South Africa is full of young people with ideas, many of whom are already experimenting with coding, robotics, or online courses after school. What they need are the tools and guidance to do it. SAS believes that science, technology, engineering and mathematics (STEM) education must evolve beyond technical know-how to include human abilities, like problem-solving, ethical reasoning, and collaboration, that make technology meaningful. Through the SAS Global Academic Program and partnerships stretching from classrooms to universities, SAS is helping build an artificial intelligence (AI) ready generation and calling on government, academia, and industry to scale these models so more learners can access them.
“Technical capabilities in data science, analytics and AI open the door. What keeps young people moving forward is curiosity, resilience, and a sense of ethics,” says André Zitzke, Manager of Global Academic Programmes for Africa at SAS. “Our focus is to widen access and make learning practical, so more young people can turn skills into meaningful careers.”
Redefining digital literacy for the AI era
As generative AI (GenAI) and advanced analytics enter the work environment, digital literacy must extend beyond tools to include data pipelines, algorithmic reasoning, critical questioning of outputs, and responsible use. SAS frames this as a new baseline for learners and educators, supported by free e-learning on data literacy, trustworthy AI, and GenAI that has already reached tens of thousands of learners globally.
SAS’s education portfolio also provides free or low-cost access to software for teaching and research, including SAS OnDemand for Academics and Viya for Learners, alongside Skill Builder for Students and the SAS Educator Portal that helps teachers bring data and AI into the classroom.
“Digital literacy is not an elective. Learners should understand how data flows, how models behave and how to use insights ethically,” adds Zitzke. “Educators need practical support to make this real in classrooms across South Africa.”
Building sustainable talent pipelines
Sustained partnerships with universities are at the heart of SAS’s approach. The collaboration with North-West University’s Centre for Business Mathematics and Informatics has produced more than 600 master’s-level graduates in business analytics, actuarial science, quantitative risk management, and financial mathematics. More than three-quarters of these graduates are working at SAS customers and partners in South Africa and abroad. Furthermore, students gain hands-on experience through immersion programmes, mentorship, the SAS Specialisation Programme, and competitive platforms like the SAS Hackathon and Curiosity Cup.
SAS complements these university career pipelines with early-stage initiatives such as Coding4Mandela and Teachers4DataAnalytics. It also provides foundational mathematics support in underserved communities. These efforts help broaden participation and strengthen the bridge from school to tertiary study and work.
“South Africa needs both specialists and broad digital confidence. Some students will go deep into advanced analytics while others need a solid grounding to be ready for work,” says Adesh Nathalal, Education Manager at SAS in South Africa. “We are investing in both: university programmes that produce job-ready specialists and school-level initiatives that build confidence, numeracy and data skills from the ground up.”
Inclusive innovation through hands-on learning
Free SAS global courses and broader software access are helping teachers bring data into class. In some cases, SAS co-develops curricula directly with employers. In 2024 alone, SAS reported significant global uptake across learner and educator programmes, alongside an internship cohort of more than 400 students worldwide, reinforcing the importance of paid, practical exposure on the path to employment.
“Access drives outcomes. When students and teachers can use professional-grade tools, earn badges and certifications, and learn inside working environments, confidence rises and time-to-productivity falls,” adds Nathalal.
A call to align and scale what works
SAS believes progress happens when everyone plays their part. Policy makers, educators, and employers can work together to modernise what is taught and back teachers with real support. University courses must reflect workplace needs, from how data is cleaned to how projects are run. Hands-on exposure, from training software to competitions and internships, helps young people turn potential into careers. The aim is to build an inclusive pipeline of future talent that can grow with South Africa’s economy.
“Our founders came from academia, and that heritage still shapes how we show up. We will keep partnering for the long-term, measuring outcomes, and making practical resources freely available so more young people can participate and lead,” says Zitzke.
“South Africa can build an AI-ready generation. The pieces are here: motivated learners, committed educators and employers who need these skills. The task now is to align, scale and sustain,” concludes Nathalal.
