Policy Papers and Research
Trialogue research found that approximately 4% of CSI education spend in 2019 went towards ICT infrastructure – the same percentage as special needs interventions, and slightly more than school governance, leadership and functionality (bursaries, scholarships and university chairs received the majority of the spend, at 23%, followed by learner development initiatives, at 21%). This is perhaps surprising given the fact that ICT is so intimately linked to economic and social development. [Read more on Trialogue's research into CSI in Education]
The following policy papers and research provide some insight into the policy framework.
Acts and Policies
Draft White Paper on e-Education: Transforming Learning and Teaching through Information and Communication Technologies (ICTs)
Guidelines for Teacher Training and Professional Development in ICT
This 2007 document was one of the initiatives undertaken by the Department of Education to implement the White Paper on e-Education. It served as a step towards guiding the development of the ICT knowledge and skills of teachers to enhance the educational experiences of learners in implementing the National Curriculum Statement.
Implementation Strategy for e-Education in South Africa 2013-2025
This Department of Basic Education document, informed by the White Paper on e-Education 2004, sets out how to achieve the implementation of the strategic objectives of the White Paper up to 2025. The proposed outcome is integrating ICT into all levels of the education and training system to improve the quality of teaching and learning.
In 2015, Operation Phakisa, a national vision for ICT in education, was implemented by the Department of Basic Education (DBE), focusing on five work streams: Connectivity, devices, teacher professional development, digital content development and distribution, and e-administration. Operation Phakisa is making strides in ICT in education.
South African Research
Integration of ICT into Curricula in Western Cape Schools
The 2013 paper Integration of ICT into Curricula in Western Cape Schools: The Activity Theory Perspective investigates the dynamics of the e-Education policy implementation, with emphasis on its goal to deploy and integrate ICT into curricula in all South African schools. Activity theory (AT) was used to provide an analytical framework for the study. Selected schools in underdeveloped areas of the Western Cape were chosen as case samples.
Integration of ICTs in marginalised schools in South Africa
The 2014 paper The Integration of ICTs in marginalized schools in South Africa: Considerations for understanding the perceptions of in-service teachers and the role of training highlights the fact that many schools do not have access to ICTs, and those that do only focus on learning about computers or acquiring ICT skills. ICTs are therefore implemented without integration. The paper was presented at the 8th International Development Informatics Association Conference held in Port Elizabeth in 2014.
Practice as policy in ICT for education
The 2013 study Practice as Policy in ICT for Education: Catalysing communities of practice in education in South Africa asserts that for policy to be implemented teachers should be instrumental partners in the formation thereof. Teachers should be encouraged to form ICT communities of practice to support their teaching practice and foster policy implementation.
A snapshot survey of ICT integration in South African schools
This 2017 research article argues that ICT integration in education in South Africa has been severely limited by operational, strategic and pedagogic challenges. Addressing these challenges involves understanding the current landscape of ICT integration in schools. The article explains that technology uptake remains low – on average, the frequency of usage per tool type was: contextual tools (41%), sharing information and ideas tools (29%), experiential tools (26%) and reflective dialogue tools (18%).
How science teachers use ICT in developing countries
This 2010 thesis Understanding science teachers’ use and integration of ICT in a developing country context explores how South African science teachers with access to ICT use it when they teach science. The aim of the study was to gain a better understanding of the value that using ICT adds to both teaching and learning science.
ICTs for education in Africa
ICT has been used in many parts of the world to improve the quality of, and increase access to, education. However, most African countries still face the challenge that increased expenditure on education has not achieved the expected benefits. This report by the World Bank examines how ICTs can be used to transform the education sector in Africa.