Solstice ECP 2014 :

Education & TICs

en Afrique du Sud

Laurence Savary

1. Présentation résumée en Français 12p

2. Présentation complète 60p

3. English summary 12p

Solstice ECP 2014 :

Education & TICs

en Afrique du Sud

Laurence Savary

1. Présentation résumée en Français 12p

Solstice ECP 2014 :

Education & TICs

en Afrique du Sud

Laurence Savary

Notre sujet a mis le doigt sur l’éducation, le problème qui freine le

dévelopment du pays, et sur un des outils possibles pour l’améliorer.

1. L’Afrique du Sud ne décolle pas comme prévu

2. L’éducation est au coeur du problème

3. Disparités et distances géographiques compliquent l’action

4. Les Tics peuvent améliorer l’éducation

5. Le pays en est conscient: nombreuses politiques

6. Panoplie des projets TICs dans l’ éducation

7. Les résultats des politiques sont mitigés,

8. Sources d’information et contacts

1

2

4

5

6

3

Textes en francais Textes en Anglais

8

7

1. L’Afrique du Sud ne décolle

pas comme prévu le pays, généralités, intro à l’ éducation et aux ICT

L’ économie Sufafricaine peine sans atteindre

son énorme potentiel, une large partie de la

population (60%) est sous occuppée ce qui

cause une énorme perte de revenu pour

l’économie, et perpétue les inégalités (Gini 0.7).

2. L’éducation est au coeur du

problème

Synthese du Systeme educatif

• Aujourd’hui 24% de la population est en âge de suivre le système

éducatif

• Le dividende démographique n’existera que s’il est développé par

l’ éducation et l’emploi

• Or seuls 50% des jeunes arriveront au niveau du bac, 12% pourrront

entrer à l’université. Aujourd’hui seuls 4.3% des sudafricains ont une

formation supérieure

• La sous activité de la population cause une énorme perte de revenu

pour le pays

• L’ éducation utilise 21% du budget national.

Problèmes de l’éducation aujourdhui

• Beaucoup de changements ont eu lieu en 10 ans:

– 3 grandes révisions de l’enseignement (changements des systèmes d’objectifs et références d’ éducation pour les maitres)

– Regroupement de tous les 36 technikons et universités du pays en 11 universites traditionnelles, 6 universités a large spectre, et 6 universités de technologie (imaginer le regroupement de Centrale/ Supelec appliqué à toutes les universités du pays..)

• La majorité des écoles manquent de ressources et sont surpeulées

• Manque de maîtres, de matériel educatif, et de directeurs d’écoles

• La qualité de l’ éducation doit être améliorée, de nombreux maîtres sont incapables de comprendre ce qu’ils enseignent

• Maîtres fréquemment absents, syndiqués,

• Les élèves ont peu de chance de trouver un emploi apres le bac, malgré la prime du marché aux diplômes de l’enseignement supérieur

• Les élèves font face aux problèmes de language, de transport (distance, risques), et aux difficultés du contexte familial, (eg parents atteints du Sida, ou travaillant dans des villes lointaines).

• Le management manque de connaissance des politiques et stratégies, manque de compétence, de resources, de contacts, 33écrasé par la lourdeur des taches administratives, management for compliance vs support, data collection vs reaction

• 24% of adultes de plus de 15 ans sont illétrés

•

3 Les disparités et distances géographiques

compliquent l’action

Gauteng, Free state, Western cape had the highest percentage of Grade 1 (85.7%) who achieved >50% in maths foundation

phase vs NorthWest (71.2%) and Northern Cape (71.6%)

National senior certificate: South Africa: 46.1% passing National Senior Certificate but Western Cape 67%, vs Eastern Cape

26.6%

Schools in Gauteng, Northern Cape and Western Cape have a better ICT infrastructure than Eastern Cape,and Limpopo,

while the other regions are in middle position.

3) Les TICs en Afrique du sud

Situation des TICs en Afrique du Sud

Disparités dans l’usage des TICs: une population aisée à la pointe des dernières

technologies, le reste du pays reflète le retard d’adoption des pays en

développement (la moitié du pays est en dessous du seuil de pauvreté)

Défis de connectivité & télécommunications

Le coût du broadband sont encore peu attractifs et l’éducation ajouterait utilement

une demande de broadband.

Rôle des TICs dans la transformation et la solution des problèmes de l’éducation,

vers plus de créativité, solutions de problèmes, collaboration...

4. Conscient de l’opportunité des TICs

pour l’ éducation, le pays a établi des

stratégies politiques, et des institutions

• Le combat de libération de la pauvreté passe par les TICs

• Adaptation de la politique de l’éducation,

• Création d’une politique d’e - éducation,

• Legislation

• Institutions

• Evènements

6) Panorama des Projets TIC - Education

Maths

Provincial

Khanya (WC)

Gauteng online

Connectivity Project

(Northern Cape)

Electronic Content

resources

Mindset

DOE Educational portal

Infrastructure &

connectivity

Microsoff computers gift

Digital partnership programme

Telkom Foundation schools

Supercentres

SENTEC computer labs

ICT Resource centres

Literacy

Ster Kinekor

My future my career

Learner Educating

entertainment

Maramedia digital manuals

Teachers ICT development

SchoolNet SA

Intel Tech the Future

Scope

SA Institute for Distance Education

Teacher Laptop Initiative

Hatfield math teacher support

Siyavula

Dinaledi

CASME

African Institute for Mathematical

Sciences

Thutong Place of learning

7) Les politiques 2004-2014

ont des résultats mitigés,

un example: le problème des maths

• Des tests annuels nationaux Annual national Assessment (ANA) avec des bases de comparaison internationale sont effectues chaque annee par National Education Evaluation and Development Unit (NEEDU)

• 2014 WEF place l’Afrique du Sud au dernier rang du classement mondial pour l’education en Maths & Sciences

• New portfolio committee on Basic Education, Aug 2013

Committee Chairperson Ms Hope Malgas commented :

“ The White paper on education has been in existence since 2004. Not much has been done since and we are already in 2013.”

• Committee member comments: “It is years later and it seems like we have just been talking. In my opinion, we have failed up to now”.

The issue of maths education

• WEF: Le dernier pays du monde pour l’éducation en

maths et sciences 148/148

•Autres classements:

SA rank

105 Tertiary education gross enrollment rate

119 Gov’t procurement of advanced tech*

128 Prepaid mobile cellular tariffs,

125 Internet & telephony competition,

146 Quality of educational system

148 Quality of math & science education

Conclusion

• Les Tics sont un potentiel déterminant pour

l’amélioration de l’éducation sudafricaine et auront

indirectement un effet positif sur l’économie dans son

ensemble.

