“Knowledge is like light, weightless and intangible; it can easily travel the world, enlightening the lives of people everywhere. Yet billions of people still live in the darkness of poverty, unnecessarily”. World Development Report 1999
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“Knowledge is like light, weightless and intangible; it can easily travel the world, enlightening the lives of people everywhere.
Yet billions of people still live in the darkness of poverty, unnecessarily”.
World Development Report 1999
ICT in Education
The e-Learning landscape in South African education
ICT in Education: overview
Skills for the 21st century
ICT in Education: principles
Principles of the National Curriculum
White Paper on e-Education
Feasibility Study
Proof of Concept
Thutong Education Portal
21st Century Skills: (enGauge)Digital-Age LiteracyBasic, scientific, economic, ICT and technological literacy's Visual and information literacy's Multicultural literacy and global awareness
Effective CommunicationTeaming, collaboration, and interpersonal skills Personal, social, and civic responsibility Interactive communication
High ProductivityPrioritising, planning, and managing for results Effective use of real-world tools Ability to produce relevant, high-quality products
Inventive ThinkingAdaptability and managing complexity Self-direction Curiosity, creativity, and Risk taking Higher-order thinking and sound reasoning
ICT in Education: Principles
Systemic impact - planning, management and administration
Reduce expenses or change the ways in which things are being done
Improved communication, flow of information and access to information
Widening access to high quality, relevant and diverse resources and learning opportunities to all teachers and learners
Exposing all learners, in advantaged and disadvantaged areas, to enriched educational experiences
Provide to all learners and teachers the means of communication and collaboration to enhance teaching and learning; and give all learners the opportunities to excel in a 21st Century environment.
Principles of the National Curriculum Social transformation
High knowledge and high skills
Integration and applied competence
Progression
Articulation and portability
Human rights, inclusivity, environmental and social justice
Valuing indigenous knowledge systems
Credibility, quality and efficiency
Critical Outcomes in the National Curriculum
Problem solving, decision making, critical and creative thinking
Work effectively in a team
Organise and manage themselves and their activities
Collect, analyse, organise and critically evaluate information
Communicate effectively
Use science and technology effectively
Understanding that the world is a set of related systems
Variety of learning strategies
Broad Principles of the White Paper
improve systemic efficiency
redress inequalities
widen access to high quality, relevant and diverse resources and learning opportunities to all teachers and learners
expose all learners, in advantaged and disadvantaged areas, to enriched educational experiences
provide to all learners and teachers the means of communication and collaboration to enhance teaching and learning
give all learners the opportunities to excel in a 21st century environment
Six Pillars of the White Paper
infrastructure in all schools and for all support personnel including maintenance, sustainability, security, technical support and initial training
connectivity to all schools, FET Colleges and district offices to a closed network linked to the Internet
ongoing professional development (teacher training and teacher development programmes) for teachers, principals and support personnel
maintenance and further development of the Educational Portal and content development
research, monitoring and evaluation
community involvement
Feasibility Study
The Department of Education has conducted a feasibility study in ICT in Education - in terms of Treasury Regulation 16 to the Public Finance Management Act, 1999 (PFMA). The Feasibility Study will:
Outline strategic and operational benefits of the e-Education Initiative
Describe the specific terms of the e-Education Initiative
Set out the legislative and regulatory framework applicable to the initiative
Demonstrate the affordability of the e-Education Initiative
Outline proposed allocation of financial, technical and operational risks Give the anticipated value for money
Comment on the capacity of the Institution to procure, implement, manage, monitor and report
Secure infrastructure for ICT equipment
ICT hardware and software
Access to broadband technologies
Curriculum support and innovation
Ongoing professional development
Electronic and on-line learning support material
Support services
The Department of Education has initiated structured processes to develop a feasible model/s to supply schools and FET Colleges with:
Feasibility Study : background
Feasibility Study
Focus on schools and the management
Includes: School administration (links to EMIS, LURITS, IQMS and
district/provincial administration)
District infrastructure for subject advisors
Appointments to manage ICT in teaching and learning
Excludes: ECD Centres/pre-primary schools/care centres and ABET Other IT/EMIS related appointments and equipment
Feasibility Study: Output Targets
Infrastructure in all schools (6 786 high schools and 12 085 primary schools) and for all support personnel (1 538) including maintenance, sustainability, security, technical support and initial training
