Information communication technology CT.pptx

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1. THE GDE ICT AND e -EDUCATION STRATEGY AND IMPLEMENTATION PROGRESS

2. Education in Gauteng

3. Percentage of Gauteng Population with no educational attainment Education levels in G auteng is improving The level people of Illiteracy is decreasing The level of people with more than a matric qualification is increasing The impact of education interventions is being felt across communities 3 Percentage of Gauteng Population with no educational attainment Percentage Gauteng population with more than a matric qualification

4. ANA Results 2011 to 2014 – Primary Schools Gauteng is the top performing province in the ANA Tests It produces the best District performance across the country We have exceeded the primary school targets of 60% except for Grade 6 Mathematics 4 Grade 3 Grade 6

5. Overall Grade 12 Pass rate: 1994 - 2014 We are the number One province in the Country We produce almost 25% of all bachelor passrates nationally 26 of the 27 learners that got 100% in subjects like Maths, Science and Accounting came from Township schools There are 30 schools that remain performing below 60%, 5

6. … and performs better than most eastern and southern African countries SACMEQ Literacy and Mathematics Attainment South Africa Namibia Zimbabwe Botswana Kenya Gauteng Tanzania Mathematics Reading Score SOURCE: SACMEQ III results; World Bank EdStats

7. As a result of these challenges, attainment, equity and achievement outcomes suffer in Gauteng Attainment is poor in later grades and learners are no longer enrolling in key subjects 140 120 100 80 60 40 20 -60% Grade 12 Grade 11 Grade 10 Grade 09 Grade 08 Grade 07 Grade 06 Grade 05 Grade 04 Grade 03 Grade 02 Grade 01 Thousands of learners 80 60 40 20 -27% -30% -31% Accounting Physical Sciences Mathematics Thousands of learners Male Female Wealth inequality is the biggest determinant of outcomes - township/rural schools have worst performance Poorest Richest 100% 0% Poorest Richest 100% 0% 0% Poorest Richest 100% Learned basics in reading Learned basics in maths Learned basics in science SOURCE: GDE Annual Survery 2013; UNESCO WIDE database; World Bank EdStats; IMF; UNESCO; PISA, TIMSS, PIRLS On a global scale of achievement, Gauteng has a lot of room for improvement 550 500 400 350 PISA 2000 units 2013 2008 2010 Gauteng Subject achievement level Quintile Average

8. While Gauteng has one of the best education outcomes nationally, the system still has problems to address SOURCE: GDE PSP reports; SACMEQ III reports; expert interviews 1 Typical behaviours frequently reported in Gauteng's poorest performing schools NOT EXHAUSTIVE Root problems Quality teaching A Learner engage-ment C School admin-istration & gover-nance B Outcomes: Achieve-ment, attainment and equity in Gauteng suffer as a result of these challenges Observations 1 Education solutions Teacher absenteeism Variability in teacher content knowledge and pedagogical skills – reliance on key few High turnover rate of good teachers Invest in training and continuous development for teachers eLessons and scripts standardise quality of teaching Grade 6 teachers in Gauteng only scored 66.3% in reading and 41.3% in maths knowledge tests Supporting evidence example Learners not preparing for class or exams High levels of absenteeism & late-coming to school Lack of discipline Excite and interest learners through engaging material Track individual learner progress and tailor approach High dropout rates in secondary school Low matric enrolment in key subjects Achievements not globally competitive Sub-optimal development and implementation of school improvement plans Inadequate use of data for school management, e.g. late-coming and absenteeism Limited accountability Use administrative tools and record keeping for accountability Enable district to support through data analysis and implementation improvement plans PSP reports frequently recommend leadership interventions Schools in South Africa are the least frequently inspected in the SACMEQ region D

9. The DBE and GDE have developed strategies for what a good education system looks like and how ICT will enable transformation SOURCE: Government policy documents Gauteng vision 2055 Vision of how Gauteng should be in another 30 years Designed to deliver sound educational facilities, supported by motivated and well-qualified staff National Development Plan Outlines strategy for national economic growth Focuses on improved quality teaching and learning and provision of infrastructure and learning materials Gauteng TMR (10 pillars) 1 Aligns with the goal of the NDP Aims to transform GP economy with a strong focus on townships DBE ICT strategy Espouses the importance of children learning ICT Aims to improve the quality of teaching and learning through ICT Ensures credible, accountable outcomes-focused planning GDE 10 pillars of education Aims to address the most pressing problems in education Informs strategy to 2019 GDE ICT strategy Aims to deliver ICT to every class Includes connectivity, content, capacity, infrastructure, support, and innovation 2019 ICT Aspiration 1 Transformation, Modernisation and Re-industrialisation CONTEXT AND VISION

