Life Orientation is irrelevant in the digital age

If taught effectively, CAT equips learners with skills that directly translate to higher education and the job market, says the writer. Anecdotally, I first-hand experience, the deficit in digital skills of students who enter university. Most students still find challenges navigating a mouse and the operating system of a computer /laptop, let alone navigating and understanding the basic Microsoft office and Google suite packages.

This computer illiteracy becomes a major barrier in higher education, as most institutions use learning management software to facilitate course contents and information. However, students who had access to computers, have significant academic advantages compared to those with have limited access. I argue that Life Orientation should be replaced withComputer Applications Technology (CAT)to better prepare learners for university, employment, and life in the modern economy.

I argue that Life Orientation should be replaced with to better prepare learners for university, employment, and life in the modern economy. Life Orientation is a mandatory subject for the National Senior Certificate, yet it holds little practical value beyond school. It is not required for admission into any university qualification, nor is it considered in calculating the Admission Point Score (APS).

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Despite its compulsory status, it does not meaningfully influence learners’ academic or career trajectories. Several studies and commentaries have highlighted LO’s limited effectiveness. Research conducted in South African schools shows that many learners perceive the subject as “boring, unnecessary, and irrelevant”, with only physical education and career guidance regarded as useful.

Other education commentators have argued that removing LO could free up significantly teaching time—up to 200 hours per year—that could be allocated to more impactful subjects. These critiques point to a evolving consensus: while well-intentioned, Life Orientation is no longer aligned with the realities learners face beyond school. Research conducted in South African schools shows that many learners perceive the subject as “ ”, with only physical education and career guidance regarded as useful.

In contrast, computer literacy has become essential for participation in modern society. Digital technologies permeate nearly every aspect of daily life—from communication, banking, education, employment, and governance. According to theresearchpublished by Preston-Lee Govindasamy , who conducted a study on the relationship between computer literacy and labour market outcomes, states that “who are computer literate earn up to 30% more per hour than their counterparts who are not computer literate”.—even after controlling for education and demographic factors.

Furthermore, nearly all occupations listed in South Africa’s National List of Occupations in High Demand require digital or computer proficiency, including roles well outside the STEM sector. According to the

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