Draft White Paper on e-Education - South African Government ...

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that educational leaders at all levels of the system are provided with thenecessary support to enable them to manage the introduction of ICT and therelated change processes.3.20 In order to increase administrative efficiency through the use of computerisedinformation systems, the Department will develop standardised templates formanagement, statistical analysis, record keeping and reporting.
Chapter Four: Key Elements of the Policy FrameworkEquity4.1 The use of ICT in schools always involves choices about resource allocation.The drive for additional resources for schools results from prior access toinformation and resources. The technically able and well equipped can oftenmake more compelling cases for re-equipping than those who have poor or noresources. Technology tends to amplify advantage.4.2 It is for this reason that the principle of equity should inform our approach andprovide an alternative basis for supplying access to information and theallocation of resources. Equal access and equal competence must be theobjective of our education system.Norms and standards4.3 Current initiatives and donations of software and hardware have sparkeddebates on issues of open source, copyright, licensing, refurbishment and interoperability,as well as human resource capacity building.4.4 The need for national norms and standards for educational ICT cannot beoveremphasised. Calls for the scaling up of provincial programmes in order toensure equitable access to learning opportunities and to improve learnerperformance have been made repeatedly.4.5 The aim of creating national standards for ICT in teaching and learning is toclarify compliance requirements, responsibilities and implementationmechanisms. Standards in terms of teacher development, content, connectivity,hardware, software and community engagement cover the following areas:• teacher competencies consistent with the National Qualifications Framework(NQF) levels;• educational soundness of electronic content, for example, relevance,reliability, accessibility and usability;
Page 1 and 2: Draft Whit
Page 3 and 4: Foreword by the Minister of Educati
Page 5 and 6: TABLE OF CONTENTSChapter One: Intro
Page 7 and 8: • participation in the informatio
Page 9 and 10: Government’s responses to the dig
Page 11 and 12: governmental organisations have res
Page 13 and 14: Mpumalanga 22.9% 12.4%Northern Cape
Page 15 and 16: Chapter Two: e-Educatione-Education
Page 17 and 18: etrieve, store, organise, manipulat
Page 19 and 20: achievement in:• application and
Page 21 and 22: 2.26 e-schools will therefore be ch
Page 23 and 24: arguably one of the most powerful m
Page 25: in the amount of time spent on admi
Page 29 and 30: enefit the education sector and inv
Page 31 and 32: 4.15 Support in the form of incenti
Page 33 and 34: 4.25 The training must model the us
Page 35 and 36: and drive the process.Information m
Page 37 and 38: 4.43 The Department of Education wi
Page 39 and 40: procurement of internet services an
Page 41 and 42: supportive environments for after-s
Page 43 and 44: 4.68 Given the magnitude of the tas
Page 45 and 46: • ratio of learners to computers;
Page 47 and 48: 5.18 A modest, sustained and system
Page 49 and 50: ELECTRONICALLY• 50% schools are c
Page 51 and 52: • All schools have access to a ne
Page 53 and 54: knowledge in order to expand the ra
Page 55: (b) Universal access, the ability t

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