By: Busisiwe Molefe, Corporate Communications Manager
johannesburg, south africa, 30 January 2026. As universities and TVET colleges prepare for registration and first-term & semester enrolment in the coming weeks, thousands of young people across South Africa will take their next step into higher education. For many, this moment marks the transition from classroom learning to career-defining pathways, particularly in STEM (science, technology, engineering, and mathematics) fields that underpin the country’s industrial and mining economy. In South Africa and across the African continent, the promise of STEM is undeniable, yet too many learners are graduating without the practical competencies that today’s economy demands.
South Africa’s unemployment landscape underscores this reality. 58,5% of young people aged 15–34 are out of work, a figure that reflects both limited job creation and a mismatch between educational outcomes and labour‑market needs.
In the mining sector, especially, this disconnect is acute. While mining remains a cornerstone of many African economies, contributing 7% to the continent’s GDP in 2024, only a small fraction of its workforce is under 35, and employers consistently cite shortages of technicians, engineers, and skilled artisans. Mining Indaba, the flagship industry gathering, shines a spotlight on investment, innovation and sustainability, but without a skilled, job‑ready pipeline of young talent, the ambitions discussed there cannot be fully realised.
It is here that STEM education and industry engagement become critical. Schools, universities and technical colleges provide fundamental knowledge. But unless that learning is linked to modern engineering contexts, such as automation systems, electrification technology and digital control platforms, students may enter the workforce underprepared for the realities of contemporary industry.
Partnerships between FETs, TVET institutions, universities, and employers can change this. When companies like ABB collaborate with schools and colleges, learners gain hands‑on exposure to real equipment, mentorship from practising engineers and structured pathways into internships and apprenticeships. In South Africa, ABB works closely with technical schools, TVET and FET colleges, and various universities across the country to provide students with first-hand exposure to real-world STEM environments, helping translate classroom learning into practical engineering experience. These experiences help students understand not just what they learn in the classroom, but how it applies to complex tasks in industry, from automated manufacturing to energy‑efficient solutions in mining operations.
Such collaborations also benefit educators, empowering them to align curriculum with emerging industry trends and competencies. This dual perspective increases students’ employability and helps companies cultivate a talent base that can adapt to technology shifts. A key advantage in an age of rapid digitalisation and energy transition.
As industry leaders convene at platforms like Mining Indaba, the future of mining will be shaped not just by capital and technology, but also by people, specifically young people equipped with the right STEM skills and real‑world experience. Embedding these connections early in learners’ journeys helps ensure that the back‑to‑school moment is not just symbolic, but the start of a career pathway that bridges education and industry impact.
By investing in practical STEM development and robust partnerships, South Africa and Africa can strengthen its talent pipeline, reduce skills mismatches and help build a generation of engineers and technicians ready to drive innovation and growth.