• Ecoutons maintenant les expériences des autres pays…

Source documents

1 2nd Annual Maths and Science in education conference

1.1

The National Maths, Science & Technology Strategy by David Kramer, Chief Executive Officer, Sci-Bono

Discovery Centre

1.2

Building Scientific Minds: Inspiring Innovation and Creativity in Mathematics, Science. Technology and

Engineering Education by Dr. Melodie de Jager D. Phil, Mind Dynamix Profiler and Development Specialist,

Mind Moves Institute

1.3 ICT Policy and the Transformation of Science and Maths Education by Dr Kim Draper

1.4

Focusing on e-learning and train the teachers to use the tools to accelerate the delivery and access to

information. by Henre Benson Acting Director, CASME

2 Review of Labour markets in South Africa by Percy Moleke HSRC

3

The AIMS Schools Enrichment Centre, New skills, new hopes, new horizons for mathematics in South African

Schools

4 Annual National Assessments 2011 by Nicholas Spaull RESEP

5 Education Statistics in South Africa 2012

6 Higher education institutions and graduate labour market outcomesin south Africa

7 Job opportunities and unemployment in the South African Labour market

8 Mathematics outcomes in the south African schools, CDE insight

9 OECD Economic surveys south Africa 2013

10 SA Yearbook 2012/2\13 Education chapter

11 White paper on e-Education 2004

12 ICT in Education in South AfricA 2007

13 DBE e-education policy milestones

22 Hatfield Christian School, empowering our teachers by providing quality maths and science curriculum

14 Higher education monitor

21 Needu National report Summary report

15 La formation professionnelle en Afrique du Sud

16 Le marché des telecoms en Afrique du Sud

17 Fiche marche LES SERVICES DE CONFIANCE NUMERIQUE ET CARTES EN AFRIQUE DU SUD

18 LES TECHNOLOGIES VERTES ET LE CLOUD COMPUTING EN AFRIQUE DU SUD

19 LES TIC EN AFRIQUE DU SUD

20 Présentation séminaire d'information

23 Understanding what is happening in ICT

Documents de référence

Contactsspoken press

emailed schools

government, education bodies

status source name position organisation tel email site commentsp must em blanche de vries die burger 021 406 2121 blanche.devries@dieburger.com

nashira davids Sunday times 021 488 1781 davidsn@sundaytimes.co.za

sp michelle jones cape times 021 488 4911

em michelle jones Kobus van Wyk education, ex government kobus@e4africa.co.za

sp rcvd Hatfield Christian School, empowering our teachers by providing quality maths and science curriculum gholloway@hatfield.co.za

spem she em bonnie prinsloo mastermaths

sp megan mastermaths

lmans Siyavula, books and software for tablets grade 4-12021 469 4771 info@siyavula.comhttp://www.siyavula.com/our-products/

Khanya

sp Hanaa / Anton Herholdtteacher st cyprians school 082 921 2361

https://vula.uct.ac.za/portal/site/!gateway/page/!gateway-100 Vula is UCT's online collaboration and learning environment, used to support UCT courses as well as other UCT-related groups and communities. The word "Vula" means "open", and refers to the many possibilities provided by Vula, as well as its Open Source origins. Vula is jointly developed with other universities worldwide as part of the Sakai Project.

sp Eddy Vosloo 082 415 9985

em 2nd annual conf maths and science in educationwerner olivier first rand chair in mathematicsNMMU Nelson Mandela Metropolitan University 'waolivier@nmmu.ac.za'

Centre for Higher Education uct 27 (0)21 650 2645

em nossivuyile Equal Education 021 387 0022

sp rcvd matric revision videosPaddy Atwell Director of CommunicationWestern Cape Education Department

Dr Barrie Barnard African Institute for Mathematical Sciences021 787 9337 info@aims.co.za

em Nicholas Spaull Stellenbosch Research on sociao eco policy nicspaull@gmail.com Annual national Asserssments 2011

spem rcvd khulileafriaevents2nd annual conf maths and science in educationngima organisers of the conferencekhulileafriaevents 011 039 4002 khulileafricaevents.co.za

doc rcvd 2nd annual conf maths and science in educationkim draper NEEDU Dept basic education NATIONAL EDUCATION EVALUATION AND DEVELOPMENT UNITget paper ICT Policy and the Transformation of Science

doc rcvd 2nd annual conf maths and science in educationDavid Kramer CEO Sci-bono Discovery centre get paper and Maths Education

doc rcvd 2nd annual conf maths and science in educationMelodie de jager Mind moves institute. 072 234 0528 get paper Building Scientific Minds: Inspiring Innovation andCreativity in Mathematics, Science. Technology andEngineering Education

sp em 2nd annual conf maths and science in educationHenre Benson acting director CASME, leading mathematics and science teacher development agency get paper Focusing on e-learning and train the teachers touse the tools to accelerate the delivery and accessto information.

2nd annual conf maths and science in education Miet africa 031 313 3100

Laura Laguierce French Consulate 011 303 7150

2. Présentation complète 60p

Solstice ECP 2014 :

Education & TICs

en Afrique du Sud

Laurence Savary

Notre sujet a mis le doigt sur l’éducation, le problème qui

freine le dévelopment du pays, et sur un des outils

possibles pour l’améliorer.

1. L’Afrique du Sud ne décolle pas comme prévu

2. L’éducation est au coeur du problème

3. Disparités et distances géographiques compliquent l’action

4. Les Tics peuvent améliorer l’éducation

5. Le pays en est conscient: nombreuses politiques

6. Panoplie des projets TICs dans l’ éducation

7. Les résultats des politiques sont mitigés,

8. Sources d’information et contacts

Textes en francais Textes en Anglais

12

4

5

6

3

8

7

1. L’Afrique du Sud ne décolle

pas comme prévu le pays, généralités, intro à l’ éducation et aux ICT

L’ économie Sufafricaine peine sans atteindre

son énorme potentiel, une large partie de la

population (60%) est sous occuppée ce qui

cause une énorme perte de revenu pour

l’économie, et perpétue les inégalités (Gini 0.7).

1.1 SA - Basic Stats• 2011 (OECD average)

• LAND, PEOPLE AND ELECTORAL CYCLE

• Population 52 m (Blacks 79% 9% white 9% coloured 3% Indian & Other)

• Under 15 y old (%) 29.9 (18.4)

• Life expectancy (years, 2010): 52.1

• Latest 5-year average growth (%) 0.8 (0.5)

• Size:1.2 m km2 = 2 x France

• Society : 11 languages

• ECONOMY

• USD 1 = R 10.76

• GDP, current prices (billion USD) 410.7 Value added shares (%):

• Latest 5-year average real growth (%) 2.7 (0.8) Industry incl. construction 30.6 (27.8)

• LABOUR MARKET, SKILLS AND INNOVATION

• Employment rate (%) for 15-64 year olds: 40.8 (64.9) Unemployment rate (%): 24.9 (7.9)

• Gross domestic expenditure on R&D (% of GDP, 2008) 0.9 (2.4)

• Tertiary educational attainment 25-64 year-olds (%, 2007) 4.3% (30.7)

1.2 SA – Economy• Unfulfilled hopes for improved economic conditions for the majority are fuelling

frustration Gini at 0.7 is amongst the highest in the world. Although advances in areas

such as electrification and access to education have increased equality of opportunities

(World Bank, 2012a), no progress towards income equality has been made since the

end of apartheid.

