Author: Malema Seroba

Dr Regan Berry Explored The Systemic Challenges Facing Township Primary Schools
The DaVinci Institute’s doctoral alumnus conducted a study exploring systemic challenges in township education, drawing on over a decade of practitioner experience with a primary school in Alexandra Township, Johannesburg, referred to pseudonymously as “Sekolo.” Despite post-apartheid reforms aimed at educational equity, these schools remain deeply disadvantaged due to ongoing systemic, infrastructural, and psychosocial issues. The thesis unpacks these complexities and offers a practical, holistic solution.
Research Methodology
The study used a constructivist grounded theory approach with a constructivist ontology and interpretivist epistemology. It combines multiple qualitative methods:
- 18 semi-structured interviews
- Autoethnography
- Document analysis
- Two listening posts
Theoretical Framework
Three key theories shape the study’s analytical lens:
- Ecological Systems Theory (Bronfenbrenner) – to understand the layers of influence (microsystem to macrosystem) affecting township schools.
- Spiral Dynamics Theory – to explore the worldviews and collective value systems of school stakeholders.
- Systems Psychodynamic Theory – to examine unconscious group behaviours and social defences that protect communities from trauma and anxiety.
Key Findings and Themes
The research identified nine key areas impacting the core task of learning and teaching:
School Leadership and Governance, Vision and Strategy, Boundaries, Policies, Processes, and Systems, Equipping and Empowerment, Supportive Networks, Infrastructure and Resources, Containment (providing emotional safety) and Organisational Culture.
These were synthesised into a practical transformation framework guiding how township schools can transition from dysfunction to hope and resilience. The framework includes both the “what” and the “how” of change, integrating psychosocial, organisational, and educational dimensions.
Impact of COVID-19
A significant portion of the thesis also reflects on how the pandemic exacerbated existing inequalities and strained every domain of school functioning, leadership, infrastructure, culture, and emotional well-being.
Autoethnographic Insights
Dr Regan Berry explored the systemic challenges facing township primary Sschools In South Africa.
The researcher weaves in her own emotional, ethical, and professional journey throughout the transformation process. Her reflections lend depth to the theoretical and practical discussions, particularly on the psychological toll of transformation and the importance of hope and relational leadership.
Contributions of the Study
- Theoretical: Offers a novel integration of systems psychodynamics, Spiral Dynamics, and ecological theory in an educational context.
- Practical: Provides a usable framework for school leaders, policymakers, and NGOs working in education.
- Personal/Reflective: Highlights the importance of practitioner reflexivity and relational engagement in transformative work.
The study asserted that transformation in township schools is possible but requires deep systemic understanding, psychological safety (containment), and long-term commitment. It ends with a hopeful message, encouraging educators and leaders to act with resilience and relational wisdom.
July 31, 2025
Karl Tischlhauser Investigated The Effectiveness Of E-learning In Africa
The DaVinci Institute’s alumnus in Master of Management in Technology and Innovation, Karl Tischlhauser, embarked on a study to investigate the effectiveness of e-learning in Africa using data from the Google IYF soft skills development programme, implemented in Kenya, Nigeria, and South Africa through Coursera. The programme aimed to equip unemployed young people with skills in Project Management, IT Support, and UX Design.
The research focused on understanding how five key factors, study context, tools, language, time, and learner experience, affect learner performance.
Key Findings
- Significant Correlation: The study finds statistically significant relationships between learner performance and the identified independent variables (context, tools, language, time, experience).
- Digital Divide Impact: Rural learners, particularly in South Africa, struggled more due to infrastructure and digital access, which impacted success rates.
- Language & Communication: Language barriers and digital literacy were critical issues, especially in multilingual and under-resourced regions.
- Time Allocation & Routine: Structured time management and consistent routines improved learning outcomes.
- Positive vs Negative Experiences: Positive learning experiences lead to improved future engagement, while negative ones require corrective strategies.
Research Design
- Approach: Quantitative, mono-method study using secondary data from the programme.
- Methodology: Regression and correlation analysis across datasets from 2021–2023.
- Sample Size: Targeted 1,500 learners annually (500 per country), with analysis based on actual participation data.
Conceptual & Theoretical Framework
The study drew on learning theories (classical, operant, cognitive, social), andragogy, and adult learning principles. It also used Illeris’s learning dimensions (cognition, emotion, sociality) and DaVinci’s TIPS™ framework (Technology, Innovation, People, Systems) to contextualise findings and recommendations.
Recommendations:
- Customised Learning Approaches: Programmes must be tailored to learners’ linguistic, cultural, and technological contexts.