10. Teachers Learners Key levers for improving quality and equity in education include initiatives that are aimed at teachers, learners and the establishment Develop teachers Curriculum knowledge Pedagogy and technique Help teachers teach better Improved lesson delivery Tailored learner insights Portfolio of additional material Provide access to engaging material Interactive and adaptive material Comprehensive quantity Provide access to teaching Independent learning Remedial lessons Increase social cohesion Bridging the socio-economic gap between learners Enhance performance management Learner and teacher transparency Analysis and insights Improve administration Timetable scheduling Human Resources Finance Strengthen “Centre” support to schools Identification and prioritisation of problem areas Coordinated delivery of targeted improvement initiatives Improvement levers Aspiration Estab-lish-ment Quality and equity A CASE FOR ICT IN SCHOOLS

11. The GDE points to ICT as a key part of the education transformation plan GDE’s 10 pillars for education transformation ICT transformation will include these elements in a phased approach Curriculum and Assessment Development Teacher Provision and Support Leadership and Management Infrastructure Development and maintenance Planning, finance and resourcing ICT in Education Social Cohesion School functionality including community Involvement Skills Development Access to quality Early Child Development (ECD) Connectivity : System-wide access Content : Digital teaching and learning resources Capacity : Training, support and ICT skills development Infrastructure : e-Equipped schools and GDE offices Support : Efficient technical support, management etc. Innovation : Identify & adopt feasible & useful innovations SOURCE: GDE Budget Speech 2014 and GDE 5-Year Plan CONTEXT AND VISION

12. 6 Pillars of the ICT and E-Education Strategy ICT and E-Education Strategy for education spells out 6 vital Pillars for successful implementation and adoption of ICT in the teaching and learning process. These are: Pillar 1 - Connectivity: all schools are to be linked to a GDE portal Pillar 2 - Content: digital content available through the portal for learners and teachers Pillar 3 - Capacity: training of teachers to on ICT, curriculum and pedagogy Pillar 4 - Infrastructure: technical support and physical pre-requisites such as power and a secure environment for ICT Pillar 5 - Support: IT-based services including South Africa School Administration and Management System (SA-SAMS) at all schools Pillar 6 - Innovation: inter-branch management and monitoring of the study, and an innovation group to foster implementation of best practice   The strategy is built on these six pillars and sets out to define the rationale behind the technology move, to explain how technology will support educational outcomes, to describe the model of technology integration best suited to Gauteng, and finally to detail how the GDE will realise these changes.

13. Technology can transform the classroom through different models based on certain pedagogical choices … that can be configured into 4 distinct tech models Classroom models are focused around a few principal elements… In India, primary schools used mobile-phone games to help learners from rural, low-income households learn English Minimal-Tech Tech-enabled Smart School introduced computers, software and courseware into schools, classrooms and the teaching and learning processes Complex algorithm uses data points to determine individual skill needs and learning style preferences and assigns learners to modules accordingly Learners spend 75% of time in traditional classrooms and 25% in computer based Learning Lab accessing online exercises and lessons Radical Transformation Blended Learning The way teachers interact and assign work to learners How content is presented to learners The layout of the classroom and groups The number of diffe-rent topics taught in parallel in a single class The mixture of grades and ages of learners present in a single class Teaching style Medium of teaching Configuration of classroom Subject being taught in class Mix of learners in one class-room Exercises The format in which learners do most work A CASE FOR ICT IN SCHOOLS