• South Africa’s employment rate is dismally low. Just over 40% of the working-age

population is employed, compared to an OECD average of 65% and similar rates among

other middle-income non-OECD economies (Figure 2C). As a consequence, low labour

utilisation accounts for about half of the income per capita gap vis-à-vis advanced

countries.

• Unemployment is characterised by two polarising dimensions: age and ethnicity.

• Unemployment is catastrophically high among youth (51% in the fourth quarter of 2012),

compared to 22% for prime-age adults (aged 25-54) and less than 8% for senior workers

(55-64). African unemployment is 28.5% compared to 5.5% for Whites. Youth inactivity

31.6 % of those aged 15-24

• Corruption appears to be an increasingly important barrier to improved public service

delivery. South Africa’s relative standing on Transparency International’s Corruption

Perception Index has deteriorated in recent years.

• Much of SA income gap vs OECD countries is exlained by labour utilisation. Too few

people work

2. L’éducation est au coeur du

problème

Synthese du Systeme educatif

• Aujourd’hui 24% de la population est en âge de suivre le système éducatif

• Le dividende démographique n’existera que s’il est développé par l’ éducation et l’emploi

• Or seuls 50% des jeunes arriveront au niveau du bac, 12% pourrront entrer à l’université. Aujourd’hui seuls 4.3% des sudafricains ont une formation supérieure

• La sous activité de la population cause une énorme perte de revenu pour le pays

• L’ éducation utilise 21% du budget national.

2.1 Education system• Importance of education: In 2012, 24% SA population were learners in the education and training system

12m learners 24 000 public schools with 365000 educators . National matric pass rate 73.9%

• South Africa’s National Qualifications Framework (NQF) recognizes three broad bands of education:

• • General education and training (GET), which runs from Grades 0 to 9 and includes adult basic education

and training

• • Further education and training (FET), which takes place from Grades 10 to 12,and also includes career-

oriented education and training offered in technical colleges, community colleges, and private colleges.

• • Higher education and training (HET), which includes education for undergraduate and post-graduate

degrees, certificates, and diplomas, up to the level of the doctoral degree.

• Education in South Africa is governed by two national departments, namely the department of Basic

Education (DBE), which is responsible for primary and secondary schools (grade R to 12), and the

Department of Higher Education and Training (DHET), which is responsible for universities tertiary

education and vocational training. (Prior to 2009, these two departments were represented in a single Dept of

Education).

• The DBE department deals with public schools, private schools (also referred to by the department as

independent schools), early childhood development (ECD) centres, and special needs schools. More than

20 000 ECD centres play an integral part in providing children with tools to cope socially, especially where

there is a lack of parental supervision at home. The public schools and private schools are collectively known

as ordinary schools, and comprise roughly 97% of schools in South Africa.

• The DHET department deals with further education incl. higher education (HE) institutions and training

(FET) colleges and adult basic education and training centres.

http://en.wikipedia.org/wiki/Education_in_south_africà

• In 2013, the South African government spent 21% of the national budget on education. Some ten percent of the education budget is for higher education. .[3]

• According to the national census of 2011, among the South African population, 35.2% of black/African, 32.6% of coloureds, 61.6% of Indians/Asians and 76% of white citizens have completed an education of high school or higher. 41.7% of the total population has completed an education of high school or higher, whereas 8.6% of the population aged 20 years and older has not completed any schooling.[4]

• The nine provinces in South Africa also have their own education departments that are responsible for implementing the policies of the national department, as well as dealing with local issues.

• In 2010, the basic education system comprised 12 644 208 learners, 30 586 schools, and 439 394 teachers.[1] In 2009, the higher education and training system comprised 837 779 students in HE institutions, 420 475 students in state-controlled FET institutions and 297 900 in state-controlled ABET centres.[2]

• In 2012, of every 1000 learners, 932 were in ordinary public schools, 39 in ordinary independent schools, 21 in ECD, 9 in special schools 2012, more than 69,3% of learners were in more than 20 000 no-fee schools. (12)

• National ratios Learner per Educator ratio : 29.2 Learner per School ratio : 481 Educator per school ratio: 16.5

• Role players of the education system• Provincial departments of education

• Council of education ministers

• Heads of Education Departments Committee

• Umalusi Council for standards

• National Education Evaluation and Development Unit (Needu) for assessments

• South African Council for Educators(SACE)

• Educators Unions

2.1 Education system

2.1 Education system

Doc 5

2.2 Higher Education structure• Under Apartheid, eight racially demarcated government departments were tasked with the administration of the 36 HEIs.

Following South Africa’s democratization in 1994, the HE landscape was subjected to a number of significant policy changes, chief among which was the amalgamation of its 36 technikons and universities into 11 traditional universities, 6 comprehensive universities, and 6 universities of technology.

• Higher education and training, also referred to as tertiary education, provides the highest level of education. Entry into institutions of higher learning is through a Grade 12 pass or a Grade 12 pass with exemption.

• South Africa’s higher education landscape comprises the following institutions:

• • University of the Witwatersrand

• • University of Cape Town

• • Rhodes University

• • University of Stellenbosch

• • University of the Western Cape

• • University of Zululand

• • University of Venda

• • University of the Free State

• • North West University

• • University of Pretoria

• • University of KwaZulu-Natal

• • University of South Africa (Unisa)

• • Tshwane University of Technology

• • Durban Institute of Technology

• Central University of Technology, Free State

• • Mangosuthu University of Technology

• • University of Johannesburg

• • University of Limpopo

• • Nelson Mandela Metropolitan University

• • Walter Sisulu University

• • University of Fort Hare

• • Cape Peninsula University of Technology

• • National Institute for Higher Education,

• Northern Cape

• • National Institute for Higher Education, Mpumalanga

• • Vaal University of Technology.

2.2 Higher Education output

Figure 3.1 shows that while only just over 40 000 individuals graduated from HEIs withuniversity or technikon

qualifications in 1986, this number had more than doubled by 1996. Following a period of relative stagnation between 1996

and 2000, the number of diplomates and graduates produced annually again began to rise rapidly and by 2011 South Africa’s 23

universities produced just short of 160 000 HEI-educated individuals each year. However, as can also be seen from Figure

3.1, the number of HE-educated individuals with diplomate-level qualifications has been rising faster than the number of

individuals with graduate-level qualifications. Where approximately 3.5 graduates were produced for each diplomate in 1986,

this ratio had fallen to just over 2 graduates per diplomate by 2011. Thus, while graduates still represent the bulk of HE-educated

individuals produced by universities each year, their relative share of South Africa’s stock of HE-educated individuals is steadily

declining.