- Technology Access & Support: Invest in infrastructure and low-data-use platforms to close the digital divide.
- Flexible Learning Structures: Provide time-flexible learning modules to accommodate different paces.
- Language Inclusivity: Offer multilingual support and consider mother-tongue education strategies.
- Experience Enhancement: Design programmes that build positive, motivating experiences.
Outcome
The research culminated in a framework for improving similar future e-learning programmes in Africa. It highlighted the need for context-sensitive, inclusive, and empirically informed digital education models.
July 31, 2025
Navigating Complexity With The Cynefin Framework
The Cynefin Framework is a critical framework that helps in navigating complexities. The DaVinci Institute’s Head of Faculty, Management of Innovation and Head of Programmes, Bachelor of Commerce and Postgraduate Diploma, Dr Mamohau Sekgaphane, shared with Higher Certificate students, during an onboarding session, by grounding participants in the metaphor of music and energy, highlighting how internal states influence group dynamics. She introduced the Cynefin Framework by Snowden and Kurtz as a powerful sense-making tool designed at IBM during a time of uncertainty.
The Framework Domains
The framework has four domains: Simple, Complicated, Complex, and Chaotic, with a central space of Disorder.
- In the Simple domain, things are known and repeatable, often leading to overconfidence. Dr Sekgaphane cautioned that being stuck in simplicity can result in stagnation, particularly when the context has shifted.
- The Complicated domain demands analysis and expertise, encouraging questioning and deliberate decision-making.
- In contrast, the Complex domain requires probing and curiosity, accepting that outcomes emerge rather than being predictable.
- The Chaotic domain, though seemingly disruptive, can spark innovation if harnessed intentionally.
She urged participants to examine where they and their organisations operate within this framework, reminding them that equilibrium and agility are achieved by navigating all domains rather than being trapped in one. Mastery, she noted, lies in fluidity, knowing when to sense, analyses, probe, or act decisively.
The Role of Energy and Team Dynamics
Dr Sekgaphane further introduced Harold Jarche’s energy matrix, which explores how team functionality is shaped by the interaction between agreement levels and social interaction. She illustrated three types of team structures:
- Coordinated: Low agreement and low social interaction; characterised by rigid top-down control and limited innovation.
- Collaborative: Moderate interaction and growing trust; still leader-led but allowing some autonomy.
- Cooperative: High agreement and high interaction; self-directed teams that embody systems thinking and agility.
She challenged participants to reflect on their organisational cultures and ask: Where do I sit? and How do I facilitate movement towards a more self-guided, collaborative structure?
TIPS Managerial Framework and Holistic Leadership
Linking back to the TIPS (Tools, Integration, People, Systems) managerial framework, Dr Sekgaphane reflected on the integration of belief systems and diverse worldviews in shaping inclusive leadership. She emphasised the importance of transdisciplinarity, heterogeneity, and embracing multiple truths, encouraging leaders to create safe spaces where team members can show up authentically.
In the context of religious and cultural diversity, she used the metaphor of integrating various belief systems under a common organisational framework. By doing so, systems become more inclusive and innovative. She challenged the idea of singular truth and stressed that heterogeneity strengthens system agility when diversity is embraced, not resisted.
Fifth Industrial Revolution (5IR) and the Human Imperative
The DaVinci Institute’s Head of Faculty, Management of People and Head of Programmes, Higher Certificate, Advanced Certificate and Advanced Diploma, Prof Lucky Mathebula, transitioned the conversation to the Fifth Industrial Revolution, drawing on historical perspectives of prior revolutions. From mechanisation (1IR) to automation (3IR) and robotisation (4IR), each phase aimed to improve human productivity. However, 4IR increasingly displaced humans from the centre of value creation.
In 5IR, humanity is returning to focus, technology with empathy. Prof Mathebula explained that 5IR is the age of high cognition, requiring humans to think more and do less. As machines and AI take over routine tasks, humans must refine their creative, ethical, and emotional intelligence.
Technological Convergence and the 5IR Landscape
5IR is characterised by the convergence of technologies (AI, biotechnology, blockchain, IoT, etc.) and disciplines. This fusion gives rise to man-machine synergy, bioconvergence, and innovations such as designer babies and drone-operated warfare. He drew parallels between past pandemics, such as the 1918 Spanish Flu and COVID-19, as accelerators of technological adoption, explaining how crises often push latent innovations into mainstream usage (e.g., assembly lines and remote working technologies like Zoom or MS Teams).