14. Enablers around teaching and technology will be critical… In order to enable Blended Learning, extensive teacher training and a comprehensive technology solution will be rolled out in the classroom, across schools, at district level, and at centre. The required agreements are Training: pre-service and ongoing training on e-literacy, multi-group management, integrating tech into syllabus E-Content : instructional content, static digital resources, supplemental support and adaptive software Devices : tablets with 3G and keyboards for learners and teachers; electronic whiteboards and laptops for teachers Connectivity and network: Central server hosting content; HSBB access to schools; and wireless access within schools Analytics : real-time diagnosis for teachers; and dashboards for principals, districts and centre Infrastructure : classroom refurbishments for safety and power Maintenance and support : 1 st line maintenance on-site, with 2 nd line support at centre Security: armed patrol and CCTV at schools, community officers, frame agreement with SAPS

15. eContent Training Devices Analytics Teachers Estab-lish-ment Learn- ers To achieve its aspiration, GDE needs to focus on four key enablers Improvement levers Enablers Aspiration Training basics Pre-service training Basic ICT readiness Advanced training Professional Development management Continuous learning Content collaboration Sharing of lessons Peer-to-peer coaching Learner evaluation Track achievement Analyse individual weakness Learner data aggregation Learner group performance tracking Teacher performance management Devices for classroom coordination Lesson delivery Content creation Classroom management Devices for personal use Independent learning Exercises Assessment eLessons Instructional content Lesson planning Content delivery Assessments and exercises Adaptive software Recommendation engines Remedial content Supplemental support Blended Learning requirement Quality and equity A CASE FOR ICT IN SCHOOLS

16. A Tech-enabled classroom is well-suited for Gauteng with Blended Learning as a stretch aspiration Minimal-Tech Tech-enabled Learning Radical Transformation Blended Learning Low-skilled teachers given a boost Standard high-quality teaching, more engaging lessons Fully-realised self-directed learning Learner-paced learning, teacher has more 1-on-1 time Teaching style Medium of teaching Configuration of classroom Subject being taught in class Mix of learners in one classroom Exercises Classroom configuration Teacher controls multiple activities around class Classes are learner-led, teacher as coach Teacher lectures whole class at once on a single subject Multiple groups working on different tasks Super-individualised – every learner works independently One group oriented around the teacher and blackboard Diverse tasks in groups around single subject Every learner potentially doing different subject Single subject being taught at any given time Age and grade varies as learners work independently Single age group and grade present in each classroom 75% digital exercises & lessons – mostly tablets 25-50% digital exercises & lessons, some on tablets, some on smart boards Paper-based lessons only Blackboard focused lessons Interactive content provided via Smart Board Multimedia: smart boards, tablet exercises, paper books, collaborative projects Recommended models A CASE FOR ICT IN SCHOOLS

17. Tech-enabled Learning allows us to meet educational objectives, while Blended L earning further enables student-paced learning Tech-enabled Learning Blended Learning Prepared lessons enable Consistent delivery of material as per CAPS across schools Time savings in lesson preparation that can be used to address specific learning needs, or for additional training Pedagogy and curriculum training enables better lesson delivery Digital assessments provide transparency on class progress Additional training to enhance coaching capabilities Training on multi-group management, allowing teachers to create differentiated learning experiences based on students’ ability and learning styles Teacher Access to engaging, interactive material stimulates interest , particularly in key subjects, e.g., pure mathematics Access to smart boards and tablets offers tools for project research and additional remediation More learner-paced progress with lessons and assessments that adapt to learner ability and learning style More tailored coaching from teacher driven by input from LMS on learner needs Learner Reporting tools provide transparency on learner and teacher attendance, use of online lessons Testing allows early visibility into learner progress , enabling early corrective action at school or system-level Very detailed learner-level information that gives insight into areas where teaching and content can be improved to lift results Establishment A CASE FOR ICT IN SCHOOLS

18. Blended Learning is the aspirational model There are 4 teaching models that use different levels of technology and teaching techniques. These are Minimal Tech, Tech-enabled Learning, Blended Learning and Radical Transformation Gauteng has specific aspirations and limitations that direct the type of models GDE can apply. The aspiration entails upskilling teachers to facilitate learners advancing at different paces, with teaching primarily using an interactive board The limitations are driven by budget constraints that prevent completely reconfiguring classrooms , and that the model be focused on improving outcomes based on the existing CAPS curriculum In light of this, the Tech-enabled model fits GDE’s aspiration, with Blended Learning being the aspirational model . By 2019, many schools will only reach Tech-enabled Learning, based on their ability to meet prerequisites A full transformation will require significant changes to teacher training, school infrastructure and the use of educational devices