2.3 Higher Education, race, employment

Figure 3.2 reveals that, while the number

of White graduates produced annually

has increased only moderately from

about 27 500 to just over 35 000 in the

past 25 years, the number of Black

graduates produced has increased

more than 16-fold from about 3 400 in

1986 to more than 55 600 in 2011.

The implications of the racial differences

in graduate output growth are simple:

while the HE system produced 7.9

White graduates for each Black

graduate in 1986, by 2011 it produced

1.6 Black graduates for every single

White graduate.

The analysis shows that graduate unemployment in South Africa is low in relation to overall unemployment in the

country and that much of the racially-delineated differentials in graduate unemployment and employment outcomes

can be attributed to heterogeneity in the quality and type of higher education institutions commonly attended by

individuals from different racial backgrounds.

Differences in employment and unemployment rates between Black, Coloured, Indian, and White graduates may

be attributed to differences in the type and quality of HEIs that different race groups have historically been likely

to attend, thus interventions aimed at improving the employment prospects of historically disadvantaged graduates should

be targeted at improving the functionality of historically disadvantaged HEIs, rather than entailing wide-scale reform of

South Africa’s HE system as a whole.

Problèmes de l’éducation aujourdhui

• Beaucoup de changements ont eu lieu en 10 ans:

– 3 grandes révisions de l’enseignement (changements des systèmes d’objectifs et références d’ éducation pour les maitres)

– Regroupement de tous les 36 technikons et universités du pays en 11 universites traditionnelles, 6 universités a large spectre, et 6 universités de technologie (imaginer le regroupement de Centrale/ Supelec appliqué à toutes les universités du pays..)

• La majorité des écoles manquent de ressources et sont surpeulées

• Manque de maîtres, de matériel educatif, et de directeurs d’écoles

• La qualité de l’ éducation doit être améliorée, de nombreux maîtres sont incapables de comprendre ce qu’ils enseignent

• Maîtres fréquemment absents, syndiqués,

• Les élèves ont peu de chance de trouver un emploi apres le bac, malgré la prime du marché aux diplômes de l’enseignement supérieur

• Les élèves font face aux problèmes de language, de transport (distance, risques), et aux difficultés du contexte familial, (eg parents atteints du Sida, ou travaillant dans des villes lointaines).

• Le management manque de connaissance des politiques et stratégies, manque de compétence, de resources, de contacts, 33écrasé par la lourdeur des taches administratives, management for compliance vs support, data collection vs reaction

• 24% of adultes de plus de 15 ans sont illétrés

•

Education problems• Spending and Challenges• Education was allocated the largest share of the national budget in 2007/08 to the tune of R105.5 billion (estimated USD$15

billion). Much of this budget is allocated to teacher salaries, teacher support staff and assistants as well as bursaries to encourage young people to train as teachers.8

• South Africa’s education system still faces severe challenges in combating the legacy of apartheid:

• • Illiteracy rates remain as high as 24% of adults over 15 years of age.

• • • The majority of schools remain under-resourced, under-supplied, and over-crowded.

• In contrast to these bleak statistics, South Africa also boasts some independent schools that rank among the best in the world.

• Shortages of learning materials, teachers, support staff and well-trained principals across most of the school system are among the causes of poor outcomes. If South Africa is to achieve full employment, the quality of basic and vocational education has to be improved.

• Teachers:• Absenteism

• Trade unions

• Level of understanding, teacher education, graduate Teachers have little knowledge of subject they teach

• There remains a shortage of qualified teachers; one-third of teachers teaching

• mathematics and science were not qualified. Of 50 countries studied in the Trends in

• International Mathematics and Science Study (TIMMS), 2003, South African Grade

• 8s featured at the bottom of the scale in mathematics and science. However, Grade 12

• pass rates and performance in math and science are showing slow signs of

• improvement. The quality of education can be improved by making better use of available resources

• Poor educational outcomes can partly be explained by major dysfunctions largely inherited from the apartheid era. Notable among these is a lack of capacity, in sub-national administrations, schools and teaching. Provincial administrations have on occasion had to be taken under national control. Poor teacher quality has been a particularly serious problem, especially in rural areas, where teachers are frequently absent, and where curriculum coverage is often incomplete. Teachers’ own capacities and subject knowledge

• have been put in doubt by the results of formal tests. In general, the failure on the part of teachers and principals to carry out required tasks has been made possible by a lack of accountability and support.

• The education system needs more teachers and more capital

• Beyond school infrastructure, there is a clear shortage of teachers in primary and secondary schools, as reflected by very high pupil-teacher ratios (30.7 in primary schools) 25 in secondary schools. In Mpumalanga, Limpopo, KZN, there are 46-48% of schools with more than 40 pupils per teachers.

• SA lacks teachers and must import some.

• Teacher quality and absenteism

• School fees, White school tuition fees, vs government no fee schools inrotuded 2007

• Skill mismatches represent one aspect of the persistently high unemployment rate, especially for youth: the education system is not producing the skills needed in the labour market.

• Returns on a high-school certificate, both in terms of finding a job and the earnings premium when employed, are mediocre, whilethe shortage of skilled workers is reflected in a high premium for university graduates.

Explosion of curriculum activity 1994, 2009

• Outcome Based Education (OBE) 1998, student centered

learning methods focused on measuring student performance

(the "outcome").

• National Curriculum Statement (RNCS) 2002, provides

guidelines on what should be taught from Grades R to 9

• Currriculum assessment Policy Statement (CAPS) 2010

3 complete review of education methods in 10 years

3 Les disparités et distances géographiques

compliquent l’action

Gauteng, Free state, Western cape had the highest percentage of Grade 1 (85.7%) who achieved >50% in maths foundation

phase vs NorthWest (71.2%) and Northern Cape (71.6%)

National senior certificate: South Africa: 46.1% passing National Senior Certificate but Western Cape 67%, vs Eastern Cape

26.6%

Schools in Gauteng, Northern Cape and Western Cape have a better ICT infrastructure than Eastern Cape,and Limpopo,

while the other regions are in middle position.

3) Les TICs en Afrique du sud

Situation des TICs en Afrique du Sud

Disparités dans l’usage des TICs: une population aisée à la pointe des dernières

technologies, le reste du pays reflète le retard d’adoption des pays en

développement (la moitié du pays est en dessous du seuil de pauvreté)

Défis de connectivité & télécommunications

Le coût du broadband sont encore peu attractifs et l’éducation ajouterait utilement

une demande de broadband.

