The world of work is changing all the time. Technology is driving innovation and productivity, leading to the creation of new industries and employment opportunities. This means people need new skills to meet the demands of an ever-changing economy.
While universities can and do equip young people with important skills, tertiary education isn’t available to everyone. This is especially true in a country like South Africa, where about 43% of students in 2023 who qualified to pursue a bachelor’s qualification at university could not because of limited spaces.
Valuable knowledge and skills can also be acquired through non-formal and alternative pathways, however. We are education scholars who ran a pilot project using artistic media to teach important life skills to young adults (18–24 years old). Our project, Myturn, ran in South Africa’s Western Cape province over ten months in 2020. It used simple technology like smartphones and editing software to make short films.
Myturn benefited participants in several ways, as we’ve documented in a study. For instance, it honed their communication and teamwork skills. It bolstered their digital skills. It also allowed the students to connect with their communities. This connection, in turn, provided a platform for the communities to witness the participants’ willingness to learn and become change agents, while also allowing them to share their own stories and experiences.
The project showed how short films could be used to change the way people learn. This method meets many needs of young people by combining the learning of soft skills, computer literacy and artistic expression. It gets them ready for the problems of the future – not just ready for work, but also as socially involved people.
Five main benefits
Our research paper focused on the perceptions of nine (out of the initial group of 17) Myturn participants. All had completed secondary school. They were involved in various dance, drama, music and visual arts projects when recruited for Myturn and came from semi-rural communities in the Langeberg district of South Africa’s Western Cape province.
In 2020 they found themselves in a transitional phase between jobs, were preparing to enter the workforce for the first time, or were between school and tertiary education. They were also dealing with the effects of the pandemic, which began after we’d launched Myturn. This global crisis created difficulties but was also an opportunity for learning and adaptation.
During the project, participants learned the technology and skills needed to create and produce their own short films.
Our study identified five ways in which participants benefited from the project.
1. Improved emotional intelligence and soft skills:
Making short films helps build skills like leadership, teamwork and communication. It pushes young creators to figure out how to work together on complex tasks. This helps team members from different backgrounds understand and care about each other. People learn how to resolve disagreements, make their points clear, and inspire others to work towards a shared goal. These skills are necessary in any professional setting.
2. Improved digital skills and connectivity:
Participants learned how to use software programmes, handle digital content and interact with online groups. They were empowered to offer their skills globally and work remotely and flexibly.
3. Encouraged new ideas and creative ways to solve problems:
Making short films encourages people to try new things and to look at problems from different angles. This way of handling problems creatively makes one more flexible.
As a way to reach their artistic goals, participants learned to make changes and accept loss. This approach is in high demand across various sectors.
4. Supported personalised learning and finding out more about oneself:
Making a short film is a very personal process. It lets people explore themes that are important to them based on their own experiences, interests and goals. Personalising the way people learn reveals their skills, flaws and interests.
One participant, reflecting critically on her role as short film producer in the project, showcased her ownership of learning and the potential for transpersonal growth:
Being able to watch my video back before sending it made me realise how fast I speak and that (I) can come across as unclear, so I worked on speaking slower and I was satisfied with the final product.
Participants became more self-aware and confident. Young adults need help to figure out who they are and what they want to do with their lives.
One told us:
When the opportunity came I told myself it’s time to stretch myself and explore my skills.
5. Made the community more involved and gave people more power:
Making short films is a way to hear opinions that aren’t always heard. A participant said she enjoyed the chance her short film presented “to be able to comment or talk about the issues that everybody is most likely aware of but refuses to publicly speak/comment on”.
Young film-makers can bring attention to problems that matter in their communities by sharing their stories. This can start a conversation and help bring people together. This involvement goes beyond the project. People can be inspired by hearing these stories, which can lead to a shared sense of power and a dedication to making things better.
What came next
In the time since the Myturn project, participants have flourished. One was selected for a six-month jewellery design research programme in Belgium. Three more have been accepted for tertiary education; others became involved in education as teaching assistants. One started a media house company with a colleague. Two participants created their own YouTube channels and another started making TikTok reels with her brother.
While the project itself couldn’t guarantee personal change within its informal setting, it did offer significant benefits for some participants: developing critical self-awareness, overcoming cultural and language barriers, and gaining a deeper understanding of themselves. This suggests that meaningful interactions, both in person and online, can equip young people with valuable skills. These skills, like critical thinking and empathy, will be crucial for navigating their future lives and careers.
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Wendy Smidt, Postdoctoral Fellow at the Global Institute for Teacher Education Society (GITES), Faculty of Education, Cape Peninsula University of Technology and Zayd Waghid, Associate professor, Cape Peninsula University of Technology
This article is republished from The Conversation under a Creative Commons license.
