South Africa needs more engineers and must support more women in the profession

Simphiwe Dludlu, former captain of the Banyana Banyana team, believes that despite significant progress in South African women's football, the sport remains too dependent on players viewing it as a secondary activity.

Dludlu characterized women's football as a 'magnificent hobby,' emphasizing the financial difficulties faced by athletes, even against the backdrop of the game's growth and Banyana's international successes.

Her remarks align with data from a recent Momentum study titled She Owns Her Success, which revealed financial challenges for women in sports: 74% of respondents have a second job, one in four works full-time at an elite level, and half receive no income from their sport.

For Dludlu, these figures reflect the reality she has observed in South African football, including among national team players. She stated: 'Women's football is a magnificent hobby, to be honest. Many players, and I'm talking about a large number, have to balance it with work and studies, and this includes national team players. Only those who earn a salary from football can call themselves professionals, and that is mostly those who play abroad.'

Nevertheless, South Africa's women's game has shown substantial growth due to increased investment, allowing Banyana to establish itself as a strong force on the continent. The team won the 2022 Women's Africa Cup of Nations and subsequently qualified for the 2023 FIFA Women's World Cup, and a growing number of South African female athletes have found opportunities abroad.

Dludlu believes these achievements prove that investments can yield tangible results. She noted: 'The investments made in the league have reflected and continue to reflect how our women's game levels have grown over many years. Institutions that have contributed significantly have certainly seen returns through Banyana's title at WAFCON, opportunities for players abroad, and participation in the 2023 World Cup.'

However, she believes the next stage requires significantly more funding and, crucially, a truly professional domestic structure. 'The next step is obvious: the game needs more sponsors across the country and in various institutions involved in women's football. We already have a league, but we need a higher one—a professional league.'

In Dludlu's view, the problem is not just increasing the number of players, but preparing footballers capable of immediately competing for spots in the successful Banyana team. 'There are talented players in South Africa, obviously, but we currently lack polished players. We don't have players who could step into the Banyana squad and replace Thembi Kgatlana or Lindiwe Motlhalho, and this is where these investments should go.'

Thus, the task goes beyond celebrating the growth of women's football; the next measure of success may be the ability of talented athletes to make football their primary source of income, rather than something they have to fit into their schedule around another career.

South Africa faces a paradox: millions of citizens remain unemployed while employers simultaneously report a shortage of critical skills. The economy continues to suffer from a deficit of key competencies, even as a significant portion of the population remains jobless.

The main question is not whether there is a skills problem, but whether the education and training system is transforming quickly enough so that the skills it produces match the needs of an economy evolving through technology, innovation, and new forms of work.

A World Bank assessment of South Africa's digital skills potential, published in The Star on September 9, 2026, highlights this issue. These findings confirm difficulties already identified by the government and align with the concept of the 'Skills Revolution,' announced by President Cyril Ramaphosa and central to the Higher Education and Training Department's program under Minister Boeta Manganeli.

South Africa does not just need more degree holders; it needs people possessing knowledge, practical competence, and digital capabilities that allow them to fully participate in the changing economy. This requires creating a post-school education and training system that is more closely linked to jobs, more responsive to labor market demand, and better predicts the country's future skill needs.

The core objective of the 'Skills Revolution' is to bridge the gap between learning and earning, between qualifications and abilities, and between produced skills and those required by the economy. This problem is particularly evident in technology and digital fields such as software development, cybersecurity, data analytics, cloud computing, network infrastructure, and artificial intelligence, which are becoming increasingly vital across all economic sectors.

The pace of technological change is outpacing the ability of traditional education and training systems to adapt. Therefore, the government must change the principles governing the post-school education and training system. It is insufficient to continue issuing qualifications based on old templates while the surrounding economy changes.

President Cyril Ramaphosa clearly articulated this necessity in his 2026 Address to the Nation, calling for a radical overhaul of the skills development system. He proposed strengthening the dual learning model, combining education with practical workplace experience, increasing industry participation, and ensuring closer alignment of skills development with economic needs.

Minister Manganeli also emphasized that the goal is not merely to increase the number of qualifications, but to strengthen the link between education, skills, employment, and economic growth. In his 2026 Budget Speech, he stated that access to education should ultimately contribute to employment, economic participation, and opportunities.

Thanks to this, the Department's budget for 2026/27, amounting to 149.2 billion rand, is at the heart of the 'Skills Revolution' and digital transformation program. This is not just a declaration; steps are already being taken to change how skills are developed, delivered, and connected to economic opportunities.