Prof Mathebula warned that 5IR will fracture routine-based jobs, demanding that professionals reinvent their value propositions. Fields like insurance, healthcare, logistics, and education must adapt rapidly to automation, blockchain security, and data intelligence. Blended learning and transdisciplinary thinking are now essential tools for survival and innovation.
Future of Work and Ethical Reflections
Dr Sekgaphane and Prof Mathebula addressed the urgent need for ethical frameworks in technology and leadership. Prof Mathebula raised critical questions about biotechnology and AI, who defines what is ethical in a world of designer genetics and automated warfare? As face recognition and autonomous systems rise, privacy, autonomy, and identity must be reconsidered.
They called on participants to take full responsibility for their development. With 90% of modern learning occurring outside formal structures, through self-directed digital learning and life experience, the onus is on individuals to cultivate self-awareness, curiosity, and agility.
Rise, Reflect, Reframe
Closing with a nod to Andra Day’s song “Rise Up,” Dr Sekgaphane and Prof Mathebula reminded participants that the greatest revolution is internal. Leaders must reflect daily, observe their mental models, question assumptions, and commit to ongoing personal reinvention. In a world of converging crises and complexity, thinking frameworks like Cynefin, TIPS, and Jarche’s models provide tools to navigate uncertainty, but their power lies in active application and contextual adaptation.
July 30, 2025
Cybersecurity Awareness in Zambia’s Business Sector – Dr Goni Saar
The recent study by Dr Goni Saar, The DaVinci Institute’s doctoral alumnus, explored the growing cybersecurity challenges facing Zambia’s small and medium-sized enterprises (SMEs), emphasizing the urgent need for improved cyber awareness and practical solutions. As digital technology becomes integral to business operations, SMEs are increasingly vulnerable to cyber threats such as phishing, ransomware, and financial fraud. This vulnerability is compounded by a lack of formal cybersecurity strategies, limited employee training, and outdated IT infrastructure.
The Awareness Gaps of Cybersecurity
The research identified a critical gap in the level of cybersecurity awareness among SME employees and business leaders. Most respondents demonstrated limited understanding of cyber threats, with many businesses relying solely on basic antivirus programmes. Often, cybersecurity was viewed as a technical responsibility confined to IT departments or upper management, rather than a shared organisational duty.
This disconnect reflects broader systemic issues, including poor regulatory enforcement, limited cybersecurity education, and a lack of financial resources for implementing robust protective measures.
Research Methodology
Dr Goni Saar, a doctoral graduate of The DaVinci Institute.
Methodologically, the study has employed an interpretivist, qualitative approach. Through semi-structured interviews with 20 participants from Zambia’s SME sector and analysis of local and international cybersecurity frameworks, such as those provided by CISA, ENISA, and Zambia’s Data Protection Act, the research uncovered a nuanced picture of Zambia’s cybersecurity readiness.
The interviews revealed three dominant themes: general lack of knowledge about cybersecurity practices, organisational challenges in promoting awareness, and the absence of internal monitoring or policy enforcement.
Recommendations from The Study
To address these gaps, the researcher proposed a Cybersecurity Awareness Framework tailored to Zambia’s SME context. This framework is adapted from the “Cybersecurity Awareness and Education” model by Kortjan and Von Solms (2014), incorporating three practical layers, strategic, tactical, and monitoring.
It emphasizes integrating cybersecurity into business governance, establishing internal accountability units, regular employee training, and consistent monitoring of policy adherence.
The framework highlights five core elements: employee responsibility, actionable cybersecurity policies, training programs, employee behavior monitoring, and proactive action. This approach aims to shift cybersecurity from a reactive to a proactive practice embedded in daily operations.
The study also stresses the importance of cultivating a cyber-aware culture across all organizational levels and ensuring employees understand their role in protecting company data.
From a theoretical standpoint, this research contextualises global cybersecurity best practices within the realities of a developing country. It contributes to existing literature by focusing on human factors, especially employees’ perceptions, responsibilities, and actions, in cybersecurity effectiveness.
Methodologically, it pioneers a localised framework for awareness, while practically offering applicable recommendations that can influence national policy, as government stakeholders have shown interest in the findings.
Zambia’s broader socio-economic context also plays a role. Ranked 73rd globally and 10th in Africa on the Global Cybersecurity Index (2020), Zambia still lags in implementing comprehensive cybersecurity measures. Issues such as outdated laws, limited public education, and minimal investment in digital infrastructure further hinder progress.
Moreover, the country’s classification as a “developing” nation with a medium Human Development Index score underlines the structural challenges that affect the implementation of digital protections.