Rôle des TICs dans la transformation et la solution des problèmes de l’éducation,

vers plus de créativité, solutions de problèmes, collaboration...

ICT potential paradigm shift for education

From teacher-centered,

task oriented,

memory-based education

to inclusive and integrated practice

where learners work collaboratively

build shared practices, engage in meaningful

contexts

Develop creative thinking and problem solving

skills

ICT

Improve inventive thinking skills, such as

creativity, problem solving, higher order

thinking skills and reasoning,

Improve effective communication,

interpersonal skills, such as writing, public

speaking, teamwork, and collaboration

Improve productivity skills, including creating

high-quality products

Education without ICT

Creating interesting

tasks for learners Deepen learner understanding requiring the use of

higher order thinking skills,

analysis, synthesis

production of arguments, ideas and performance

recall, recognition

and reproduction

Education with ICTFrom To

• Knowledge how to represent concepts using technology

• Prior knowledge of misconceptions and how to use technology to help

• Knowledge of teaching techniques using technology

• Subject content knowledge

• Pedagogical content knowledge

• Teacher access to their own personal resources (laptop, data projector) is more valuable than computer labs (Gauteng online model)

• So Teacher laptop initiative should the be focus of ict resourcing

• Teachers use ICT in ways that are determined by their own personal ICT vision. Strategic identification of teachers who are ready to implement ICT (rather than asystematic rollout, look at Khanya)

• Teachers need a high Technological Pedagogical Content Knowledge (TCPK) to successfully integrate ICT into teaching. Professional development needs Theoretical Pedagogy.

Teacher ICT skills must adapt

Technological Pedagogical Content Knowledge:

ICT can change pedagogy

ICT in SA• South Africa has characteristics of both an advanced and a developing economy. It has access to

technology, it has sophisticated institutions including research bodies and universities, and it has a strong private sector and fiscal resources.

• At the same time, half of the 50million people in South Africa live below the poverty line, and a large proportion of South Africans have weak educational qualifications. These apparent anomalies play themselves out in the ICT sector.

• South Africa is characterised by early adoption of leading-edge technologies by high-income users (both individuals and corporations) in parallel with developed economies; while at the same time the majority of the population, the public sector, and most small and micro enterprises reflect the slower adoption patterns typical of developing countries.

• Wireless mobile broadband is predominant and cheapest, Fixed-line packages are far more expensive than comparable mobile packages

• Broadband penetration remains poor compared to that of other lower-middle-income countries, incl North African countries and African island states.

• Now that International bandwidth prices (once the major factor in South African data prices) have plummeted, the major cost drivers are now domestic terrestrial and IP transit prices.

• total number of internet users in South Africa is still only around 34% of the adult population, (2012 RIA ICT).

• Affordability and quality influence generating faster diffusion of internet.

• Connectivity issue: Internet access is becoming more common but the use of Internet for teaching and learning purposes is very limited due to a high connectivity and telecommunication costs, lack of local content and examples, and inadequate technical and pedagogical support at local level.

• The creation of an integrated information infrastructure requires a clear delivery strategy, incl. demand-stimulation strategies in the areas of education and e-literacy; discounted entry-level prices for devices and services; and removal of taxes, or tax deductions, for internet-enabled devices (e.g. when part of education initiatives)

Tech hubs in South Africa

• Bandwidth Barn

• Umbono

• Silicon Cape

• Impact Amplifier

• Codebridge

• Angel Hub

• Eastern Cape Information

• Technology Initiative

• Smart Xchange

• CodedinBraam

• Innovation by Design

• SoftStart Technology

• The House 4 Hack

• mLab Southern Africa

• Start-up Garage

• The Hub

• Rlabs

• Invo Tech incubator

ICT will transform education

4. Conscient de l’opportunité des TICs

pour l’ éducation, le pays a établi des

stratégies politiques, et des institutions

• Le combat de libération de la pauvreté passe par les TICs

• Adaptation de la politique de l’éducation,

• Création d’une politique d’e - éducation,

• Legislation

• Institutions

• Evènements

Quote: Thabo Mbeki

• “If South Africans are to participate in the knowledge

economy, every effort must be made to prevent social

exclusion. President Thabo Mbeki has underscored the

importance of “ICTs for social and economic development

at numerous South African and International fora.

• “We must continue the fight for liberation against

poverty, against under development against

maginalisation, and” …”information and

communication technology is a critically important

tool in that struggle” (Imbizo for Arican Youth, 2001).

Education Legislation and policies

• 1995 White Paper on education

• 1996 National Education Policy act (Nepa)

• 1996 South African School Act (sasa): all learners have right to access quality education without discrimination, chool is compulsory for children until 15

• 1998 Employment of Educators Act

• 2000 Adult Basic education and Training (Abet) funds public adult learning centres, regulates adult basic education

• 2000 Education White paper on ECD

• 2001 Education White paper on Inclusive education

• 2010 Outcome Based Approach (OBE) government work measured according to outcomes, follow clear policy documet for every subject

• 2012 Curriculum and policy statement (CAPS)

• 2014 Action plan towards the realisation of schooling 2025

National Skills Development Strategy

• The Department of Higher Education and Training is responsible for ensuring the development of a skilled and capable workforce to support an inclusive growth path.

• The NSDS 3 was launched in January 2011. It draws on lessons learned from NSDS 1 and NSDS 2. The key driving force of this strategy is improving the effectiveness and efficiency of the skills development system. It represents an explicit commitment to encouraging the linking of skills development to career paths, career development and promoting sustainable employment and in-work progression. The emphasis is particularly on those who do not have relevant technical skills or adequate reading, writing and numeracy skills to enable them to find employment.

• The development strategy promotes partnerships between employers, public education institutions (FET colleges, universities of technology and universities), private training providers and sector education and training authorities (Setas), to ensure that cross-sectoral and intersectoral needs are addressed. The NSDS 3 will be guided by, and measured against, several key developmental and transformation imperatives, such as race, class, gender, geographic considerations, age differences, disability and HIV and AIDS.

• NSDS 3 addresses the scope and mandate of the Setas. The Setas are expected to facilitate the delivery of sector-specific skills interventions that help achieve the goals of NSDS 3, address employer demand and deliver results. They must be recognised experts in relation to skills demand in their sectors. NSDS 3 provides a stronger base for the Setas and the Department of Higher Education and Training, through service-level agreements, to set targets that align with sector skills needs and ensure an improved focus on the core Setas’ mandate.

