E-LEARNING: AN IMPERATIVE FOR
SUSTAINABLE QUALITY EDUCATION
EASTERN CAPE – ICT IN EDUCATION SUMMIT
(17-18/07/2014 – East London)
DBE Presentation by
Marie Claude Tshimanika
(Curriculum Innovation & e-learning)
E-Learning an imperative for sustainable quality Education
Vision of White Paper 7
A Vision Statement:
Defines the optimal desired
future state - the mental
picture - of what an
organization wants to
achieve over time;
ICT as an
instrument to
TRANSFORM not
to Reform
learning &
teaching
•
Reforming implies fixing the current system – tweaking it here and there with minor changes
•
Transforming implies bringing about Fundamental shifts in the core of what we believe
about education
Main purpose of the Summit
How?
Ultimate Goal
Improve Learning Outcomes
Enhancing Quality
ICT as critical
player in
achieving the
ultimate goal
Teaching
Learning
The fundamental question
•
10 years after the publication of the White paper on e-education, have we
transformed the education system?
•
And transformed it through the use of Information and Communication Technology?
10 years after the publication of the White paper on e-education, have we transformed the
education system?
Some will argue YES indeed we have:
Some will say there is still a way to go with regard to the following:
•
•
•
We have a single education system, no bantu
education anymore;
Despite the overall rise in Matric results in the past 5 years
– How –
many
of these candidates
get Batchelor
• Reforming implies fixing the current system
tweaking
it here and
pass?
We have drastically increased the number of
thereattending
with minor
learners
schools; changes
–
•
•
•
All learners are subjected to a single Curriculum
and
assessment system;
Transforming
implies bringing about
Fundamental
shifts in the core
– How many of them are able to embed their
knowledge into real practical societal
Number
of freewe
schools
is in the rise;
of what
believe
about education theoretical
work?
•
We have an unparalleled school feeding scheme;
•
We are one of the leading countries in the world in
terms of testing a large number of learners through
both the Matric and the ANA;
•
Even those who qualify for Batchelor Degrees,
How many of them cope with University work?
–
The list continues
•
Can the Matric results be considered as the
benchmark for quality education?.
The list continues as well
Have we TRANSFORMED or REFORMED the education system
through the use of Information and Communication Technology?
The White paper e-education policy goal was that:
“Every South African learner in the GET & FET bands will be ICT capable
(that is, use ICTs confidently and creatively to help develop the skills and knowledge they need in order to
achieve personal goals and to be full participants in the global community) by
2013”
We are in 2014, have we achieved this policy goal?
•
At this stage, there is no factual evidence to suggest whether the 2004 White paper policy
goal has been achieved or not. However, early indications point to fact that this goal might
have not been achieved, though there is evidence of a lot ICT initiatives in Provinces;
•
For instance, an internal audit of ICT in education’s initiatives conducted by the DBE in
collaboration with all the 9 Provincial Education Departments has revealed the following:
– The integration of Information and Communication Technology (ICT) in education is
becoming a reality, though not at a pace we would like it to be;
– Public – Private partnership in terms of ICT in education is getting momentum, though
there is a need for more coordination in order to avoid duplication which often leads to
ICT initiatives not reaching some corners of the country while in abundance in some
other areas;
Findings of the internal audit of ICT in education initiative (cont)
– Majority of ICT initiatives implemented targeted the rollout
of ICT infrastructure to schools without making sure that
these rollout were accompanied with both efficient teacher
training and enough educational content;
– There is a need to streamline Districts, Provincial and
National units that deal with e-education issues;
– There is a need to strengthen both human capacity in the
area of ICT in education;
– Though more schools are being connected through
different initiatives, including initiatives funded by the
private sector, schools’ connectivity remains a challenge;
The Question remains: Have we transformed learning & teaching
through ICTs?
•
Clearly what we have done, little be it, is more of reforming than transforming in
nature;
•
Most of ICT initiatives implemented are of replication character, lacking in
innovation;
•
Research suggest that these kind of ICT initiatives do not add value to the
teaching & learning process; thus the much anticipated transformation of
teaching and learning through ICT is not happening to the extent we would like it
to be;
Why are we not attempting to TRANSFORM teaching & learning through ICT regardless
of the regulations in place?, such:

The National Curriculum Statement, which advocates Active & critical learning
(learner-centered as opposed to teacher centered approach to teaching and
learning) and ICTs seem to be the ideal tool to facilitate a learner centered approach;

The White paper on education whose vision is “Transforming learning & teaching
through ICTs), and

