In the year 2001/2000, the government introduced the Khanya project in the Western Cape and the Gauteng

Online project, respectively. One of the goals for integrating Information communication Technology in education is to enhance teaching and learning practice thereby improving the quality of education. When Gauteng Online was launched, educators and learners were anxious as this would expose them to a different dimension in terms of the teaching and learning environment, regretfully this never materialized. Only 25 computers, 1 printer and a whiteboard were supplied to schools which were insufficient to cater for an average of 40 learners in a class. Lack of computers and insufficient resources deprived and compromised learners from acquiring and developing cognitive and critical thinking skills and information access evaluation and synthesizing skills. Many educators were still not skilled or confident enough to use technology in their curriculum. Lack of computer knowledge and inadequate training instilled computer phobia amongst educators. Educators at some schools received only 4hours of training. Unions did not allow educators to be trained after 15h:00 hours on weekdays. Training could not take place during normal school hours which lead to educators not obtaining sufficient support, guidance and computer knowledge. 1 200 IT technicians were trained and deployed at schools to enhance operational efficiency and address technical issues. Inefficient planning and lack of adequate technical support de-motivated and discouraged educators. The connectivity of Gauteng Online was an additional aggravating deterrent for educators because they were always off-line (internet access is required for improving quality of learning). The time-tables of many schools did not make sufficient provision for the ICT curriculum resulting in a lack of effective and innovative teaching practices. The ability to work collaboratively with parents, community members and other educators posed a further challenge to ICT education. An amount of 3 billion was invested in the project since inception in 2001. R18,5 million worth of computer equipment and resources was lost as a result of theft and 632 theft and burglary cases were reported. Ironically, no conviction to date which clearly indicates the disgusting and appalling state of our Safety and Security Structures. Contextual factors such as inadequate security e.g. installation of alarm system, 24 hour armed response, poor quality burglar proofing, failure to replace stolen equipment, failure to pay service providers on time and inadequate maintenance and support of equipment only compromised ICT Education.

Constant electricity interruptions further posed a security risk. Insufficient power supply as well as appropriate power upgrade utilization inhibited computer education and damaged vital computer components.

The Khanya project was launched in the Western Cape and is widely recognized as a successful project. It won many awards, one being the Standard Bank CPSI award for Innovative Service Delivery Institutions. Schools were given 25 computers, 1 printer, a whiteboard and a television set. This was insufficient for class sizes that averaged, 40 learners. Their curriculum was restricted to only Numeracy and Literacy, depriving educators of other subjects to make maximum use of computer technology. Educators of other subjects felt disillusioned and isolated from ICT education. Educators were not allowed to use the computer laboratory in their own free time. The laboratory was only available at certain times in the day. Self-confidence and personal growth amongst educators was therefore stifled. Khanya schools also lacked sufficient technical support in the ICT environment. It would take their technical team months to offer their service in the fixing of computers. Lack of knowledge by educators on how to solve a technical problem deterred them from using the laboratory. Local communities contributed to the establishment of technology facilities in schools. At present 20% of all cost is shared by the community and in turn community members have a wider access to information and other services that are currently available Online. Adults are taught how to use word processor, develop their own CVs and how to look for jobs Online. The disadvantaged and the poor therefore benefited from this project. Khanya also encountered problems with theft of computers. This problem was curbed by upgrading security measures that protected the facility and equipment. Khanya has ongoing training workshops to develop their educators and to enhance ICT education. I conclude that the Khanya initiative yielded better results in comparison to Gauteng Online initiative. Greater accomplishments were realized in the Khanya project holistically. Numeracy and literacy results of learners participating in this project has improved. Ongoing success resulted in more and more donors support for the project and its objectives. Gauteng Online project is important and relevant but poor planning and governance is causing its failure. The objective of using ICT in education to deliver curriculum has not yet materialized. Educators and learners are still to benefit from the I.C.T. curriculum to enhance and improve teaching and learning holistically.

RESOURCES

http://www.khanya.co.za/projectinfo/?catid=32

http://www.e4africa.co.za/?p=1583

http://wced.school.za/comms/press/2009/41_khanya.html

http://www.stockholmchallenge.org/project/2010/khanya-technology-education

http://www.itweb.co.za/index.php?option=com_content&view=article&id=45334:gaute ng-online-is-failing

http://www.gssc.gpg.gov.za/media_press_100209.htm