19. BLENDED LEARNING AS A SOLUTION The vision will be realised through a two-step process: first, starting with a Tech-Enabled Learning model, and eventually leading to a Blended Learning classroom model. The use of technology is fundamental as it is the most effective way to ensure that training is delivered; that lessons are standardised to allow for effective and rapid delivery; that there is consistency across all schools; and that the GDE is able to measure progress through immediate access to teacher and learner test scores and usage statistics. One technology-based education model, Tech-Enabled Learning, is based on systematic use of smart boards and digital exercises and lessons. Teachers continue to lead the learning, but use a smart board to deliver static and dynamic content. Learners use tablets to complete exercises, research and on-the-spot assignments that show the teacher how well they understand the content. This model will be rolled out to the majority of schools by 2019.

20. BLENDED LEARNING AS A SOLUTION The benefits of Tech-Enabled Learning are numerous and meet the GDE’s objectives of delivering quality, equitable education. Teachers will engage in training to improve curriculum knowledge and pedagogy. Additionally, they will leverage standardised lessons that ensure they have material to meet CAPS objectives and free up lesson preparation time that can be used for addressing specific learner needs. Learners will have access to engaging material through interactive and multimedia content. These features will support GDE in consistently delivering quality, equitable education across schools. The GDE’s long term aspiration is to create a Blended Learning classroom. This model builds on Tech-Enabled Learning by employing more multimedia in lesson delivery and creating a more learner-paced educational environment where the teacher manages multiple groups of learners working on different tasks. Given the scale of transformation required, particularly with respect to teacher capability-building and the starting position of many schools (poor-to-fair), the majority of Gauteng’s schools will likely complete the first step only – Tech-Enabled learning – by 2019.

21. Tech-enabled learning fits GDE’s goals but a small number of schools can aim for Blended Learning by 2019 M Poor-to-fair schools Good-to-great schools Blended Learning Education Achievement Tech sophi-stication Current mid-performing Gauteng schools Current low-performing Gauteng schools Tech-enabled learning Fair-to-good schools e-Learning IT capable teachers Robust IT-ready infrastructure Basic infrastructure Connectivity (broadband) Adaptive content Teacher as coach For example Sunward Park Bryanston Primary First, improve the basics of worst schools Then, boost schools with technology Advanced schools hit ideal 90-95% 5-10% Target proportion of schools by 2019 X% A CASE FOR ICT IN SCHOOLS

22. There are three rollout solutions each with additional equipment and support… Smart board eBooks Lesson content Tablets Support & Security teams Training Class infra- structure eLessons developed for core curriculum with engaging and interactive material Adaptive content and an extended number of subject covered Core subject textbooks in digital format No tablets used Dedicated tablet for every primary learner All classrooms fitted with eBeam, projector and laptop to enable interactive lessons Promethean boards or LEDs instead of e-Beam Teachers trained on curriculum knowledge, teaching skills, basic ICT literacy and eLesson delivery Advanced classroom management and coaching training Power points, speakers, secure door and gate, burglar bars, strong room Insulation, painting, furniture, anti-static floors, blinds 1:3 technicians to schools, shared call centre and armed response Dedicated school security and one to three technicians dedicated to each school Dedicated tablet for every secondary learner More charging tables for personal devices 3 rd party library of books provided Lean solution Core solution Fringe solution R8-9bn R39-48bn R17-19bn IMPLEMENTATION PLAN AND COST

23. …that enable different educational outcomes Fringe solution Core solution Lean solution Teacher Classrooms flexibility improved with modern furniture Further teacher training Teachers retrained, including ICT skills and eLesson delivery Improvement in teaching quality Standardised lessons across schools and classrooms help teachers teach better Teachers retrained, including ICT skills and eLesson delivery Learner Blended-learning enabled: More independent learning Teacher has more direct 1-on-1 time Tablets can be used after school for homework and research Classrooms become more comfortable learning environments Independent learning for secondary learners enabled Engaging material presented Establish-ment Faster technical support response 24hr dedicated security in school provides high degree of protection to equipment All classrooms ready for delivery of eLessons Textbooks in secondary school replaced by tablets All classrooms ready for delivery of eLessons Data reports help principals and teachers identify and resolve issues Lower maintenance required Lower levels of device replacement All classrooms ready for delivery of eLessons The fringe solution, at double the cost, adds little-to-no educational value and is considered out of scope R8-9bn R39-48bn R17-19bn IMPLEMENTATION PLAN AND COST