The DBE’s long term plan (The action plan to 2014) which places a lot emphasis on
the role of ICT in the quest for quality education for all (chapter 7)
Are we as a system (in terms of implementation), at Micro and
Macro level, afraid of Transformation?
A radical transformation of the
education system
System
disruption
Destabilization of the
system
Disequilibrium
Disruption is inevitable (but which one do we chose?)
Forced on us
Chaos?
Introduced by us
Which Disruption is he talking about?
• I am talking about the unsustainability of the STUBBORNNESS of 20th century
people’s REFUSAL or RELUCTANCE to ADAPT to the CHANGING world;
• I am talking about the unsustainability of today’s education system’s inability to
produce graduates that are immediately capable of embedding their theoretical
knowledge into real and authentic world practices;
• I am talking about the unsustainability of our persistence to continue passing on or
advocating 20th century skills to pupils of 21st century and expect them to operate or
function successfully in 21st century;
As we know, if you keep on doing something that is not sustainable and this is on the
detriment of others (Learners: 21st century learners); what are you calling for?
Is Disruption or system disequilibrium a BAD THING?
No; Disruption or system disequilibrium is not a bad thing
• Wheatley (1999) made the following points regarding
system disequilibrium:
– “I observed the search for organizational equilibrium
as a sure path to Institutional death” (p. 76);
– “In venerating equilibrium, we have blinded
ourselves to the processes that foster life” (p.77);
– “To stay viable, open systems maintain a state of
non-equilibrium…They participate in an open
exchange with their world, using what is there for their
own growth” (p.78)
• What is bad thing is when system disequilibrium is not anticipated by the system
• When the system disequilibrium is anticipated by the system itself, it allows for the
system to co-evolve with its environments
As result of co-evolvement of the system and its
environments
• The system will be healthy;
• It will be able to change in response to changes in its environment and
its environment will change in response to its changes (a mutual
influence between the system and its environment);
• For its own sustainability and growth the system should always look at
how its environment has changed;
• This change will include:
– Changes in the community’s educational needs;
– Changes in the tools the environment is offering to the system and;
– Changes in other societal conditions that impact the education system, such as
drugs, violence, teen pregnancy, etc
• Equally, the education system as well helps shape its society
Change is inevitable, though it creates disequilibrium
I see this Summit as
Eastern Cape’s opportunity to
Transform teaching & learning through ICTs
• Let opt for a controlled Transformation rather than wait for a
Transformation that will be imposed on us by the learners;
• Transformation occurs through a process called “emergence,” by
which new processes & structures emerge to replace old ones in a
system;
• Transformation is in contrast to piecemeal change, which entails
changing one part of a system without changing other parts;
• According to Duffy, Rogerson & Blick (2000), Transformation of an
educational system requires
– Simultaneous changes in the core work processes (teaching & learning);
– The social architecture of the system (culture & communications); and
– The system’s relationships with its environment.
• Let not forget that throughout human history, societal evolution
has never left out the education system; there has been always
a co-evolution between the education system and its
environment. For instance:
– During the agrarian age: the one-room schoolhouse was the
predominant paradigm of education, with its focus on tutoring &
apprenticeship;
– Then came, the Industrial age through which the factory model of
schools became the predominant paradigm of education, with its
focus on standardization & teacher-centered learning; and
– Now as we evolve ever deeper into the information age, society is
undergoing just as dramatic a change as during the industrial
revolution. Ours as education system is to co-evolve with time &
space and embrace the learner-centered approach to teaching &
learning and by ricochet embrace ICT as the tool per excellence to
facilitate this approach.
Otherwise Quality Education for ALL that we
aspire, will keep on evading us
In line with the White Paper vision of transforming
learning & teaching through ICTs, the DBE will be
publishing the implementation sector plan for eeducation, 2014-15
Basic education sector implementation plan for eeducation 2014-15
•
The draft plan has been developed;
•
The main intended outcome is to integrate ICT into all levels of the education
system in order to improve the quality of teaching & learning;
•
The plan outlines outputs and National, Provincial and other stakeholders’ role
& responsibilities;
•
It also sets up activities to be undertaken in order to achieve the main outcome.
OUTPUTS AND ACTIVITIES TO BE LED BY THE DEPARTMENT OF BASIC EDUCATION (DBE)
Output 1: Implementation and on-going support of e-education is coordinated;
Output 2: Electronic multimedia resources are developed and distributed;
Output 3: The nationwide Teacher Laptop Initiative (TLI) is supported;
Output 4: The proof of Concept (POC) initiative is implemented to its completion;
OUTPUTS AND ACTIVITIES TO BE LED BY THE PROVINCIAL EDUCATION DEPARTMENTS (PEDs)
Output 5: Professional development is available to all teachers;
Output 6: Technology infrastructure is implemented in all districts and schools
OUTPUTS AND ACTIVITIES TO BE LED BY OTHER AGENCIES
Output 7: All districts and schools are connected to the Internet through an educational network;
Output 8: ICTs for teaching becomes mandatory component of all pre-service teacher training
Learning from previous experience of 10 years of
integrating ICT in education in this Country
Has been one
of the biggest
missing link
“Investing in the quality of teachers has a
significant positive effect because aside
from what students bring to school,
teachers and teaching have the biggest
impact on learning outcomes” (Hatties)
Universal Access to Quality Broadband Coverage
• 4 December 2014, Cabinet approved South Africa Connects (Broadband Policy): aims
at connecting all citizens by 2030
•
1st Short term business case (18/07/2014): Connect all 698 NHI pilots districts and about 5,700
schools in the 10 & 20 Km radius of the NHI districts
Graphical representation of schools within 10 and 20 Km of the NHI Clinics
1800
1600
1400
1200
1000
800
600
400
200
0
Limpopo
Gauteng
North West
Northern
Cape
Western
Cape
Free State
KwaZulu
Natal
Mpumalang
a
Eastern
Cape
No of schools per Province
891
424
195
74
162
418
1535
482
1587
In the 10 Km Radius
779
339
168
69
138
308
1003
359
1157
In the 20 Km Radius
112
85
27
5
24
110
532
123
430
No of schools per Province
In the 10 Km Radius
In the 20 Km Radius
In Conclusion
ICT in education is an imperative
• Life outside the classroom has changed so dramatically = Traditional
modes of classroom (the instructional type) is outdated and unsustainable
• In 2007, teens in the US spent 40% of their media time on cell
phones, Internet and games while this was only about 16% in 1998.
How many % is it today? Is this different to teen in our Country? =
Can’t we take advantage of these tools of theirs in order to take learning in
their own backyard?
• More recently, the Web 2.0 phenomenon of online social networking
has swept the globe
• Social networking has more than 350 million unique users around the
world and everyone can now be a creator, a film maker on YouTube, a
recording artist on Second Life, or an opinion leader on blogs and a
multitude of gossip and comment sites = Can’t we also invade this space
and turn it into learning tools?
Thank you
Website: www.education.gov.za
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