Glencore Ferroalloys continues to showcase its commitment to uplifting and upskilling communities near its operations through initiatives that advance everyday lives.
The mining organisation introduced the project which aims at equipping young minds with the necessary skills and knowledge to excel and become future problem solvers.
The pilot project is aimed at igniting critical and creative thinking in learners that were selected from rural schools around Glencore’s operations in Limpopo and North West Provinces. The select learners and teachers were trained on handling technology and data systems, as well as how computers and robots are now tasked with routine, mundane, repetitive, or hazardous tasks which will enable the workforce of the future to focus on strategic decision-making, innovative problem solving, swift communication, and management activities.
When asked about the project, Conroy van der Westhuizen, Chief CSI Manager said, “The pilot project started with Glencore identifying the educational needs that will be required in future to assist communities and industries in delivering the required performance results in terms of machine learning and incorporating the Internet of Things (IoT) with Artificial Intelligence (AI).”
The commodities which Glencore Ferroalloys sources responsibly inevitably form part of a future where humans and machines will be working together. Daniel Nanchale, a grade 11 learner from Tsukudu High School was particularly excited about the opportunity to learn in preparation for the future. He said, “some robotics are based on academics to make one’s academic and everyday life easier through artificial intelligence programmes like study assistants.”
As we move into the fourth industrial revolution, it's critical to keep in mind our past accomplishments, our goals for the future, and the necessary changes. The First Industrial Revolution was characterised by the heavy use of physical labour and the utilisation of power produced by water and steam in the manufacturing of products. The Second Industrial Revolution, which was headed by a skilled workforce trained in higher-learning techniques, relied heavily on electricity and integrated assembly lines for the mass production of goods.
With the advent of intelligent machines and the inventive people who programmed them, the Third Industrial Revolution automated production using computers, data, and information technology. Integrating the physical and digital worlds, using artificial intelligence (AI), the Internet of Things (IoT), smart factories, and autonomous machines to generate things are characteristics of the present Fourth Industrial Revolution.
The evolution of future employment activities powered by technology and innovation are emerging. As machines increasingly support human workers, it has become gradually important for people to be adequately qualified for and have the necessary skills in using technology and data systems.
This initiative further supports Glencore Ferroalloys’ continuous commitment to upskilling members from host communities.
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