Broadband Connectivity to all schools (25 772), FET Colleges (50) and district offices (139) to a closed network linked to the Internet
Ongoing professional development (teacher training and teacher development programmes) for teachers (373 140), principals (18 657) and support personnel (769)
Maintenance and further development of the Educational Portal and content development
Research, monitoring and evaluation
Appointment of Human Resources (National, Provincial and Districts) to drive, manage and support ICT in Education
Project Communication
Deputy President
Minister of EducationMinister of Finance
CEM
HEDCOM
HEDCOM ICT Sub-Committee
ICT Inter-Provincial Workgroup
Presidential International Advisory Council
National Treasury
FOSAD ICT Cluster
FOSAD Economic Cluster
Provinces National DoE
First Consultative Workshop
Second Consultative Workshop
National and provincial DOEGovernment DepartmentsICASA, USAASA, PNCSITAGITONEPADSAQASACETeacher UnionsPrivate SectorCivil Society
Networking Consultative Meeting
Needs Analysis Mission and vision of the Department of Education
The core function of Public Schools and FET Colleges
The current situation Policy and legislative environment Teaching and learning Logistics and operations
Summarise the need Provide learners access to quality education Building teachers’ capacity to teach effectively Enhancing logistics and Operations
International experience ICT use in other sectors ICT access, equity and human rights Defining the outputs
Primary outputs Secondary outputs
Opportunities
Integrate ICT in all operational elements of the schooling system (e.g. EMIS, finance, physical planning, exams, HR and IQMS)
Leverage expanded ICT infrastructure to create greater efficiencies and productivity in running SA Education System
Capacity to ensure that learners are equipped with the skills and competences needed to thrive in global knowledge economy
Cross over potential to leverage ICT network to support a broad range of government development priorities (e.g. health, safety and security)
Challenges Scale of investment demands comprehensive change
Changes demands that the process is led and driven by all senior managers
Potential for active and passive resistance from managers, principals and teachers
Re-structuring of budgets across all units of national and provincial departments is required
Requires “leap of faith” of decision-makers
Sustainability – keep on the priorities of the Department of Education
If DoE is successful in securing funds there may be pressure to spend money faster than the system can absorb it
Inter-governmental buy-in
Service delivery approachFour-phased approach to implementation at the site level:
1) Basic readiness: sites are prepared for rollout of ICT to enhance logistics
and operations.
2) Logistics and operations: ICT hardware and applications, connectivity,
and associated professional development, maintenance, and support are
provided to schools predominantly to enhance management and
administration processes at site level.
3) e-Readiness: sites are prepared for rollout of ICT to support teaching and
learning.
4) Teaching and learning: ICT hardware and applications, connectivity,
content, and associated professional development, maintenance, and
support are provided to schools predominantly to support teaching and
learning at site level.
Proof of Concept
Implementing a “Proof of Concept” in 1200 schools in 9 districts/circuits over a 2-year period with a one year planning period, including:
ICT infrastructure
Connectivity (Collaboration with Department of Communications)
Teacher development
Content development
Monitoring, evaluation and research
Appropriate governance structure and back office support
Preparing Districts/Planning Stage (2009 – 2010) Provincial Liaison and Change Management
Selection of districts/circuits (135 – 200 schools)
Audit and Verification of data
Establishment of management structure
Provinces make districts implementation ready
Approval of District Development ICT plan
Detailed implementation plans with budgets
Development of guidelines for supporting documents to support ICT
Development of help desk facility
What is the Thutong Education Portal ?
To provide teachers, school managers and administrators, and national and provincial education officials access to high quality resources and information of direct and specific relevance to the South African National Curriculum Statement and associated education policies.
To ensure ease of use, enabling users to find what they need in the most intuitive ways possible
To create strong and vibrant online communities of practice amongst the above target audiences.
To facilitate discussion and sharing of information and ideas amongst peer networks.
To encourage South African teachers to develop and improve education by sharing the country’s common intellectual capital.
Home Page and registration
Typical Learning Space
Communication tools
Professional Development
Education Administration
Education Management
Other spaces – we are growing! Enviro Space Kids Space Foundations for Learning Space Matric Help Space Dinaledi Schools Space School Safety Space Enrichment Space Reading and Literacy Space Rural Schools/Multigrade Classroom Space 2010 Soccer Space Correctional Services Space Early Childhood Development Space Subject Advisors ICT Space Curriculum Management Committee Space School Governing Body Space Partnerships Space Gallery Space Non-Official Languages Space Special Days Space
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