THE TELEMATICS FOR AFRICAN DEVELOPMENT CONSORTIUM

MEETING OF 12 AUGUST 1998

The CSIR

09H00 - 13H00

SCHOOLNET SA AND THE WORLD LINKS FOR DEVELOPMENT PROJECT OF THE WORLD BANK
(DENIS BRANDJES - dgb@school.za)

TELKOM AND DISTANCE EDUCATION
(HENRIETTA POTGIETER - potgieh@telkom.co.za)

TELISA: AN UPDATE ON PROGRESS
(PAUL WEST) http:///pgw.org/telisa

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CD-ROM CASE STUDIES FOR TEACHING JOB AND ACADEMIC SKILLS

(PHIL CHRISTENSEN - pchristensen@icon.co.za)

Two challenges facing education and training sector in South Africa:

1. massification (high quality of education for all); and

2. bringing SA into the 21st century in a leadership role, not only

following role (finding new ways to meet new challenges).

Technology plays a part in this.

THE JOHN HOPKINS UNIVERSITY INSTITUTE FOR POLICY STUDIES

The John Hopkins University's Institute for Policy Studies initiated a

project called Education for Future Work managed by an Economist named

Arnold Packer. The aims and objectives of this project are similar those of

the NQF. Packer is the Chair of the

SCANS/2000 Programme which examines where the world of work going to go and

what the implications for are education?

ALGORITHMIC WORK

The programme identifies the end of Algorithmic Work - a task where you

learn and follow a rule to get the right answer. The kind of occupations

needed in the 21st century tend to be non-algorithmic.

END OF ALGORITHMIC WORK

Examples of algorithmic work include: routine method of solving a

well-specified problem, long division, sorting into alphabetical order, work

that a computer can be programmed to do.

Projections in the US show that occupations that depend on algorithmic work

are declining (bookkeepers, cashiers, bank tellers), because computers can

do these things more effectively and efficiently, especially in terms of

cost.

DARWINIAN PERFORMANCES

The alternative is Darwinian Performances where failures are disposed of in

the system. This system encourages failure, weeds out these attempts and

builds on success. It involves: experiment, evaluate, discontinue,

replicate, and repeat.

INCREASE IN DARWINIAN WORK

Occupations to which this refers are correction officers, special education

teachers, sports coaches, computer engineers, systems analysts, physical

therapists. It is estimated that demands for these skills will double in the

21st century.

What therefore are the implications for education? Education needs to

respond to these kind of changes, to move away from algorithmic work.

Schools should not be divorced from the world of work.

SCANS

Need to emphasise:

--- planning (budgets, time, space, staff);

--- information (get, evaluate, commnicate);

--- technology (use, fix, choose);

--- systems (monitor, improve, design);

--- interpersonal (teach, negotiate, co-operate).

These should be taught at schools. They are very similar to the essential

outcomes of the NQF. They are relevant to the SA in two ways - they are

adaptable and provide a kind of model that can be replicated.

COMMUNITY COLLEGE

Has developed this for use in the US in Community Colleges. Teaches the

following:

--- Budget for a new project (math)

--- Choose team members (Communication)

--- Locate Smokestack (Dirty) Factory (Physics)

--- Find and correct problem (Statistics - SPC)

--- Design electronic ECO system (Computer Science)

HIGH SCHOOL

For the Secondary School level, a module to develop travel brochure and

budget (Algebra, English, Art)

CONTEXT OF WORK: TOURISM

--- Develop brochure using the Internet, Word, Desktop Publishing

--- Develop marketing plan and budget using Excel

--- Set tour design and price using Excel

--- Make presentation using Powerpoint

PERFORMANCE

--- Project based

--- Collaborative

--- Require/acquire content knowledge

--- Technology rich

--- Require/acquire compentency

TECHNOLOGY RICH

--- Acquire/evaluate information (Internet, CD-Rom)

--- Interpret (spreadsheet, including statistical packages)

--- Communicate (Word-processing, electronic presentation, including

multimedia)

QUESTIONS AND ANSWERS

Q:---Is it possible to give some indication of development costs?

A:---They have a grant for $5 million for the 5 CDs viewed.

Q:---What is the process of choosing between the modules or doing marketing

and costs?

A:---They do have a choice but we do not have a chance to show the audience.

Q:---In addition to the creation costs, can you provide approxiamte costs

for adapting this for SA? Is this only available on CD. Must you have a

computer?

A:---Only available on CD which poses a problem for SA, but could be done

with paper and pencil.

Q:---What value does the computer add?

A:---Although this moves towards disempowerment of the teacher, agree that

the computer does add value in terms of evaluation and assessment.

Q:---Does this move the teacher towards being a mentor?