The Focus Area
Despite comprehensive research, some limitations exist. The study’s sample focused primarily on digitally enabled SMEs, potentially overlooking those in more traditional industries. Additionally, it relied on older demographic and economic data due to limited access to up-to-date records.
Finally, the study makes a compelling case for prioritising cybersecurity in Zambia’s business sector. It demonstrated that improving cybersecurity awareness is not merely a technological challenge, but it is a strategic, educational, and cultural issue. With the right policies, frameworks, and organisational commitment, SMEs in Zambia can become more resilient against cyber threats, ultimately contributing to national economic stability and digital trust.
July 29, 2025
DaVinci Alumnus Driving Digital Innovation in SA’s Healthcare
Matthew Chetty, an alumnus of The DaVinci Institute with a Master of Science in Management of Technology and Innovation, is playing a significant role in transforming South Africa’s public sector. As the Impact Area Manager for e-Government at the Council for Scientific and Industrial Research (CSIR), Chetty leads initiatives that modernise public services through integrated digital systems in the healthcare sector.
According to Chetty, technology should enhance service delivery, promote accessibility, and create equity. He envisions a future where governance and digital innovation align to address current challenges and anticipate emerging needs, ultimately leading to improved service delivery for all South Africans.
Matthew Chetty’s Role At CSIR
At the CSIR, Chetty is responsible for shaping strategy, engaging stakeholders, leading business development, and ensuring the delivery of digital solutions that support government priorities. One of its most impactful areas of work is healthcare, where the CSIR has developed foundational digital systems to support the implementation of the National Health Insurance (NHI), a programme designed to achieve universal health coverage.
Use of Technology to Support Government
Since 2011, Chetty and his team have worked closely with the Department of Health to create and deploy the Health Patient Registration System (HPRS), now active in over 3,000 clinics nationwide. This system serves as the national database of patient demographic information and generates unique patient identification numbers, a critical step for achieving interoperability and continuity of care within the health sector.
In addition to HPRS, Chetty oversaw the development of the Electronic Vaccine Data System (EVDS), used extensively during the COVID-19 pandemic. The system was operational across more than 4,000 vaccination sites, managing real-time scheduling and tracking of vaccine doses. This demonstrated the feasibility of implementing large-scale digital health solutions in both public and private sectors.
Chetty has also championed other essential healthcare tools, such as the Master Health Facility List, a national database of health facilities and their services and the Health Normative Standards Framework, which provides guidelines for achieving interoperability between diverse health information systems.
These digital solutions are vital for the success of the NHI, forming the backbone of the national health information platform. Another transformative system led by Chetty is the National Electronic Health Record System, designed to securely store and share patient data across provinces and institutions. This innovation allows for a seamless, patient-centred approach to healthcare across the country.
Data-Driven Solutions
Beyond healthcare, Chetty is committed to bridging the digital divide. For over two decades, the CSIR e-Government Impact Area has worked with various departments, including the Department of Agriculture, Land Reform and Rural Development and the Department of Science, Technology and Innovation, to implement ICT access solutions in rural communities. These include rural ICT centres, school laboratories, and Digital Doorways that aim to provide digital access and opportunities to underserved populations.
Through these efforts, Chetty continues to lead South Africa into a future where technology not only drives service efficiency but also ensures inclusivity and empowerment for all citizens.
Read more about Chetty’s story: https://www.publicsectormanager.gov.za/july-2025/regulars/profiles-leadership/matthew-chetty-leads-efforts-modernise-sa-healthcare-through
July 28, 2025
Public Sector Leadership’s Enhancement Within SETAs In The Era of 4IR – Dr Felleng Anacleta Yende
Dr Felleng Anacleta Yende‘s doctoral study explored how Public Sector Leadership (PSL) can be enhanced within the South African Sector Education and Training Authorities (SETAs) in the era of the Fourth Industrial Revolution (4IR). The study acknowledged that while 4IR technologies present significant opportunities for public sector efficiency and innovation, the leadership in South Africa’s SETAs has not fully adapted to or harnessed these advancements.
The Role of SETAs
SETAs, established under the Skills Development Act (No. 97 of 1998), were mandated to identify skill demands, implement training initiatives, and promote employment across sectors. According to Dr Yende, despite these noble intentions, their performance has been widely criticised due to governance challenges, mismanagement, inefficiency, and weak accountability.
Public Records
She referenced that Auditor-General reports and empirical studies indicate less than 40% of SETAs operate efficiently. This research investigated how PSL, when combined with 4IR technologies, can address these chronic issues.
