Life Orientation is irrelevant in the digital age

As an educator and academic in the tertiary sector, I am tasked with teaching students advanced document processing, spreadsheets, and programming and simulation software for broadly and complexly defined problems in the (Science, Technology, Engineering, and Mathematics) STEM domain. In this domain, students sometimes must integrate hardware and software systems and articulate this data with document processing, spreadsheets and presentations, amongst many other tasks. —skills that today’s students require across disciplines. These competencies are no longer confined to engineering or technology fields; they are now fundamental to finance, administration, healthcare, education, and entrepreneurship.

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 with Computer Applications Technology (CAT) to better prepare learners for university, employment, and life in the modern economy.

Low educational value of Life Orientation

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). 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.

Critical importance of computer literacy

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 the research published 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.

Whether managing a call centre, ensuring workplace health and safety compliance, or running a small business, digital skills are indispensable. Entrepreneurs, as an example, require computer competence to register businesses, manage finances, market services online, and engage customers through digital platforms.

CAT as a practical and strategic alternative

Computer Applications Technology, as defined by the CAPS curriculum, focuses on the integrated use of hardware, software, and end-user applications to solve everyday problems. The subject covers word processing, spreadsheets, databases, presentations, system technologies, networks, internet technologies, information management, and social implications of computing.

If taught effectively, CAT equips learners with skills that directly translate to higher education and the job market. At university level, students can focus on mastering disciplinary content rather than struggling to acquire basic computer skills simultaneously. Since most assessments, assignments, reports, and presentations are submitted electronically, prior exposure to CAT significantly improves academic readiness.

For learners who do not pursue tertiary education, CAT opens doors to entry-level employment in administration, customer service, digital marketing, and other office-based roles. More importantly, it empowers individuals to continue learning independently through online courses and digital resources, or to pursue entrepreneurship with confidence.

Teaching Life Orientation through CAT

Life Orientation content need not be lost and can be meaningfully integrated into CAT. Career guidance, personal development, and citizenship topics can be taught through digital projects. Learners could research career paths online, compile professional CVs using word processors, submit applications via email, and simulate interviews using online meeting platforms.

Such an approach allows learners to acquire life skills while concurrently developing digital competence. The curriculum can be scaffolded from Grades 8 to 12, ensuring progressive skill development that remains relevant regardless of whether learners continue to Grade 12 or exit earlier into vocational pathways.

A call for curriculum reform

Digital literacy is no longer optional—it is foundational to dignity, opportunity, and economic participation in the 21st century. While Life Orientation once served a purpose, it no longer equips learners with skills that meaningfully shape their futures.

Replacing Life Orientation with Computer Applications Technology is not merely an educational adjustment; it is an investment in equity, empowerment, and national development. The time has come to modernise our curriculum choices and ensure that every learner leaves school with the digital tools and confidence required to thrive.

* Schouw is an Engineering lecturer and researcher at Cape Peninsula University of Technology  He writes in his personal capacity.