24. Develop “stage gates” to ensure implementation is directed to schools only when they are ready Blended Learning Tech-enabled Learning School has functional administration Use of SA-SAMs modules 1, 2, 3 and 9 with regular reporting Teachers ICT-literate and trained in eLearning skills School governing body in place and taking responsibility Basic classroom readiness in place – i.e., power points and security Things that should be in place before rollout Successful rollout of pre-requisites, including E-content Connectivity Devices Secure environment Infrastructure Maintenance and support Additional training of teachers to deliver Blended Learning classes No moves can be made in any schools until the changes and process have been agreed with teacher unions ! 2 IMPLEMENTATION PLAN AND COST

25. Key Implementation Imperatives All 59,000 teachers at GDE schools will be highly skilled and deeply knowledgeable in their subjects. They will teach lessons at all of Gauteng’s 2,056 schools with digitally interactive content presented via electronic resources such as smart boards and personal devices. Teachers will be able to facilitate learning at different paces in line with the CAPS requirements for each grade and subject. Additionally, learners will use engaging, adaptive exercises and undergo digital assessments that will enable teachers to offer immediate help. Finally, a ‘paperless’ office will replace cumbersome administration processes, and digital tools will capture and process information. However, technology should not be seen as a silver bullet that will resolve all of Gauteng’s education challenges! School administration needs to work and teachers need to have the required curriculum and teaching knowledge. Technology is a catalyst to help teachers deliver more engaging classes and become more efficient at preparing lessons and assessing learners

26. Operationalising the Plan – Key Assumptions Pilot and adopt suitable configuration in technology. Devices for the no-fee paying schools in the initial phases. Adopt the Bring Your Own Device (BOD) for quintile 4 & 5. Provide content platform & content Emphasis on training and onsite support Connectivity shall be provided by GBN supported by other government institutions.

27. Key Implementation Imperatives The GDE has already launched multiple projects to introduce technology to schools. These projects will be consolidated into the strategy, along with the lessons learned. They include: e-Education; School Administration and Management System (SA-SAMS); an e-Learning Solution Project; communications and ICT roll-out; Teacher Training Programme; Data-driven Decision-making Pilot; Satellite Broadcast Project; Communications Project; Teacher Centres; and school-based ICT projects. This effort will scale-up many of these existing ICT initiatives while creating line-of-sight to educational outcomes.

28. Phase One Implementation As part of implementation, the department piloted the ICT in Education: Schools for the Future project in a small number of schools. These schools are , namely, Boitumelong High School, Phomolong High School, Ponelopele Oracle High School, Sunward park High School, Tandi Eleanor Sibeko High School, Tlamatlama Primary School and Tshepisa Primary School. The seven selected schools (5 plus 2) received a full technological and structural transformation which include complete overhaul of classrooms in order to create a paperless classroom and support tech-based teaching, including installation of smart boards (in the form of LED TVs) in every classroom, delivery of tablets to every secondary school learner, teacher training and other enablers required to deliver on tech-based learning (e.g. security, network connectivity). The department opted for the small scale approach starting with piloting in 5+2 schools so that lessons learnt and corrective measures could be integrated during the next implementation phase to avoid similar mistakes without incurring huge financial cost. The department has put mechanisms to monitor the impact currently being made to schools through the implementation of this project. This includes Marks Schedule Analysis and utilisation of quantitative and qualitative methods to collect data from schools in order to determine learner performance and culture of teaching and learning improvement.