Research Methodology
The study used a qualitative exploratory case study design, and the researcher engaged 11 key stakeholders from the Post School Education and Training (PSET) ecosystem. The study applied an eclectic theoretical framework incorporating systems theory, socio-evolutionary theory, and responsibility attribution theory to explore the interplay between leadership, organisational adaptability, and technological innovation.
Key Study Findings – Dr Felleng Anacleta Yende
Key findings suggest a strong awareness among stakeholders of the importance of digital transformation in improving SETA performance. Stakeholders recognised that technology could streamline workflows, improve accountability, and reduce material mismanagement.
However, current leadership lacks the digital readiness and transformational competencies required for the 4IR era. The leadership models in place are largely outdated, hierarchical, and transactional, thus misaligned with the collaborative and agile leadership required in the 4IR context.
The study proposes a conceptual framework comprising seven pillars to enhance PSL in SETAs:
- Managing Organisational Complexity – Leaders must understand and manage systemic interdependencies.
- Responsiveness to Change – Adaptability is critical in navigating fast-paced technological and socio-economic shifts.
- Leadership Development – Investment in developing digital leadership competencies is essential.
- Transformational Leadership – Emphasising vision, innovation, and change agency over bureaucratic control.
- Ethics, Accountability, and Service Orientation – Rebuilding public trust through ethical, transparent leadership.
- Digital Transformation – Leveraging AI, data analytics, and ICT to enable performance and decision-making.
- Collaboration and Partnerships – Engaging stakeholders across public, private, and educational sectors to drive integrated development.
Key Findings
The study of Dr Felleng Anacleta Yende concluded that Leadership 4.0, an approach integrating digital transformation with leadership strategy, is essential for SETAs to fulfil their mandate effectively in the 4IR context. This leadership style supports innovation, participatory decision-making, and continuous learning.
Further, the study identifies several gaps in current practices, including poor monitoring and evaluation systems, lack of performance tracking, and insufficient collaboration between SETAs and industries. It emphasised the role of adaptive leadership and systems thinking as critical enablers of a functional skills development ecosystem.
In terms of methodology, the study used desktop content analysis, document reviews, and semi-structured interviews. It acknowledged the limitations brought by COVID-19 lockdown restrictions and the partial participation of key decision-makers like SETA CEOs.
In conclusion, this research contributed to academic and practical discourses on public sector innovation. It recommended that future research on implementing the proposed framework, particularly within specific SETAs or broader PSET environments, to assess its applicability and impact. Want to enquire about one of our of our programmes? Fill out this form and one of our DaVincians will reach out to you.
July 18, 2025
Challenges And Opportunities In Adopting Online Learning Technology – Dr Skhumbuzo Mtetwa
The doctoral study by Skhumbuzo Clement Mtetwa investigated the multifaceted landscape of online learning adoption within South African universities of technology. Impelled by the disruptions of the COVID-19 pandemic, which forced educational institutions to transition rapidly to virtual platforms, the research critically explored both the opportunities and challenges that emerged.
Despite a temporary shift to online learning, many institutions reverted to traditional face-to-face teaching post-pandemic, suggesting unresolved barriers to sustainable technology integration.
Challenges and Opportunities
The study identified a broad array of challenges that have hindered successful online learning adoption. These include inadequate ICT infrastructure, particularly in rural universities; poor Internet connectivity; high data costs; loadshedding; lack of government and institutional support; and insufficient technical resources.
Another critical issue is the limited technological proficiency among lecturers, many of whom are unfamiliar with learning management systems and digital teaching tools. Resistance to change, negative perceptions of online learning, and limited access to digital devices among students further complicate the transition.
These barriers reflect deeper systemic inequalities in the education sector, particularly between historically advantaged and disadvantaged institutions.
Policy Framework: Online Learning
Mtetwa’s research also emphasised the lack of comprehensive policy direction and empirical data on the efficacy of online learning in universities of technology. Previous studies often focused on general experiences or theoretical benefits without delving into practical implementation challenges or assessing the impact on academic performance.
Furthermore, the study indicated that while technology acceptance frameworks such as the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) have been frequently used, educational-specific models like Technological Pedagogical Content Knowledge (TPACK) remain underutilised.
Mixed-Methods Approach
In addressing these gaps, the study employed a mixed-methods approach, integrating both quantitative surveys and qualitative interviews. Surveys were distributed to students, while interviews were conducted with lecturers, curriculum developers, and policymakers across six South African universities of technology.
