum and Assessment Policy Statement) is more prescriptive, focusing on a standardized approach with a strong emphasis on local context and practical skills development.

Early Years

Designed for 5 to 6-year-olds

The British International Early Years program initiates an engaging educational path for learners. it establishes a robust foundation at the start of their academic careers, preparing them to advance to subsequent international phases.

Lower Primary

Designed for children aged 7 to 9

The British International Primary program initiates an engaging educational path for learners. it establishes a solid base at the start of their educational journey, setting the stage for their advancement into subsequent international phases.

Upper Primary

Designed for 10 to 12 year old's

The British International Upper Primary program initiates an engaging educational path for learners. it establishes a robust foundation for students at the intermediate stage of their education, preparing them for the subsequent international phase.

Lower Secondary

Designed for 13 to 15-year-olds

The British International Lower Secondary program initiates an engaging educational path for learners. it lays a solid groundwork for students in the senior phase of their education, preparing them for the subsequent iGCSE level.


Designed for 16 to 17-year-olds

The British International GCSE program propels learners forward on an engaging educational path. it lays a solid groundwork for students progressing to advanced international levels.

AS/A Levels

Designed for 18 to 19-year-olds

The British International AS level program propels learners forward on a dynamic educational path. it offers a concluding year (12th grade) before progressing to tertiary education. The British International A level program, an additional year (13th grade) of schooling, equips students with a competitive edge for entering demanding university programs.

Grade 10-12

Designed for students aged 16 to 19

The National Senior Certificate (CAPS) program serves as South Africa's curriculum for Grades 10 through 12. it offers the concluding three-year phase of secondary education prior to pursuing higher education.

Wingu Academy's Hybrid Schooling Option

At Wingu Academy, we provide diverse schooling options tailored to your needs. Our hybrid schooling option, available in Centurion (Gauteng) and the Southern Suburbs (Western Cape), combines the flexibility of online education with the stability of a traditional brick-and-mortar school.

Wingu Southern Suburbs Campus

24 Cornwall Street, Lakeside, Muizenberg