Skill and Educational Requirements of South African ICT Knowledge Workers by Walter F. Uys (wuys@cs.co.za) Abstract The essence of work or economic growth in the information age or knowledge economy is knowledge and information flow (Drucker, 1993; Lee, 1999; Scarbrough, 1999). Considerable information is available on the use of technologies and information systems for the transmission, management, education, training and learning (Field, 1997; Hendriks & Vriens, 1999; Inglis, Ling & Joosten 2002; Louw, 2002; Naidu, 2003). Very little is however known about the needs of the individual knowledge worker (Brink, 2002; Drucker, 1999; Hendriks et al., 1999; Naidu, 2003). Even less is known of the needs of the South African knowledge workers (Davies & Farquharson, 2004), especially young people from previously disadvantaged backgrounds. Lee (1999) believes that a clear understanding of these needs could provide an insight into the factors that can affect task performance, human resource development, productivity in organisations and ultimately form a basis in serving the learning needs of the knowledge worker (Jarvis, 1997) and ultimately the future of our society. This study, conducted amongst South African ICT practitioners and learners, found that South African educational institutions do not cater for the emotional, interpersonal and behavioural needs of these learners. The majority (46%) of learners’ interpersonal skills and behaviour were self-taught such as reading books, observing/discussion with others or on the job training. These learners rated as most important the skills of listening, leadership and co-operation. This concurs with the literature in that of the four communication skills, listening is the most important (Covey, 1992). The areas of training needs identified by the learners as being most useful were computer literacy, leadership skills and abilities, time management, listening skills and behaviour, small group communication and interpersonal communication and behaviour. It was also fo und that learners’ age, job role or where they were based had no influence on their perceptions of their interpersonal and behavioural needs. Recommendations are made for educational/training institutions that are involved in the learnership development process to cater for formal training in these skills and competencies as is required by the South African Qualifications Authority. It is also recommended that a mechanism be identified to assist in the assessment of the learner’s development in these skills. Workplace providers should assist these ICT learners in their further interpersonal and behaviour development. Ultimately it is the responsibility of the learners to acquire the skills of lifelong self-directed learning and develop their interests in these skills and competencies.