This transdisciplinary approach provided a nuanced understanding of institutional, pedagogical, and technological dynamics. It revealed how the interplay between infrastructure, user attitudes, policy frameworks, and digital literacy levels influences the success or failure of online learning systems.
Opportunities Identified
On the opportunities front, the research highlighted several benefits associated with online learning. Flexibility in scheduling allows students to learn at their own pace and from any location. It reduces travel time and associated costs, increases access to a broader range of courses, and enhances opportunities for career advancement.
Online platforms also encourage collaborative learning through virtual discussions and group projects, promoting peer interaction and lecturer engagement. Furthermore, lecturers gain access to professional development resources, while institutions can expand their reach and optimise teaching schedules.
Another significant advantage is the potential for repeated access to lecture recordings, allowing students to reinforce their understanding. Online learning fosters global communication and curriculum integration, enabling institutions to align with international standards.
Moreover, when implemented effectively, it can improve student attendance, boost motivation, and enhance digital competencies, preparing students for a technology-driven workforce.
The Hypothesis
The research tests three hypotheses. The first investigated whether the availability of technology affects students’ willingness to adopt online learning. The second explored the relationship between lecturers’ perceptions of online learning drawbacks and their attitudes towards it.
The third examined whether reluctance to adopt online technology impacts student performance. Results confirm that both access to technology and positive perceptions significantly influence adoption and academic outcomes.
Study Findings: Online Learning
Findings from the study suggest that effective online learning adoption is contingent on multiple factors. These include institutional investment in ICT infrastructure, comprehensive training for students and staff, active stakeholder engagement, and continuous policy support.
Mtetwa proposes a tailored framework to guide universities in implementing sustainable online learning models. This framework emphasises systems thinking, integration of technology with pedagogy, managerial leadership, and the creation of a digitally inclusive academic environment.
Study Recommendations
- The thesis also presents recommendations at various levels. For institutions, it calls for hybrid learning models, digital inclusion initiatives, backup power solutions, and enhanced online security.
- For policymakers, the study advocates increased government funding, revision of online learning policies, and the development of leadership and management frameworks focused on digital education.
- Furthermore, the study underscores the importance of preparing students and faculty for the digital era through training and high school initiatives that build foundational ICT skills.
- Mtetwa’s research makes a significant contribution to the discourse on digital education in developing contexts. It adds empirical evidence to an underexplored area and offers actionable insights for stakeholders.
- The study not only evaluated the current state of online learning in South Africa’s universities of technology but also charts a roadmap for future implementation, ensuring educational continuity amid technological disruption.
In a nutshell, the thesis illustrates the complex reality of online learning adoption in South Africa. While significant barriers remain, the potential for transformation is immense. With targeted investment, policy reform, and strategic leadership, universities of technology can harness the benefits of digital education to foster inclusive, accessible, and high-quality learning experiences for all students.
July 16, 2025
Education Exposes Us To New Possibilities – Radio Veteran Thabo Mokwele
Education is the key to unleashing human potential, and Thabo Mokwele, a well-known South African radio veteran, is a testament to this. Currently pursuing his Doctorate in Management with a focus on Technology and Innovation at The DaVinci Institute, Mokwele embodies the spirit of lifelong learning.
How Thabo Mokwele Gives Back
Despite having access to resources and opportunities, Mokwele believes it is important to think about what he is contributing in return.
“As individuals, we give in different ways, and some people may recognise our contributions, but deep down, we often feel like there is more we can do,” Thabo Mokwele says.
For Mokwele, sharing knowledge and expertise with others is a way to give back and make a positive impact.
Pursuing Knowledge and Giving Back
Pursuing a higher education qualification like a doctorate, individuals can develop expertise and contribute to their field. Mokwele believes that contribution is essential to creating a better world.
“When we contribute to our communities, we’re not just giving back; we’re also building stronger, more resilient communities,” he emphasises.
Why Thabo Mokwele Chose DaVinci’s Doctoral Programme
When asked why he decided to pursue his qualification with DaVinci.
“I am drawn to the specificity of DaVinci’s doctoral programme. When I reviewed the prospectus, I appreciated the clear direction and focus it provides. Unlike some doctoral programmes that allow you to explore without a clear direction, DaVinci’s programme offers a structured approach that I find appealing,” he stated.
Mokwele believes that pursuing his doctorate is about three key things. Firstly, to want to add to the body of knowledge. Secondly, he expects to grow as a person, as the experience will challenge him to think beyond his current limitations. His views are that sometimes, people get tunnel visioned, but being part of an institution that encourages broad thinking can open doors to new possibilities.
