Education accounts for the lion’s share of the Budgets of many countries. This huge investment, it is reasoned, is a prerequisite for future prosperity. But, as survey after survey has demonstrated, it must not be education for education’s sake – it must equip young people for the world of work. And it is becoming increasingly important that the youngsters who gradu- ate from colleges and universities are fit for purpose in the burgeoning Fourth Industrial Revolution (4IR), also known as Industry 4.0.

But first things first: the 4IR entails cyber-physical systemisation, artificial intelligence and robotisation. Its earlier iterations – the first to the third revolutions – were characterised by steam mechanisation, the introduction of electricity and mass production, and computerisation and the birth of the Internet respectively. In terms of timelines, the first took place in Europe and North America from the eighteenth century to the nineteenth century, the second lasted from 1870 to 1914, just before World War I, while the third started during the 1980s and is ongoing, with the fourth building on it.

Unlike the first three revolutions, which were characterised by advances in technology, the fourth incarnation has as its underlying basis advances in communication and connectivity, which have huge potential to connect billions more people to the Web, drastically improve the efficiency of businesses and organisations and help regenerate the natural environment through better asset management.

Rwanda stands out as one of the few African countries that are truly preparing their youngsters for the 4IR by equipping them with the necessary skills. These skills do not include proficiency in Swahili – which will soon be offered in South African schools, if Angie Motshekga has her way – or mastery of history, which is poised to become a compulsory subject from Grade 10 (another of Angie’s pet projects).

Last month, Rwanda launched its first public programming academy, adding impetus to the country’s push to become a regional tech hub. The first intake comprises 30 boys and as many girls who did exceptionally well in science subjects and mathematics in last year’s O Level national examinations, written after 11 years of primary and secondary schooling.

The academy, whose motto is ‘Born to Code’, was developed by Rwanda’s minis- tries of Education and Information and Communication Technology (ICT) in partnership with Rwanda Polytechnic and the Swiss Agency for Development and Cooperation. It aims to attract bright school leavers who are interested in embarking on a lifetime career in computer programming and related fields at an early age.

The Rwandan government says the academy will help promote excellence in the ICT sector and lessen reliance on foreign experts for the provision of high-tech solutions.

During their three-year course, the students will be sent abroad for six-month periods for training at some of the leading ICT colleges and at top technology companies.

“We aim to build a knowledge-based economy and nurture our young people to meet the in-demand skills needed at the top of the ever-evolving world,” Primary and Secondary Education Minister Isaac Munyakazi said at the academy’s opening.

The new academy is at the Nyabihu Technical and Vocational Education and Training School, in the district of Nyabihu, but the ultimate aim is to have a similar institution in each of the country’s five provinces, increasing yearly enrolment to 300.

The academy will supplement semi- private ICT schools in the country and the several coding camps that are organised by various stakeholders. These include a free, three-month-long programming and coding boot camp for girls, which is dubbed She Can Code and is hosted by an organisation called Igire Rwanda in partnership with the US embassy in Kigali.