• The strategy emphasises the relevance, quality and sustainability of skills training programmes focusing on eight goals, namely: • establishing a credible institutional mechanism for skills planning, and ensuring that the national need in relation to skills development is researched, documented and communicated to enable effective planning across all economic sectors • increasing access to occupation-specific programmes targeting intermediate and higher-level professional qualifications • promoting the growth of a public FET college system that is responsive to sector, local, regional and national skills needs and priorities • addressing the low level of youth and adult language and numeracy skills to enable additional training • encouraging better use of workplace-based skills development • encouraging and supporting co-operatives, small enterprises, worker-initiated, nongovernmental organisations and community training initiatives • increasing public-sector capacity for improved service delivery and supporting the building of a developmental state • building career and vocational guidance. The department has been increasing access to higher education programmes by expanding spaces and options available at FET colleges and universities. The move is part of the department’s plan to shift learner focus from traditional institutions such as universities and universities of technology to FET colleges, where training is vocationally based.

E-education policy• 2003 Draft White Paper on e-education : .. Providing technologies to schools to

enhance the quality of learning and teaching..

• 2004 White Paper on e-education : every SA learner on the GET and FET band should be able to use ICT confidently and creatively to develop the skills and knowledge they need to achieve personal goals and be full participant in the global community

• Implementation stategy Phase 3: ICT integrated at all levels of the education system (management, teaching, learning, administration)

• 2011 Action Plan to 2014: Improve the professionalism, teaching skills, subject knowledge, computer literacy of teachers, Increase learner access to a wide range of media, integrate ICT to all levels of the education system

• Objectives: Equity, Access, Capacity building, Norms, ICT professional dvt, Electronic content, National education portal, Connectivity, Community engagement, Monitoring and evaluation

• National Implementation strategy for e-education: curriculum support, professional development, access to ict infrastructure, connectivity, R&D

• 2011:Update e-Education strategy includes targets for ICT access in schools

• 2012 Assessment of Teacher Laptop initiative, all school principals have access to computer and internet

• 2013 Using ICRT for teacher becomes a mandatory component of preservice training

• 2013 E-Education strategic implementation plan comprehensive DBE e-Education implementation plan

Examples of structural initiatives

• Gauteng online (Gauteng, 2003) Computer labs, 25 networked desk top computers with 1 teacher station

• Khanya (Western Cape, 2002) staged approach to identify specific needs of the schools, prior to using technology to deliver curriculum

• Teacher laptop initiative (2008) making resources available to learners and educators, 2013 back on track now controlled by DBE

• Thutong Place of learning Educational portal www.thutong.org.za curriculum and learnersupport material, professional development programmes for educators, and administration and management resources for schools.

• In May 2012 the Teacher Laptop Initiative was back on track, with more teachers having access to computers. The departments of basic education and communications developed a connectivity plan providing a comprehensive framework for achieving cost-effective

• and efficient information and communications technology (ICT) connectivity for all schools.

• The Telkom Masters Services Agreement was signed in March 2012 for Phase One Implementation of the Connectivity Plan for Schools.

• The first phase will provide connectivity to 1 650 schools. In 2011, 2 334 schools were connected to the internet for the purpose of teaching and learning, while 7 008 schools were using the internet for administration purposes.

• Establishment of nine ICT resource centres

Autres projets d’education

Literacy

Storybook campaign 11 langugaes

Supplementary education

Ikaeleng programme

Maths & Science

Maths science tech Indaba, KZN

Dinaledi school project

ECD rural campaign

Access to education

Readathon literacy awareness campaign

National School Nutrition programme

Educator development

• Teachers are at the heart of curriculum delivery. Continuous teacher professional development and good teaching is the key to unlocking excellence in learner performance. However, there is still a shortage of qualified teachers. The overall vacancy rate by January 2012 averaged 8,7%, 10,2% and 8,7% for principals, heads of departments and teachers, respectively.

• The department oversees the implementation of the Integrated Strategic Planning Framework for Teacher Education and Development that was launched in April 2011. For 2012/13, provinces have set aside over R3 billion for teacher development.

• An audit process was conducted to support functionality of the 144 teacher resource centres, including the development of new centres. In 2011/12, 5 962 principals and deputies completed the Advanced Certificate in Education: School Leadership and Management.

• The Department of Basic Education entered into a Memorandum of Understanding with teacher unions to strengthen capacity in teacher development and teacher supply and use. In addition, the university sector has been supported financially to enrol greater numbers of teacher education students through dedicated funding for teacher education.

• From a baseline of 5 942 new teacher graduates in 2008, in 2011 there were 10 370 new teachers who graduated from public universities.

Mathematics, Science and

Technology Indaba

• In June 2012, the eThekwini Municipality, in partnership with the KwaZulu-Natal Department of Education, hosted a Mathematics, Science and Technology Indaba in an effort to attract learners to careers in these fields.

• The indaba included a competition among participating schools to showcase their knowledge of the sciences. Various institutions, further education and training colleges and municipal technical departments exhibited material on educational programmes and career opportunities.

National School Nutrition Programme

(NSNP)

• The NSNP is one of the most important components

• of government’s plans to improve

• learning and the quality of education. It was

• specifically assigned the responsibility of

• addressing children’s ability to learn by providing

• them with nutritious meals. Informed by

• government’s anti-poverty strategy, the NSNP

• feeds over eight million children in more than

• 20 000 schools, thereby contributing towards

• increasing their performance in class.

Maths

Provincial

Khanya (WC)

Gauteng online

Connectivity Project

(Northern Cape)

Electronic Content

resources

Mindset

DOE Educational portal

Infrastructure &

connectivity

Microsoff computers gift

Digital partnership programme

Telkom Foundation schools

Supercentres

SENTEC computer labs

ICT Resource centres

Literacy

Ster Kinekor

My future my career

Learner Educating

entertainment

Maramedia digital manuals

Teachers ICT development

SchoolNet SA

Intel Tech the Future

Scope

SA Institute for Distance Education

Teacher Laptop Initiative

Hatfield math teacher support

Siyavula

Dinaledi

CASME

African Institute for Mathematical

Sciences

Thutong Place of learning

6) Panorama des Projets TIC - Education

Digital manuals

by (Maramedia publishing)In July 2012, a South African publishing company

launched a new digital manual that is transforming

the classroom, inspiring a love for learning

and improving academic performance by making

education fun and interactive. Maramedia

Publishing’s interactive educational tools are a

first for South Africa and are changing the way

children experience education.

The manuals, which comply with the Department

of Basic Education’s curriculum policy

statement, are a combination of textbooks, study

guides and workbooks to supplement learning

in the classroom. In keeping with modern technological

trends, the manuals are colourful, fully

interactive digital manuals for tablet devices.

Educating through entertainment

3D film interactive viewing

ICT Projects

for Mathematical Education

Maths : Dinaledi• National Strategy for Mathematics,Science and Technology Education

• In 2005, the then Department of Education introduced the National Strategy for Mathematics,

• Science and Technology Education to increase the number of learners passing highlevel

• Mathematics.

