Development of 21st Century Skills for Innovation and Enterprise: Exploring the role of Informal Learning Environments in the Development of Skills and Aptitudes

Policy Recommendations

Drawing from the above analysis, the following policy recommendations are proposed:

1. 
   Increase knowledge of the DCM industry by raising government officials’ awareness about DCM industries and their potential within African contexts. This will include an awareness of the various elements of the DCM sector such as content production, music, graphic design, marketing and advertising, multimedia, artistic creation and cultural research, as well as an understanding of the resource requirements to grow a vibrant DCM sector.
   
2. 
   Consider the creation or adaptation of a national framework or policies or guidelines to promote the DCM sector, entrepreneurship, and recognition for 21^st century skills and DCM skills, with a focus on the youth. Such policies and strategic frameworks will assist in creating an enabling environment to foster the development of DCM skills and growth of local DCM industries. Additionally, they will create direction as to how DCM skills development should be formulated and/or implemented.
   
3. 
   In order to obtain a clear picture of DCM training activities, it may be worthwhile to create a database of DCM skill providers as this will assist in mapping skills development in the sector. Additionally, there is a need for focus on measurement of the work in the sector to more accurately to measure the progress of the sector and contribution to the GDP.
   
4. 
   It will be beneficial for education curriculum experts to consider including DCM subjects within the curriculum. This will require a holistic approach that pays attention not only to definition of the skill set but also to the pedagogy, assessment strategies, monitoring and evaluation, policy frameworks, learning environments, leadership and teacher/instructor education needed to better prepare youth for the new demands of life and work in the 21^st century. Ideally, there should be a balance between academic skills and industry requirements. Additionally, it may be useful to consider adding these skills to the teacher education curriculum to ensure that teachers are able to impart the required skills to learners.
   
5. 
   Consider investments in DCM content creation, and ensure that funding is allocated to the development of DCM skills. This will include ensuring that donors and government invest and support innovation spaces that focus on DCM skills. Additionally, attention should be placed on creating finance for individual artists, such as facilitating loans.
   
6. 
   Invest in ongoing awareness-raising, capacity-building, and networking/sharing activities to develop the full range of DCM competences.
   
7. 
   Encourage ongoing evaluation and promotion of good practice. It may also be worthwhile to focus on recognizing champions in the sector at a national level, perhaps through awards.
   
8. 
   Consider how to promote DCM productions of a country, in particular, through using websites and social media for promoting DCM products.
   
9. 
   For DCM workers, it may be useful to foster the creation of unions and associations for joint negotiation of issues such as content shown on local channels. These institutions can also drive negotiation of rates for the sector. Additionally, they can focus driving the establishment of legal mechanisms to protect the rights of artists – for example, through consideration of the intellectual property rights of artists and how to foster sharing of products whilst ensuring recognition. Additionally, they can play a role in maintaining quality standards in the sector.
   
10. 
    ‘Professionalize’ the sector by building capacity and placing the right people in the right jobs for the sector i.e. people who understand the sector, have experience, passion, and good networks.
    
11. 
    Innovation hubs hold promise for developing young people with 21^st century knowledge workers. However, there is a need to consider other ways of reaching out-of-school youth as some innovation hubs appear to target youth who already have access to formal learning. A possible area of exploration is the role of community centres and consideration of whether they can also fulfil some of the roles of Innovation Hubs. Additionally, focus can be placed on reaching people from rural areas in the creative economy.
    

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1^ Adapted from: 21st Century Skills: Partnership for 21st Century Learning; Skills for Employability in Africa & Asia, Burnett & Anderson 2012

2^ Table collated during the desktop research from various sources: Government of Australia (2011), Department of Culture, Media and Sport (1998), Skillset (2011), UK Creative Industries Task Force (1998), Government of Ontario (2010), Zaboura, N. (2009), European Union (2010), and URBACT (2011).

3^ Table collated during the desktop research from a including the African Digital Art website (http://www.africandigitalart.com), (Interarts, 2009) and blogs on African Digital Creative Media Industries.

4^ Table collated during the desktop research and include the following sources: Zulu and Goredema (2012), MIT Living Lab (n.d.), and Cunningham, Herselman., and Cunningham (2011)

5^ Note that these ideas are drawn from a limited sample and are thus not yet proven approaches.