One key focus area is the modernization of qualifications and the expansion of vocational qualifications that place greater emphasis on practical competence and work experience. This shift towards occupation-based learning is intended to ensure the relevance of education and training amid technological changes and labor market demands.

A second area is strengthening the dual learning model, including apprenticeships, artisan development, and workplace-integrated training. Young people should not leave the education and training system with only qualifications but without the practical experience necessary to start working.

This is especially crucial for the Technical and Vocational Education and Training (TVET) college system. TVET colleges must become primary centers for developing professional and technical skills, forming stronger and more structured partnerships with industry. The goal is to make the transition from classroom to workplace more reliable, systematic, and closely tied to employment.

The third direction is integrating digital transformation into the post-school education and training system. The Department is expanding digital learning and career counseling, and strengthening programs and partnerships in areas such as artificial intelligence, data analytics, software development, analytics, and cybersecurity.

The essence is to equip South Africans with the digital capabilities needed for productive participation in an economy where technology is deeply integrated into all sectors, professions, and workplaces, rather than simply producing tech specialists for technology's sake.

The fourth direction requires employers to become active partners in defining and creating necessary skills. Minister Manganeli has consistently stressed that the private sector cannot remain a bystander in skills development while reporting shortages of skilled personnel. Thus, business must become a co-producer of skills.

The Department interacts with employers from various industries, including ICT, engineering, mining, agriculture, and financial services, aiming to transform these relationships into meaningful learning, work experience, and employment opportunities.

This also requires different approaches to the governance and effectiveness of Sector Education and Training Authorities (SETAs). SETA reform must enhance industry involvement, improve governance, and ensure that skills development directly addresses economic priorities.

SETAs must increasingly be evaluated not only on expenditure volume or the number of programs created, but on achieved outcomes: how many people were trained, what they were trained in, where the training took place, what the cost was, and, critically, how many of them subsequently find employment or participate in economic life.

The World Bank's intervention here is particularly useful, reminding that the true measure of a skills system is not the sophistication of its policies or the number of qualifications issued, but the relevance of those skills, people's ability to apply them, and the creation of pathways to work and economic opportunities.

The government acknowledges this problem, but acknowledging the problem should not overshadow the scale of reforms already underway. Furthermore, the challenges of digital transformation cannot be viewed in isolation from broader inequalities within the education and training system.

Digital transformation occurs in a society where access to devices, connectivity, and basic digital skills remains uneven. A student cannot advance into advanced digital fields if the foundations for that progress are weak or inaccessible.

The answer must cover the entire skills chain: from foundational education and career counseling, through universities, TVET colleges, and public education, to on-the-job training, lifelong learning, and employment. The goal is to create a system where these parts function not as disparate elements, but as a unified pathway from learning to livelihood.

For this reason, the 'Skills Revolution' should not be reduced to a reaction to the latest report or skills shortage. It is a broader reform of how South Africa approaches the concepts of skills, education, work, and economic development.

The country cannot afford a stagnant skills system while the economy rapidly changes. It is also unacceptable for employers to be unable to find people with the right skills while a large number of young South Africans cannot find decent opportunities.

This paradox is neither inevitable nor acceptable. It demands a more conscious connection between what the education and training system produces and what the economy requires.

Thus, the World Bank report provides constructive evidence that can help the government sharpen and accelerate the work already begun. It also emphasizes the importance of implementing measurable results and continuous engagement with employers.

The task is not to develop another strategy for the sake of strategy. The task is to implement the reforms already identified with greater urgency, coordination, accountability, and measurable goals.

Ultimately, the 'Skills Revolution' lies in changing the relationship between education and opportunity. South Africa must move from a system that too often measures success by the number of qualifications produced to one that places greater emphasis on developed abilities, acquired work experience, applied skills, and created opportunities.

As Minister Manganeli emphasized, the post-school education and training system cannot become a 'waiting room' for unemployment. It must become a platform for empowerment, productivity, innovation, and national development.

The vision is a skills system that anticipates economic changes, rather than merely reacting to them; one based on labor market demand; one that gives employers a significant role in developing the skills they require; one that integrates digital capabilities throughout the post-school education and training system; and one that provides young South Africans with a credible pathway from learning to livelihood.

The skills problem is real. The answer must be equally real and urgent. It must be measured not by the strength of our intentions, but by the quality of implementation and the opportunities we ultimately create. This is the goal of South Africa's 'Skills Revolution.'