29. Operationalising the Plan – 5+2 Launch was in January 2015 Covered over 7000 Learners The configuration included: Connectivity Devices (Leaner Tablets, Teacher Laptops, Smart Boards and School Servers) Provision of Content Security and Device Management Solution Professional Development Maintenance & Support

30. Phase 1: Summary of school data benefitted Teaching laptops delivered – 241 Learners tablets delivered - 5 589 E-Books downloaded to all laptops and tablets 200 classroom refurblished 7 schools connected to broadband by the Degov – reduncies by provided by Telkom and Sentech All tablets where provided with connectivity using an APN

31. Project Related Lessons Learnt and Challenges from Phase One During the implementation process, various governance structures were established including the Steering Committees at Provincial, District and School levels to ensure that the project is implemented successfully. This has assisted greatly with regard to flow of information especially in case where intervention was required urgently. Committed and visible leadership in providing direction is essential. During the execution of the project, weekly Monday morning meetings chaired by the MEC for Gauteng Education were held to ensure that the project receives the priority it deserves and it is also executed with the defined timeframes without escalation of costs. During implementation, it is also important not to ignore human elements as part of change management. Therefore consistency assurance by the executive has assisted in allaying fear and had enabled teachers to who have fear of technology to embrace the project. The involvement of principals from different schools as part of the Task Team helped to ensure that they are empowered on all matters related to the project and has allow principals to communicate from an informed position.

32. Project Related Lessons Learnt and Challenges from Phase One It is essential to adopt project management principles in executing the project of this magnitude. A tight deadline to deliver the project enabled the project to be delivered within a short period of time. It is critical to have dedicated project management team to deal with day to day logistics related to the project.to ensure that the project become a success, various work streams headed by project leaders under the guidance of senior project manager played a significant role to ensure successful roll-out of the Phase One. Learners were given tablets without E-Content being uploaded and it was anticipated the E-Content will be downloaded at school only to discover that the downloading of e-pubs requires sufficient bandwidth. Therefore, tablets are now preloaded with E-Content to minimize disruption of teaching and learning in schools. Access to the internet is limited to school environment only and sometime connectivity is on and off. Further, there was no provision made for learners to access internet through 3Gs at home which limit learning outside the school environment and alternative solution is being explored during Phase Two. The timing to implement the project is essential to minimise disruption of normal teaching and learning in schools is critical. The technological and structural changes were done mostly during school holidays.

33. Project Related Lessons Learnt and Challenges from Phase One It emerged during the implementation process, that district officials who are supposed to provide support to schools were excluded from training and development during Phase One. In addition, the Teacher Training Centres to be used as training facilities for teachers were not improved. Hence, during the next phase of implementation, these gaps were addressed. During Phase One implementation, several gadgets distributed to schools were stolen which requires improvement in security to safeguard these equipment. As result, security is being beefed up and tracking devices are being installed to each gadgets issued to learners. Breakages of tablets screen were experienced as learners were given tables without covers. Some of breakages were attributed to poor quality products that were procured and therefore, going forward, these issues are been addressed. During the launch of the project in January, not all schools were ready. The readiness assessment before launch is being integrated as part quality assurance on the state of readiness.

34. Project Related Lessons Learnt and Challenges from Phase One There was inadequate support to teachers when they struggled to operate the technological equipment at their disposal. The department as ensured that there is enough support available to assist teachers in case they experienced technical glitches. The Phased Approach starting with piloting in small scale schools has allowed the department to draw lessons which is currently being integrated during the Phase Two implementation. Despite the highlighted challenges and lessons learnt, with regard to the vision of modernising all schools by the end of 2019, through the adopted phased approach in executing the ICT in Education, it can be deduced that the department is on the right track to achieve this vision . This can be substantiated that the department has succeeded within the short period of time since the project was launched on 14 January 2015 to deliver on the following: Refurbished a number of classrooms in the priority schools to be in sync with Schools of the Future. Capacitate and trained educators to enhance their content and pedagogical knowledge Empower learners with computer skills. Install state of arts technology in 5+2 Schools of the Future in order to enhance the quality of teaching and learning in the classroom.