A:---The role of the teacher is going to change and teachers should adapt to

new demands and change.

Q:---Grants for television, internet and computers are readily available,

but not for radio education. Do you know of funding available for radio

education?

A:---67% of schools in SA lack electricity so this presentation will not be

used in SA in the very near future. The principles of these modules can be

applied anywhere.

COMMENTS

--- CDs train and people educate. That is the difference and we need to

target the skills in this context.

--- Need to continue to look at the costs of adapting this for SA

--- Continue to look at the value added by computers.

 TO CONTENTS

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SCHOOLNET SA AND THE WORLD LINKS FOR DEVELOPMENT PROJECT OF THE WORLD BANK

(DENIS BRANDJES - dgb@school.za)

 MORE THAN A GOOD IDEA .

 CONTEXT of this meeting - development consortium with opportunities for

collaboration with other development-focused player

WHAT IS SCHOOLNET SA? ICTs to enhance process of education; educationally

driven; provincially based; focus areas are technology and implementation,

HRD and training, content and curriculum, advocacy and marketing;

ORIGINS: Rhodes University in the early 1990s; regional schools networks in

Western Cape, Eastern Cape, KwaZulu Natal, Free State, Pretoria and Gauteng;

national collaboration over the last two years; needs recognised to

eliminate duplication, technical

development, fundraising and sponsorship, public relations

STRUCTURES: Executive Council (DoE, DoC, DTI, DACST, provincial

representatives); Advisory Council (call to delegates for participation in

this council); National Office (hosted by the IDRC in Braamfontein);

provincial structures

MAJOR FUNDING AND PROJECTS: IDRC, World Bank (World Links Project) and OSF

(focusing on Northern Province and Eastern Cape provinces). At present,

SCHOOLNET SA operates on a budget of R3 million.

PRESENT ACTIVITIES: setting up structures and funding; provincial

SchoolNets; ICTs in Schools Survey; National UUCP infrastructure for

schools; installing refurbished computers in schools; WorLD Links for

Development; investigation of technologies (call

for participation); possibilities for collaboration.

WorLD PROJECT: a pilot in at last 18 schools and training centres in North

West, Eastern Cape and KwaZulu Natal;

KEY ELEMENTS OF SchoolNet SA - technology implementation; HRD as top

priority; project based-learning; provincially based, monitoring and

evaluation

OPPORTUNITIES: involvement in structures; focus groups; content

investigation workshop

FURTHER INFORMATION:

Denis Brandjes --- dgb@school.za

Stephen Marquard ---scm@school.za

Trudi van Wyk ---trudi@school.za

Tel: 011 403 3952

QUESTIONS AND ANSWERS

Q:---What effort is made to include rural areas?

A:---Special and tangible effort especially in the WorLD project. The

options have been given directly to the provinces in terms of equity. Need

to check success during evaluation and monitoring and evaluation

Q:---Any available information on the survey conducted.?

Q:---How have you dealt with productivity in disavantaged institutions?

A:---In many schools attempted to limit the amount of time spent on mail

retrieval in an attempt to decrease costs and the like.

TO CONTENTS 

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USING THE INTERNET AT THE UNIVERSITY OF PRETORIA'S EDUCATION DEPARTMENT

(JOHANNES CRONJE - jcronje@cbt.up.ac.za)

 Course presented to 15 Masters degree students. A number of black and white

students but no disdvantaged students, only previously disadvantaged. The

course is preparing consultants for technology based education. None of the

students on the course live

in rural areas but dispersed in location as far as Cpae Town and

Pietersburg.

Education for Technology: HOW Johannes teaches his MA students

INDUSTRIAL AGE--------------INFORMATION AGE

Standardisation--------------------customisation

Centralised control----------------autonomy with accountability

Adversarial relationships---------co-operative relationships

Autocratic decision making------shared decision making

Compliance-------------------------initiative

Conformity-------------------------diversity

One-way communication---------networking

Compartmentalism-----------------holism

Parts-oriented-----------------------process oriented

Teacher as "king"------------------learner (customer) as "king"

Created a metaphor called a "virtual classroom". It is under construction as

the students are still in the process of constructing it. The classroom

contains an instructors desk and by clicking on it you enter the instructors

web page. In the cupboard yo

u will find resources. The posters on the wall are produced by the

instructor and the learner, as they are in a normal classroom. They are

based on particular projects by the students. All the learners have desks

which open. A desk in a normal classroom

contains writing material, textbooks and the like. The students were

instructed to personalise their desks.

Note: One problem with a web-site is that it is static. Johannes uses the

characteristics of the web to advantage and designs around the problems. A

share ware package is used to talk to the student (listserv).

Interactivity rests on synchronicity, symmetry and participation ratio and

this is achieved during the course.