• The primary objective of the Dinaledi Schools Project is to ensure that selected schools are supported to significantly increase the participation and performance of learners in Mathematics and Physical Science. Since the project’s inception in 2002 with 102

• schools, it has been expanded to 500 schools in all nine provinces. This number includes

• 18 schools that were adopted by the Department of Science and Technology as part of the

• Adopt-A-School initiative.

• The Dinaledi Schools Project is one of many initiatives to improve learning outcomes in schools. The 500 Dinaledi schools continue to demonstrate that learners can perform well above the national average with the necessary focus and support In 2012, the department implemented a new National Strategy for Mathematics, Science and Technology education. It reinforces the Dinaledi Schools Project, which has received a conditional grant of R99,7 million for 2012/13.

• In June 2012, the department convened a Mathematics and Science Indaba, with key education stakeholders involved in the teaching of Mathematics and Science.

CASME Centre for Advancement of

Science and Maths education

• Open Education:

• Learning networks: Twitter, Facebook, Edmodo, Diigo,

Google apps for Education, Storify, Evernote, Skype Classroom

• Engaged Learning: Socrative, Edmodo, G.A.F.E.,

Qurio, Khan Academy, Twitter, Plickers, Pollanywhere, Poll2Go

• Open Education : Siyavula, Khan Academy, Learnist, Coursera, EdX

MOOCs,G.A.F.E

AIMSSchool Enrichment Centre

• Maths leader training courses to empower teachers in

disadvantaged rural and townships

• Teacher support network teachers to share ideas and support

• Build capacity, train subject leaders per area

• Courses on mathematical thinking, Advanced certificate in

education, become coordinators of telematic education centres

• Interactive telematic education, broadcast whole day TV sessions

via satellite to 12 centres across the country

• Books, teacher workshop guides

• Mobile learning 70 apps for learning maths, Momaths school

teachers set homework and receive results on cellphone

• Maths masterclass on vieoconference

• Maths with wings, teachers to learn univesrity level maths

Contact: Barrie Barnard 021 787 9326

Hatfield Christian school

Hatfield Christian school

Hatfield Christian school

Hatfield Christian school

African Institute for Mathematical Science

African Institute for Mathematical Science

African Institute for Mathematical Science

African Institute for Mathematical Science

African Institute for Mathematical Science

8) Monitoring progress shows

there is still room for action

• Annual national Assessment (ANA) tests are standardizes and internationally benchmarked conducted by National Education Evaluation and Development Unit (NEEDU)

• Umalusi council sets the standards for general and further education and training

• New portfolio committee on Basic Education, Aug 2013:

• Committee Chairperson Ms Hope Malgas commented :

• “ The White paper on education has been in existence since 2004. Not much has been done since and we are already in 2013.”

• Committee member comments: “It is years later and it seems like we have just been talking. In my opinion, we have failed up to now”.

Le problème des maths

• WEF : Le dernier pays du monde pour l’éducation des maths / sciences : 148/148

Autres classements:

SA rank

105 Tertiary education gross enrollment rate

119 Gov’t procurement of advanced tech*

128 Prepaid mobile cellular tariffs,

125 Internet & telephony competition,

146 Quality of educational system

148 Quality of math & science education

Conclusion

• Les TICs sont un potentiel important de transformation pour

l’Education sudafricaine. Ils pourraient indirectement avoir

un effet positif sur l’economie dans son ensemble.

• Ecoutons maintenant les experiences des autres pays…

ICT is critical to help SA improve education, which

could have a beneficial impact on the country.

Now looking forward to learn from other countries

experiences…

Source documents

1 2nd Annual Maths and Science in education conference

1.1

The National Maths, Science & Technology Strategy by David Kramer, Chief Executive Officer, Sci-Bono

Discovery Centre

1.2

Building Scientific Minds: Inspiring Innovation and Creativity in Mathematics, Science. Technology and

Engineering Education by Dr. Melodie de Jager D. Phil, Mind Dynamix Profiler and Development Specialist,

Mind Moves Institute

1.3 ICT Policy and the Transformation of Science and Maths Education by Dr Kim Draper

1.4

Focusing on e-learning and train the teachers to use the tools to accelerate the delivery and access to

information. by Henre Benson Acting Director, CASME

2 Review of Labour markets in South Africa by Percy Moleke HSRC

3

The AIMS Schools Enrichment Centre, New skills, new hopes, new horizons for mathematics in South African

Schools

4 Annual National Assessments 2011 by Nicholas Spaull RESEP

5 Education Statistics in South Africa 2012

6 Higher education institutions and graduate labour market outcomesin south Africa

7 Job opportunities and unemployment in the South African Labour market

8 Mathematics outcomes in the south African schools, CDE insight

9 OECD Economic surveys south Africa 2013

10 SA Yearbook 2012/2\13 Education chapter

11 White paper on e-Education 2004

12 ICT in Education in South AfricA 2007

13 DBE e-education policy milestones

22 Hatfield Christian School, empowering our teachers by providing quality maths and science curriculum

14 Higher education monitor

21 Needu National report Summary report

15 La formation professionnelle en Afrique du Sud

16 Le marché des telecoms en Afrique du Sud

17 Fiche marche LES SERVICES DE CONFIANCE NUMERIQUE ET CARTES EN AFRIQUE DU SUD

18 LES TECHNOLOGIES VERTES ET LE CLOUD COMPUTING EN AFRIQUE DU SUD

19 LES TIC EN AFRIQUE DU SUD

20 Présentation séminaire d'information

23 Understanding what is happening in ICT

Source Documents

Contactsspoken press

emailed schools

government, education bodies

status source name position organisation tel email site commentsp must em blanche de vries die burger 021 406 2121 blanche.devries@dieburger.com

nashira davids Sunday times 021 488 1781 davidsn@sundaytimes.co.za

sp michelle jones cape times 021 488 4911

em michelle jones Kobus van Wyk education, ex government kobus@e4africa.co.za

sp rcvd Hatfield Christian School, empowering our teachers by providing quality maths and science curriculum gholloway@hatfield.co.za

spem she em bonnie prinsloo mastermaths

sp megan mastermaths

lmans Siyavula, books and software for tablets grade 4-12021 469 4771 info@siyavula.comhttp://www.siyavula.com/our-products/

Khanya

sp Hanaa / Anton Herholdtteacher st cyprians school 082 921 2361

https://vula.uct.ac.za/portal/site/!gateway/page/!gateway-100 Vula is UCT's online collaboration and learning environment, used to support UCT courses as well as other UCT-related groups and communities. The word "Vula" means "open", and refers to the many possibilities provided by Vula, as well as its Open Source origins. Vula is jointly developed with other universities worldwide as part of the Sakai Project.