35. Education Related Lessons Learnt and Challenges from Phase One The Grade 12 learners interviewed say that they have improved a lot in their school work and their marks because they have information right on their fingertips. They download notes and information to finish their school projects. The teachers also download lessons from the different smart teachers websites and their content knowledge has improved  The schools reported that attendance of learners has improved where it was a problem before the introduction of the Smart Schools Project. In some cases the schools report a 100% attendance for the whole week. Research has proven that at constant attendance of lessons by teachers and learners; and time on task improves performance. If learners and teachers are always at school, with the teachers enjoying teaching and the learners enjoying learning, then performance should definitely go up. The other notable factor is that the other learners who had dropped out of school, heard about the supply of tablets and they have come back to enrol again. There is pressure of number of learners who want to be admitted in Schools for the Future. This project has a potential to remove the children of school going age from the streets back into schools. Computer literacy of the teachers has improved. Teachers are empowered and can be benchmarked with the best in the world when coming to ICT. The best education systems in the world also have very good computer literate teachers. Computer literate teachers have a potentiality of improved teaching as they can check online what their counterparts are busy doing somewhere else in the world.

36. Education Related Lessons Learnt and Challenges from Phase One Learners benefited a lot with the availability of the gadgets. When they write assignments, they type and the spellcheck on the computer alerts and corrects their spellings. This factor alone assists them to learn correct spelling while increasing their vocabulary. If they read an essay online and do not understand a word, they just use the online dictionary to check the meaning and increase their vocabulary in the process when they get the synonyms and antonyms of the word. It is easy for the learners if they want to revise work already done . Learners have access to information even if they were not there, they can now know the lessons the teachers were busy with the previous day; unlike during the time when the teachers used the chalk board to write notes and when they wiped off the notes they were gone for good. Learners are able to work on their own to revise using the notes online. They also use the planned lessons to embark on activities and learn on their own. This factor increases a sense of responsibility on the side of the learners . There is a culture of innovative and intensive teacher self-training that is emerging . They download content from Mind set and develop their own PowerPoint presentations using Mindset content. All schools reported that they use peer assistance; they train teachers and also log on to www.smartteachers to familiarise learners with smart information. All schools reported that they train teachers every week, using a fixed timetable outside teaching and learning time . The educators arrive early at schools to prepare the lessons and therefore late coming is a thing of the past. They also leave later in the afternoon and this has a potentiality of them finishing their syllabus in time and also having enough time for revision. The study methods of the learners have also improved because they are able to access learning materials; old question papers and memoranda which are available online

37. Education Related Lessons Learnt and Challenges from Phase One The learners read eBooks/e-novels on the tablets therefore the love of reading has been noticed. It was reported that learners are always on their tablets, either for music, for reading, for writing or downloading information for research purposes. Generally the learners are very excited. They spend most of their time at school and leave late, because there is no connectivity at home. As the educators also leave late, this factor prolongs the schools day of learning. Teachers reported that homework writing by the learners has improved Teachers use the social media to teach the learners even if they are at home via WhatsApp, Facebook, and also by email. The teachers communicate often with other teachers from other schools sharing how the lessons went. This makes collaborative teaching possible, which was not in the past without ICT. Teachers communication with colleagues and learners was also made easy . Some learners reported that their teachers mark for them online and they are able to receive feedback quickly and timeously. This online assessment has become quicker and thorough Principals also reported that management has also become easier as communication and record keeping has improved school administration. Software sent to schools for scheduling, for recording and analysing marks and report writing was made easy. Learners’ marks can be accessed with a click of a mouse and the reports can be printed within seconds.

38. Phase Two Implementation 2015/16 financial year The GDE has already launched ICT in Education project and is expanding the rollout to other schools as part of Phase Two during 2015/16 financial year. About 375 best performing Secondary Schools with matric classes have been identified to benefits from Phase Two implementation. Each school will receive two LED screens and Grade 12 learners and teachers will receive tablets and laptops. The refurbishing of classes in the 375 schools has commenced and the launched will be launched during the second quarter of the 2015/16 financial on 21 July 2015. It is anticipated that renovation of these schools will be completed by the end of August 2015. Currently all matric teachers in the identified schools are receiving training. In addition, 22 schools were identified using the following criteria: Six schools came from the category of 100% Pass Rate in Township schools; Three were selected from the Special Intervention Schools; Five s chools included the ones approved in the “Twinning” programme ; and The last category of schools was selected from the former disadvantages areas. The 22 identified schools above will be launched during the last quarter of the 2015/16 financial year when the schools reopen for the 2016 academic year.