Thirdly, and most importantly, he is driven by a desire to give back. As a philanthropist at heart, he believes we need to do more for our communities, particularly for black people, with the resources we have.
“We have been survivalists for too long, and I want to understand why we are not giving back more. My doctorate is about exploring this question and finding solutions. Education is a beautiful thing, it exposes us to how much we do not know, and that is what makes it so valuable,” he stated.
Rethinking Education
Education plays a critical role in shaping the future of individuals and societies. However, the current system often focuses on theoretical knowledge, neglecting practical skills and vocational training. Mokwele suggests that the country needs to rethink its approach, focusing on providing students with practical skills and vocational training that prepares them for the workforce.
“The problem is that people often view education as a means to get a job. But education is a platform, a stepping stone to greater things. It is a tool that can open doors and broaden your horizons. Instead of limiting yourself to a specific role or desk job, use your education as a springboard to explore new opportunities,” stated Mokwele.
He believes the current education system often tries to box people into specific roles, but that is not what education is about. Education is about exposing yourself to new ideas, perspectives, and possibilities. It is about developing a deeper understanding of the world and finding what interests and motivates you.
“I recall my experience with the Executive Development Program (EDP) at UNISA SBL, where I took a course on change management. I was fascinated by the subject and even scored a distinction,” he stated.
His passion for change management led him to consider starting a clinic or laboratory, and his lecturer encouraged him to pursue it. He went on to land facilitation projects with Discovery and Landbank and even secured a change management contract with the Philippine Publications Board.
The Role of Entrepreneurship Education
The Department of Basic Education’s initiative to include entrepreneurship education in basic education is a step in the right direction. Mokwele believes that this will foster creativity, innovation, and problem-solving skills in learners.
The Future of Education Amid AI
As Artificial Intelligence (AI) continues to transform the world, it is essential to adapt our education systems to prepare students for the changing landscape. Mokwele emphasises the need to prioritise skills like critical thinking, creativity, and problem-solving.
Looking ahead to 2050, he believes that AI will play an even more significant role in education, and we must prioritise the development of uniquely human skills.
Mokwele’s journey is a testament to the power of education. He is embracing lifelong learning and contributing to the community; he is making a positive impact. As we look to the future, it is important to prioritise the development of skills that are uniquely human and adapt our education systems to prepare students for the changing landscape.
July 15, 2025
Dr Dana Gampel Advocates For An Applied Learning System
In today’s fast-paced, knowledge-based economy, the traditional approach to education is being reevaluated. Dr Dana Gampel, The DaVinci Institute’s first doctoral graduate, argues that the current system is not equipping students with the skills they need to succeed. Instead, she advocates an approach that emphasises curiosity, creativity and practical application.
DaVinci’s Uniqueness
In the last 20 years, applied learning has kept DaVinci relevant and unique from other higher education institutions. According to Dr Gampel, dependency should not be a criterion for sustainability. One needs to bring something to the economy, to the market, which can stand on its own two feet and wash one’s face.
When DaVinci was developed, it was with that kind of thinking. What can we do to create a differentiator, if you will, so that the institute can stand on its own two feet?
What do we bring that is sufficiently different from some of the other private institutions out there? Can they stand on their own two feet? A lot of them are very dependent on several other factors.
While other institutions can offer customised courses for business and can accredit them. But what makes them distinctive? It is a little according to Dr Gampel.
“An MBA is an MBA and in many cases, sadly, not worth the paper it is written on. It is formulaic. People come out with an MBA and they are all thinking the same way. What you need today, in a knowledge-based economy, is creative thinking, applied thinking. It is thinking that can solve a problem,” stated Dr Gampel.
DaVinci was built on the idea that individuals should be able to wash their own face, that is, contribute value independently without relying on external factors. This philosophy is reflected in the institute’s focus on applied learning, which encourages students to think creatively and develop practical solutions to real-world problems.
The Importance of Curiosity and Exploration
Dr Gampel highlighted the importance of curiosity and exploration in the learning process. She encourages students to ask questions, experiment and learn from failure, to develop a deeper understanding of the subject matter and develop critical thinking skills.
This approach is exemplified by Leonardo da Vinci, who, through his observations and experiments, was able to make groundbreaking discoveries and innovations.
Applied Learning in Action – Children In Bethel
Dr Gampel cites the example of children in Bethel, a town with a history of pumps and motor mechanics, who developed a comparative advantage in this field due to their exposure to practical skills from a young age. A natural wetland. The mines had to pump water out continuously from those shafts. It makes sense that workers who went back into those townships that were dedicated to supporting those industries knew how to do that.