sp Eddy Vosloo 082 415 9985

em 2nd annual conf maths and science in educationwerner olivier first rand chair in mathematicsNMMU Nelson Mandela Metropolitan University 'waolivier@nmmu.ac.za'

Centre for Higher Education uct 27 (0)21 650 2645

em nossivuyile Equal Education 021 387 0022

sp rcvd matric revision videosPaddy Atwell Director of CommunicationWestern Cape Education Department

Dr Barrie Barnard African Institute for Mathematical Sciences021 787 9337 info@aims.co.za

em Nicholas Spaull Stellenbosch Research on sociao eco policy nicspaull@gmail.com Annual national Asserssments 2011

spem rcvd khulileafriaevents2nd annual conf maths and science in educationngima organisers of the conferencekhulileafriaevents 011 039 4002 khulileafricaevents.co.za

doc rcvd 2nd annual conf maths and science in educationkim draper NEEDU Dept basic education NATIONAL EDUCATION EVALUATION AND DEVELOPMENT UNITget paper ICT Policy and the Transformation of Science

doc rcvd 2nd annual conf maths and science in educationDavid Kramer CEO Sci-bono Discovery centre get paper and Maths Education

doc rcvd 2nd annual conf maths and science in educationMelodie de jager Mind moves institute. 072 234 0528 get paper Building Scientific Minds: Inspiring Innovation andCreativity in Mathematics, Science. Technology andEngineering Education

sp em 2nd annual conf maths and science in educationHenre Benson acting director CASME, leading mathematics and science teacher development agency get paper Focusing on e-learning and train the teachers touse the tools to accelerate the delivery and accessto information.

2nd annual conf maths and science in education Miet africa 031 313 3100

Laura Laguierce French Consulate 011 303 7150

3. English summary 12p

Solstice ECP 2014 :

Education & TICs

en Afrique du Sud

Laurence Savary

The topic addresses Education, a key issue slowing the development

of the country and “ICT, a possible solution to improve it.

1. South Africa’s development is stuck below potential

2. Education is key to the problem

3. Challenging geographic disparity and distances

4. ICT can solve education problems

1. SA is aware and has initiated policies

2. Scope of ICT – Education projects

3. Results are disappointing

Sources of information (documents, contacts)

1

2

4

5

6

3

Text in French Text in English

8

7

1. South Africa’s development

is stuck below potential

South Africa struggles and fails to reach

its massive potential, as a large part of

the population (60%) is under occuppied.

This loss of revenue to the economy also

perpetuates inequalities (Gini 0.7).

Stuck below potentialSouth Africa is advancing, but failing to fully achieve its considerable potential.

Development is slow

le pays, generalites, intro a l’education et aux ICT

2. Education is key to the problem

Synthese du Systeme educatif

• 24% of South African population is in the age group to follow the educational system

• Demographic dividend only materialises through education and empoyment

• But only half of the youth will achieve matric level, and only 12% will be reach university. Today only 4.3% of sudafricans have tertiary education

• The under occupation of SA population isn a large revenue loss for the country

• SA spends 21% of its budget to Education

SA Education problems

• 1994-2014: 10 years of changes in education

– 3 complete reviews of education methods (OBE, RNCS, CAPS) introducing new education objectives, and education references for teachers

– Reorganising the country higher education institutions

From 36 technikons & universities du pays to 11 traditional universities,

To 6 broad spectrum universities, and 6 technology universities.

• The majority of schools are under-resourced, under-supplied, and over-crowded

• Shortage of Teachers, education resources, and school directors

• Teacher absentism is high (19d/year), trade unions

• Returns on a high-school certificate, both in terms of finding a job and the earnings premium when employed, are mediocre, while the shortage of skilled workers is reflected in a high premium for university graduates.

• Teaching quality needs improving, number of teachers do not understand and fail to pass the tests the subject they teach.

• Learner face problems due do language, transport (distance, risks), family environment (AIDS, parents working in distant cities)

• Management is not aware of policy and strategy, lack of skills, resources, contacts, heavy admin processes, managing for compliance vs support, data collection vs reaction

• Illiteracy: 24% of adults over 15 years of age

3 Geographic disparity and distances

Gauteng free state western cape had the highest percentage of Grade 1 (85.7%) who achieved >50% in maths foundation

phase vs NorthWest (71.2%) and Northern Cape (71.6%)

National senior certificate: % passing National Senior Certificate South Africa: 46.1% but Western Cape 67%, Eastern Cape

26.6%

Schools in Gauteng, Northern Cape and Western Cape have a better ICT infrastructure than Eastern Cape,and Limpopo,

while the other regions are in middle position.

4) ICT in South Africa

ICT in South Africa, a great disparity: the higher income

population adopts the latest technologies, while the rest of

the country relects slow adoption typical of developing

countries (half of the population is below poverty line).

Connectivity and telecom challenges

Broadband penetration is poor. Demand from education

would be welcome.

4. ICT can solve education problems

ICT can transform education and shift towards more creativity, problem solving,

collaboration…

ICT in South Africa

Connectivity

Broadband penetration is poor compared to that of other lower-middle-income

countries, education demand may contribute to broadband change.

6) Scope of ICT Education Projects

Maths

Provincial

Khanya (WC)

Gauteng online

Connectivity Project

(Northern Cape)

Electronic Content

resources

Mindset

DOE Educational portal

Infrastructure

& connectivity

Microsoff computers gift

Digital partnership programme

Telkom Foundation schools

Supercentres

SENTEC computer labs

LiteracySter Kinekor

My future my career

Learner Educating

entertainment

Maramedia digital manuals

Teachers ICT development

SchoolNet SA

Intel Tech the Future

Scope

SA Institute for Distance Education

Teacher Laptop Initiative

Hatfield math teacher support

Thutong Place of learning

ICT Resource centres

7) Monitoring progress shows

there is still room for action

(eg maths education)

• Annual national Assessment (ANA) tests are standardizes and internationally benchmarked conducted by National Education Evaluation and Development Unit (NEEDU)

• Umalusi council sets the standards for general and further education and training

• New portfolio committee on Basic Education, Aug 2013:

• Committee Chairperson Ms Hope Malgas commented :

• “ The White paper on education has been in existence since 2004. Not much has been done since and we are already in 2013.”

• Committee member comments: “It is years later and it seems like we have just been talking. In my opinion, we have failed up to now”.

The issue of maths education

• WEF: Last country for math & science education 148/148

•

Autres classements:

SA rank

105 Tertiary education gross enrollment rate

119 Gov’t procurement of advanced tech*

128 Prepaid mobile cellular tariffs,

125 Internet & telephony competition,

146 Quality of educational system

148 Quality of math & science education

Conclusion

ICT is critical to assist SA in improving education

which could a large impact on the country a

beneficial impact on the country.

Now looking forward to learn from other countries

experiences…