39. Operationalising the Plan – Grade 12 Launch was in July 2015 Covered over 64 000 Leaners 377 Schools 1861 Classrooms Over 7000 Educators No schools connected to broadband due to footprint and budget contraints All tablets where provided with connectivity using an APN

40. Phase 2: Summary of Data on Schools benefitted Number of schools – 377 Number of classrooms- 1861 Total number of ACT schools – 29 Total number of ACT classrooms – 92 Total number of learners benefiting – 64 129 Number of interactive Boards installed- 1682 Teaching laptops delivered – 1800 Subject Advisors Laptops provided – 990

41. Phase Two successes The successes of the project during Phase Two that are worth noting include amongst others the following: Functional School and District-based ICT Committees. Peer–to–peer coaching taking place in some surveyed schools. Successful implementation of ICT integrated matric revision programme. Skills transfer to district officials in training and material development in ICT. Change of learner and teacher behaviour. Easy access to e-Content. Revamped and renovated schools to keep up with the technological revolution.

42. Phase Two challenges The following challenges were identified during the 2nd Phase of implementation: Teachers in classrooms are only using basic functionalities of smart boards and they lose the opportunity to integrate a vast number of applications and content available to them from the smart boards. Resistance to change by teachers and leaders. Fear and intimidation from limited knowledge and use of technology; which then affects teacher confidence. Gaps identified in teachers and parents training needs – e.g. Training not structured according to the basic computer skills level of the beneficiaries (teachers and parents). The pace of teacher training was done quickly and too fast. The lack of a credible data base system to record damaged, lost and stolen devices in the 377 schools. Lack of accountability by parents regarding tablets at the disposal of their children. Learners use their tablets for non-educational activities such as playing games, music, taking photos, WhatsApp, Facebook and social media in general; while they watch none educational videos during the lesson.

43. Lessons learnt from Phase 2 Some of the lessons learned from Phase Two implementation were the following: Although lessons learnt were drawn during the pilot phase, they were not adequate to assist with the roll out to the 377 schools. There was not enough time to learn between the implementation of the two projects. Retrieval, theft and breakages of the tablets remain a challenge which requires policy review. Require tight project management schedule. Poor capacity and quality of service providers. Poor management of interdependencies. Gaps on budget allocation and expenditure monitoring. Inaccuracies of the Roster system allocation of service providers.

44. Phase Three Implementation 2016/17 to 2018/19 financial year The department intends to expand the project to cover grade 11 in 2016/17, grade 10, grade 9 2017/17 and finalise with grade 8 in 2018/19 financial year. A targeted approach to cover a selected number of primary schools would be adopted to cover certain number of schools especially at senior grades as the roll-out to classes in lower grades will yield minimal results. It is anticipated that all schools would have been completed by the end of 2018/19 financial year.

45. ROLE OF OTHER DEPARTMENTS/BODIES The effort to date has been a multi-stakeholder effort spearheaded by GDE to develop this strategy. A number of the stakeholders listed here have also been involved in the launch of the 6 schools of the future launched on 14th January 2015. These are as follows: Gauteng Department of Finance (GDF) Gauteng Department of Infrastructure Development (GDID) National Department of Basic Education (DBE) National Department of Telecommunications and Postal Services Universal Service and Access Agency of South Africa (USAASA) South African State Information Technology Agency (SITA) Telecommunication services providers including Telkom and major operators Numerous private sector organisations (both SME and corporates) GDE agencies such as Sci-bono; Matthew Goniwe School of Leadership and Governance; GCRA municipalities Sector Trade Unions

46. Key Challenges Management and Security of solution Theft of devices Teacher laptops Learner tablets LED boards Damages in the course of utilisation Connectivity challenges Not dedicated broadband GBN being rolled out progressively Use of APN - costly Change management issues Support at school level Adequate and relevant training Securing relevant content on languages Buy-in from all stakeholders Utilisation of devices for the right purpose Budget constraints Budgets not growing – need for dedicated funding Replenishment and replacement – cost

47. Recommendations It is recommended that: National and Provincial treasuries understand the importance of the intervention and secure dedicated funding for the roll-out The connectivity issues be resolved with all the key role players The development of content to support the national curriculum be prioritised nationally and this goes beyond textbooks We secure teachers union support for intensive teacher training that may be in excess of the agreed number of hours The SAPS prioritise the reported cases of theft of devices and create a culture of community ownership

48. Thank you