ASSIGNMENT 2B TSHEKO KR _200621342

CTRITICALLY EVALUATE GAUTENG ONLINE AND KHANYA PROJECTS IN

SOUTH AFRICA

GAUTENG ONLINE

Gauteng online is a project launched eight years ago ,its aims were to get
internet running schools in Gauteng province which caused R5 billion. It
aimed to create 25 seat internet computer laboratories and email
capabilities in all public schools, for curriculum delivery and equipping
learners with necessary skills to be technology knowledgeable. The GSSC
tendered the project in 2007 after it failed and was offered to consortium
SMMT online to offer hybrid internet solutions to schools.

Due to mismanagement of funds and some irregularities, by February

2009 the tender was declared a failure as most of the schools were still
offline and those that had computer laboratories were also dysfunctional
due to education department’s poor planning.

By April 2009 large summit was held in Soweto in connection with the
installation delays, where the Gauteng premier gave the GSSC a mandate
to complete the project by end of 2009.The consortium did not reach their
deadline either.

Towards the end of 2009 to date, the project has kick-started as we are
witnessing the initiative of the Doe again through the development and
support of educators as to how they should utilise the computer
laboratories for curriculum purposes, and equipping them with skills for
effective delivery in teaching and using ICT.

NEW DEVELOPMENTS OF GAUTENG ONLINE

The department of education is trying to redevelop ICT infrastructure,

reinstalling new and advanced computers, reconnecting network to offline
schools, retraining educators and installing the curricula software that
educators and learners could use in teaching and learning.

THE IMPACT OF KHANYA TECHNOLOGY IN EDUCATON PROJECTS

The main focus of Khanya project is curriculum delivery through the use of
computers. The purpose of Khanya was to deliver and support curriculum,
assisting in improving quality of teaching and learning in all the Western
Cape schools and that was made possible through the use of information,
communication and audio visual technologies. The aim was to help the
previously disadvantaged learners to develop knowledge, skills, values
and attitudes, that could enable them to become successful and
participating citizens. Khanya’s intentions were that by 2012 all
educators and learners will have access to computers and email
addresses.

STUDENT OUTCOMES

Since the inception of the Khanya technology project in the Western Cape,
through the use of information, communication and audiovisual
technologies, the curriculum delivery is flexible and fun hence the
improvement of learner outcomes.

The results of the piloting schools in mathematics and science have

drastically improved as the learners are able to use computers as their
learning tools effectively. It means that the availability and accessibility of
computers has made a vast difference in their curriculum success
achievement.

Regardless of majority of learners coming from low socio economic

backgrounds, the availability of computers at schools is alleviating
disparities and motivating these learners to perform and improve their
learning styles and skills.

Learners have developed the love for learning other learning areas using
new technological advances to their full potential. Learning through the
use of computers has made learners understand and interact with other
learning areas and therefore improving their knowledge in those learning
areas.

Through the use of ICT, the disabled learners from all racial groups are
now able to excel because these has created opportunities for them to
understand and be on par with physically able learners.

IMPACT ON EDUCATORS

Through the ongoing educator support offered, educators has gained self
confidence and improved in the skill of using computers as their teaching
tool. As educators are continuously using ICT and audiovisual technology
they are able to manage curriculum effectively and that has enabled them
provide regular feedback to learners which really makes them agents of
change .The ongoing support has changed their attitudes of resisting
change.

The education software that is regularly updated has helped educators to

ease fear of using computers to teach. Educators are able to explore
different teaching theories to accommodate diverse learners and manage
large classes.

IMPACT ON SCHOOLS

The project is excelling in the Western Cape schools since is providing an

ongoing support .Educator professionalism has improved because of the
support they give each other in terms of learner assessment and adapting
some activities prepared to meet the curriculum expectations which is
also helping with lesson planning and presentations through the use of
PowerPoint .Good management in schools has made Khanya project a
success in education.

IMPACT ON COMMUNITIES

Khanya has also introduced communities to the use of computers to

alleviate the rate of illiteracy among adults and youth to access online
information .The communities were since involved from the initial stage of
launching and building ICT infrastructure. Their involvement in the project
initial stage has helped them to have ownership of the project as well.