She alluded that the kids used to watch. They had a comparative advantage over many of their white counterparts and over many of their African counterparts in other parts of the country when they went to school because they already had first-hand experience of how the system worked. They did not know the formula.
They did not know the first principles of engineering. But they knew that the best pump and motor mechanics were coming from there.
“This illustrates the power of applied learning, where individuals can develop expertise through hands-on experience and observation,” stated Dr Gampel.
Reforming the Education System
To create a more effective education system that is a more knowledge-based economy, Dr Gampel suggests that we need to focus on three key components that include encouraging students to take things apart and put them back together to develop a deeper understanding of how they work, developing a sense of curiosity in students allowing them to explore and learn at their own pace and providing opportunities for students to apply theoretical knowledge in practical contexts, developing their problem-solving skills and creativity.
“Incorporating these elements, we can create an education system that prepares students for the challenges of the 21st century and uncover their human potential,” stated Dr Gampel.
DaVinci’s Applied Learning
As DaVinci is celebrating 20 years of remarkability, Dr Gampel views the institute’s philosophy of applied learning as a relevant and powerful approach to education that can help individuals develop the skills and knowledge they need to succeed in today’s fast-paced economy.
She emphasised that curiosity, creativity, and practical application can help develop a deeper understanding of subject matter and develop critical thinking skills. Applied learning comes from action learning.
“When kids used to watch their parents tinker with machines because they had to fix it or they were going to have to pay even worse, be disciplined. They had first-hand experience of how to do things, how to fix things, how stuff worked. Because they would sit and watch and help. Fathers and grandfathers, in many cases, it was men, not women, but later on, women also would say pass me that spanner so that I can fix this thing. Applied learning comes from action learning. It comes from watching,” stated Dr Gampel.
June 30, 2025
20 Years of DaVinci: Satish Roopa Reflects
As The DaVinci Institute marks two decades of purposeful co-creation, Satish Roopa, who has served on the council for many years, extends heartfelt congratulations to every individual who has contributed to this remarkable journey. The Institute stands as a beacon of innovation, transformation, and leadership in higher education.
Envisions The Future
Satish Roopa said the next 20 years may be defined by continued courage to challenge convention, unwavering commitment to societal impact, and a deepened spirit of collaboration.
“One of the most significant achievements has been the institute’s ability to remain agile and future-focused while maintaining academic integrity and quality. The development of a learning ecosystem that places the student at the center, integrating business, innovation, and societal transformation, has made DaVinci a distinctive player in higher education,” stated Roopa about the uniqueness of DaVinci.
Quality Doctoral Contribution
He further elaborated on the successful accreditation and growth of DaVinci’s postgraduate programmes, particularly the doctoral offering, which stands out as a hallmark accomplishment.
Roopa said that the institute has evolved from a boutique academic provider into a respected institution with national relevance and growing international influence.
“I witnessed the maturation of its governance structures, the strengthening of its research capacity, and the deepening of its community engagement,” he stated.
Mode 2 Knowledge Production
According to Satish Roopa, one of the most impactful developments was the refinement of its co-creation model, ensuring that students, industry, and academia interact constructively to solve real-world challenges.
“As a Council member, I contributed to strategic oversight and policy direction that helped enable this evolution,” stated Roopa on the evolution of DaVinci.
Challenges DaVinci Faced
Similarly, with many other institutions in South Africa, DaVinci navigated a complex regulatory environment, resource constraints, and the broader challenges of access and transformation. With Satish Roopa’s experience, one major challenge for The DaVinci Institute was balancing rapid growth with the need to uphold academic standards.
He added that through focused governance, risk mitigation strategies, and an unwavering commitment to quality assurance, the DaVinci council then played a pivotal role in supporting leadership to navigate these challenges successfully.
“DaVinci has made a unique and meaningful contribution to doctoral education by offering an alternative that is both rigorous and responsive to real-world problems. Its doctoral programme empowers scholars to generate context-specific knowledge that is immediately applicable in their industries and communities,” stated Roopa.
This approach aligns well with South Africa’s need for transformative leadership and socially responsive research.
Message To Leadership And Students
To the leadership, remain bold in your vision, continue fostering innovation, and always uphold the values that define DaVinci’s identity, integrity, relevance, and transformation. To the students, embrace the co-creation journey with curiosity and purpose. You are not just earning a qualification; you are part of a movement shaping the future of Africa and beyond. Protect that privilege and use it to lead with compassion, insight, and impact.
June 17, 2025