 An initial progress report was expected from all students. Questions such

as: Are you still on the course? Who are you? Who are your support systems?

Rate your perceived learning as a percentage? An analysis was completed on

the returns to the progress r

eport.

 Important to look at personality of the instructor of the course as the

internet is blind. Important also to tell your students that you care.

 QUESTIONS AND ANSWERS

Q:---Was the class list moderated?

A:---No. It is an open forum.

Q:---Can you give examples of assignments?

Q:---How old is the system?

A:---In operation since 1995

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TELKOM AND DISTANCE EDUCATION (HENRIETTA POTGIETER - potgieh@telkom.co.za)

 Telkom has restructured and is now in a position to make a more meaningful

contribution to technology in education. Telkom is changing attitudes

towards customers and clients.

Telkom's role in the distance learning market is that of a service provider

(computer based technologies). By means of telecommunications, Telkom will

One of the services offered is a free consultative service, indicating what

they can offer to assist the client reach their target market.

Highlighted: the education market; the main problems in education and

training; objectives for Telkom (strategic alliances with higher education

providers, national government, high profile corporates; and pilot projects

to create awareness; position Tel

kom as market leader; research and evaluation; facts and figures to support

decisions in future; customer driven products and services; social

responsibility).

Programmes and Tactics: strategic alliances; pilot projects; national and

international awareness and marketing campaign; DL forum with key role

players breakfast club; information documents.

Telkom has received impressive projects from TELISA, University of Pretoria

and others, and Telkom is very excited. An invitation was extended to anyone

interested in participating in pilot projects. The SABC has granted Telkom

broadcasting time and anyo

ne interested in broadcasting on distance education should please contact

Henrietta.

QUESTIONS AND ANSWERS

Q:---At what level is discussion with National department taking place?

A:---At Ministerial level

Q:---Relationship with the SABC. Is Telkom sponsoring the broadcasting time?

A:---Yes, a four hour programme will be aired.

Q:---Status of project 2000?

A:---Process has stopped and it may be good to restart it. Telkom is still

managing the process, but it needs to be restructured.

Q:---Is Telkom interested in content development

A:---Yes, Technology orientated content

Q:---Does Telkom have a package deal to offer distance students discounts?

A:---Telkom's pilot involves universities which will provide some service in

exchange for Telkom discounts. This will be to empower community based

centres at no cost.

Q:---Will Telkom be involved in counselling students having difficulty?

A:---Not over the telephone, real time will take place electronically.

Q:---Telkom in the past put its weight behind one-stop `telecentres'. Does

this still happen?

A:---It seems these initiatives were happening all over. Restructuring has

now moved all these initiatives to one portfolio.

 Call to participate in research ideas and needs. Telkom has recognised the

need for consultation and networking.

 Telkom is negotiating with a number of government departments in order to

get projects aligned (pension, health, education etc.). A national network

is in the pipeline for next year's election.

  TO CONTENTS 

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e-mail address: pgwest@pgw.org

 INTRODUCTION

The acronym Telisa refers to the Technology Enhanced Learning Initiative of

Southern Africa which was developed by the Centre for Lifelong Learning in

co-operation with a number of partners, some of which are mentioned below:

 The Centre for Education Technology and Distance Education (SA Department of

Education)

 World Bank, African Sector

 The Distance Education Association of Southern Africa

 The Telematics for African Development Consortium

 Mikomtek, Council for Industrial and Scientific Research (SA)

 UN Economic Commission for Africa (Food, Safety and Security)

 SADC HR Development Co-ordinating Office (Swaziland)

 The initiative aims to facilitate the establishment of a number of

Information Communications Technology (ITC) Centres throughout the

sub-region (SADC) and a series of Information Servers on the Internet

structured to provide appropriate support material

to existing institutions, lecturers, teachers and businesses. The

infrastructure to be provided will facilitate collaborative learning and

project development by people living in different cities and countries,

reducing travel expenses while maximising

the development of education in the sub-region.

 ITC CENTRE SERVICES

ITC Centres are likely to vary in nature according to the needs of the

specific community being served but will typically include the following

services:

Pay telephones,

Photocopy facilities,

Document lamination,

Incoming and outgoing fax services

Typing services

Scanning of documents (e.g. graphics)

Access to computers

Internet access

Community information

 These will be located in any area where there is a need (rural or urban) but

must be financially sustainable and therefore charge for services.

TO CONTENTS

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Date of Next TAD Meeting: 14 October 1998

Venue: Microsoft Offices

Time: 09h00

TO CONTENTS

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Telematics for African Development Consortium
P.O. Box 31822
Braamfontein
2017
Johannesburg
South Africa
Tel: +27 +11 403-2813
Fax: +27 +11 403-2814

neilshel@icon.co.za