Executive Summary

The essay, titled “Integration of education on standardisation (EaS)” by Vuyelwa K. Simelane (Eswatini), is a well-structured and persuasive piece that argues for the inclusion of international standards in African curricula. It is highly suitable for publication, particularly for an audience interested in quality infrastructure, economic development, and educational reform.

ESSAY

Title: Integration of education on standardisation (EaS)

The global economy demands high standards for quality, efficiency, and sustainability. Picture a young Liswati entrepreneur who creates a solar energy solution to provide electricity in rural areas. This innovation presents a huge potential to change lives for the better, but lacks knowledge of global standards so they are not able to certify and approved in the market. Their innovation will never see the light of day in countries like South Africa, Zambia, which have serious loadshedding problems so this invention remains local in Eswatini and cannot reach international markets. This is a critical knowledge gap in education that is the unawareness of the importance of complying with global standards.

Firstly, Education on Standardisation (EaS) refers to the teaching of national and international standards applicable in various sectors like business, technology, healthcare, manufacturing, and agriculture. The standards improve quality, safety, and efficiency in the various sectors. Industries and businesses suffer from poor product quality, safety problems and reduced market access if without standardisation. For example, ISO 9001 quality management standard assists companies to attain greater efficiency and customer satisfaction. By exposing African students to such standards while they are still young, they stand a better chance in being well equipped to enter industries that demand compliance with international standards. In the food sector these standards ensure food safety. Nations that fail to meet these standards are not able to export agricultural products to global markets. By incorporating EaS, students will be aware of such global demands as a will result in assisting Africa’s growth.
Secondly,the African education system concentrates more on theory and doesn’t put as much emphasis on practical skills, which is what many industries around the world are looking for. Students can be prepared for work through EaS integration into school curriculum. For instance, if Eswatini’s Ministry of Education introduces university students to national and international standards through collaboration with the Eswatini Standards Authority (SWASA). By way of compliance necessities and quality assurance learning, learners are better prepared for professions in the fields of engineering, manufacturing, and business. Leading by example, Kenya and Ghana, have started training on standardisation into technical universities as means of preparing learners for global markets. They allow students to undertake hands-on skills that are in line with international best practices.

In addition, our African graduates have often been faced with difficulties in getting jobs simply due to a lack of exposure to international industry standards. Employers would rather have individuals who are skilled in standardized processes, from quality assurance processes for manufacturing, environmental sustainability processes in construction, or cybersecurity processes for the tech industry. As an example, Rwanda’s ICT training is framed in international technology norms, and has developed a talent pool that attracts the likes of Google and Microsoft. On the ground in the Kingdom of Eswatini the Ministry of ICT collaborated with Google with the aim to support digital education, innovation, and skills development. The project forms part of international ICT standards that will see Eswatini students learning cloud computing, artificial intelligence (AI), and digital entrepreneurship. With such collaborations, students
are able to learn global digital standards, making them more competitive in the international job market.
Moreover, entrepreneurs who possess knowledge of industry standards can create internationally certified products, thus allowing them to expand their businesses beyond national borders. Take for an example Inyatsi, Eswatini’s leading construction company now working in countries including; South Africa, Zambia, Mozambique, Namibia,etc. Inyatsi’s adherence to international construction standards has earned it multiple contracts and recognition across the SADC region. Africans say “Ligotshwa lisemanti” (shape a stick while it’s still moist) meaning it’s easier to mold and shape children while they are still young, by including product standardization lessons in the classroom ,aspiring entrepreneurs would acquire the ability to build sustainable enterprises at an earlier age.

Furthermore, seeking Educational Adaptations (EaS) can effectively position African students at the forefront of establishing sustainable industries like renewable energy businesses, sustainable farm agriculture, and green building practices. Consider the case of Ethiopia’s textile industry; producers adopting ISO 14001 environmental management systems are reducing waste pollution while tapping into foreign investment potential. Another case is that of the Royal Eswatini Sugar Corporation which adopted the ISO/IEC 17025 standard for test and calibration laboratories. This standard not only ensures laboratory result accuracy but also provides reliability, and this is very important in the case of quality sugar production which is our primary export intention to global. By adopting ISO 17025, the corporation has improved its product quality, thus contributing to food safety improvement, further increasing the corporation’s reputation in the sugar industry at the global level.

However, there are Challenges facing EaS in Africa. Most institutions and schools do not include EaS in their syllabus because standardization is perceived to be a complicated problem for industries rather than education. As a result, students graduate without an understanding of global standards, limiting their job opportunities. Lack of funds for teacher training and syllabus design. Limited access to material is due to African countries facing budget constraints that make it difficult to prioritize these initiatives. Traditional subjects are given more preference by most of the teachers and policy makers compared to new subjects like standardization. EaS needs policy reforms to recognise it as a part of education. The internet and digital tools necessary for students to learn about global standards are not accessible in most of rural areas. EaS programs can’t be successfully implemented without the use of technology.
In order to surmount these obstacles, African governments, education institutions and the private sectors ought to collaborate so as to fast-track EaS. Ministries of Education need to integrate EaS into primary, secondary and university curricula. Industries need to facilitate EaS through training, scholarships and internship schemes. For instance, ISO and ARSO can collaborate with African universities for the establishment of standardisation institutes and departments prior to training teachers on standardisation. In a rapidly connected and competitive world, education about standardisation. In simpler terms (EAS) is no longer optional – this is a necessity. Without deep understanding of global standards, African students are left behind in industries where quality, efficiency and stability determine success. Aligning education with international standards can lead to innovation, economic growth and global competition.

In conclusion, integrating education on standardisation is in line with the Sustainable Development Goals (SDGs) as it promotes sustainable economic growth, responsible consumption, and quality education for all. Africa is at crossroads; Can Africa afford to postpone the integration of EaS in its education systems while expanding in the rest of the globe? The alternative presents a future in which African students, entrepreneurs and industries excel on the global scale. The choice is obvious: Policy makers, educators and industries ought to now ensure that EaS becomes an integral component of Africa’s education systems. If African students are equipped with knowledge of standardization, they do not participate in the 21st century economy-they become architects that design it. Without this critical education, Africa risks becoming just a consumer of global innovations instead of taking the lead in shaping the future.

Author Details:
Vuyelwa K. Simelane, Bachelor of Science (Chemistry and Biology), Year 4, University of Eswatini (Kwaluseni campus), Matsapha, Eswatini.