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Exploring national strategic
imperatives.
Name: Nonkululeko Makhubu
Professional studies 3A

INTRODUCTION
Educational technology is the study and proper preparation
of simplifying learning and improving performance by
creating, using and managing applicable technological
methods and resources.
Technology of education is most simply and easily defined
as a collection of tools that might prove supportive in
advancing student learning and may be measured in how
and why individuals behave.

Cont…..
Educational technology depends on an extensive definition
of the term “technology.” Technology can refer to material
objects of use to humanity, such as machines or hardware,
but it can also include expansive themes, including systems,
methods of organizations, and techniques. Some recent
tools contain but are not limited to overhead projectors,
laptop computers and smartphones.

Cont……
Newer tools such as smartphones are beginning to draw serious
attention for their learning potential.
In this presentation, I am going to explore national strategic imperatives
and I am going to cover all the following themes:
 Knowledge society agenda.
 Pervasiveness of technology.
 Education for all goals.
 Present future national strategic objectives.
 Highlight the broad aims of the various national and international
initiatives regarding continuous professional development of teachers
with regard to teacher competency standards relating to ICTs and
professional aptitudes.

Pervasiveness of Technology
PLE= Personal Learning Environment defined
 A collection of tools, brought together under the conceptual
notion of openness, interoperability, and learner control (…)
PLEs are concept-entity. (George Siemens, 2007:20).
 A Personal Learning Environment is facility for an individual
to access, aggregate, configure and manipulate digital
artifacts of their ongoing learning experiences. (Ron
Lubensky, 2006).

PLE= Personal Learning Environment
“Personal Learning Environment (PLE), are systems that help
learners take control of and manage their own learning. This
includes providing support for learners to set their own learning
goals, manage their learning; managing both content and
process, communicate with others in the process of learning and
thereby achieve learning goals. A PLE maybe composed of one
or more sub-systems: as such it may be a desktop application,
or composed of one or more web-based services.”
(http://mohamedaminechatti.blogspot.com/2010/03/lms-vs-
ple.html)

Personal Learning Environments:
 Enable students to conclude the style and pace at which they
learn.
 help prepare them for university and workforce.
 Encourage students to approach learning in ways best suited
to their individual needs.
 Visual learners might be able to obtain material from different
source than auditory learners.

Benefits of Personal Learning Environments:
 PLE makes learning learner centric rather than the current models
of teacher or institution centric learning.
 Encourage learning through dialogue as well as praxis or learning
by doing.
 Learners are taught how to construct, regulate and control their
own learning thus creating a lifelong learner.
 Helps create a culture of lifelong learning where the environment
can continuously adapt to changing interests.
 PLEs allow self directed learners to think for themselves.

Guidelines for Teacher Training and Professional Development in ICT
Information and communication technology (ICT) is important to the application of e-
education and offers greater opportunities to access learning, redress inequities and
improve the value of teaching and learning.
The white paper characterizes schools that implement e-Education as institutions that
have:
 Learners who utilise ICT to improve learning.
 Qualified and competent leaders who use ICT for planning and management;
 Qualified and competent teachers who use ICT to enhance teaching and learning.
 Access to ICT resources that support the curriculum ;and
 Connections to ICT infrastructure.

Approach to Teacher Development in ICT
The holistic approach to teacher development has the following three dimensions:
1. A pedagogical element which implies an understanding and application of the
opportunities of the use of ICT for teaching and learning in a local curriculum context.
2. A technical dimension, which implies
• An ability to select, use and support range of ICT resources as appropriate to
enhance personal and professional effectiveness ;and
• The willingness to update skills and knowledge in the light of new developments.
3. A collaboration and networking dimension which includes
 A critical understanding of the added value of learning networks and collaboration
within and between partners; and
 The ability to create and participate in communities of practice.

ICT……..
When ICT is successfully integrated into teaching and learning, it can ensure a more meaningful
interaction of learners with information. ICT can promote the development of advanced cognitive
skills such as comprehension, reasoning, problem-solving and creative thinking, as well as the ability
of learners to:
 Identify and solve problems and make decisions using critical and creative thinking strategies;
 work effectively with others as members of a team, group, organisation and community;
 organise and manage themselves and their activities responsibly and effectively;
 collect, analyse, organise and critically evaluate information;
 communicate effectively using visual, symbolic and/or language skills in various modes;
 use science and technology effectively and critically, showing responsibility towards the
 environment and the health of others; and
 demonstrate an understanding of the world as a set of related systems by recognising that
problems cannot be separated from their contexts.

Facilitating and inspiring student learning and creativity in ICT
TEACHERS SHOULD:
 Engage students in exploring real-world issues and solving authentic problems
using digital tools and resources.
 Promote student reflection using collaborative tools to reveal and clarify
students’ conceptual understanding and thinking, planning, and creative
processes
 Model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in face-to-face and virtual environments
 Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
 Develop technology-enriched learning environments that enable all students to
pursue their individual curiosities and become active participants in setting their
own educational goals, managing their own learning, and assessing their own
progress

Technology literacy
The use of new technologies in education implies new teacher roles, new pedagogies and new approaches to
teacher education. The successful integration of ICT into the classroom will depend on the ability of teachers to:
 structure the learning environment in new ways,
 to merge new technology with a new pedagogy
 To develop socially active classrooms,
 Encouraging co-operative interaction
 Collaborative learning and group work.
This requires a different set of classroom management skills.
Technology literacy
The policy goal of the technology literacy approach is to enable learners, citizens and the workforce to use ICT
to support social development and improve economic productivity.
Related policy goals include:
 Increasing enrolments,
 making high quality resources available to all and
 Improving literacy skills
Teachers must also be able to use ICT to manage classroom data and support their own professional learning.

Knowledge deepening
The aim of the knowledge deepening approach is to increase the ability of students, citizens, and
the workforce to add value to society and to the economy by applying the knowledge gained in
school subjects to solve complex, high priority problems encountered in real world situations of
work, society and in life generally.
Teaching is student-centred and the teachers role is to:
 Structure tasks,
 Guide student understanding, and
 To support students as they tackle collaborative projects.
Teachers help students :
 Create
 Implement and
 Monitor project plans and solutions.

Knowledge creation
o The aim of the knowledge creation approach is to increase productivity by creating students, citizens, and a
workforce that is continually engaged in, and benefits from, knowledge creation, innovation and life-long learning.
o Teachers, in this approach, should not only be able to design classroom activities that advance these policy goals
but also participate in the development of programmes within their school that advance these goals.
Knowledge society skills that are needed to create new knowledge.
These are skills such as:
 Problem solving,
 Communication
 Collaboration
 Experimentation
 Critical thinking and creative expression.
These skills become curricular goals in themselves and the objects of new assessment methods.
The most significant aim is for students to be able to:
 Create their own learning goals and plans
 Establish what they already know
 Assess their strengths and weaknesses
 Design a learning plan
 Stay on task
 Track their own progress
 Build on success and adjust to failures.

Education for all Goals
By 2030, all children should start their learning and development at
early childhood development centers. These centers should be set
up and properly monitored.
Early Childhood Development.
Early childhood development is defined in the children’s act (2005)
as the process of children developing their
emotional, cognitive, sensory, spiritual, moral, physical, social, and
communication capabilities from birth to school going age.

Eradicate Child Under Nutrition
The benefits of investing in early intervention programs include
 Improvements in school enrolment rates.
 Retention and academic performance.
 Decline in antisocial behavior; and
 Higher rates of high school completion
Attention should focus on establishing the most effective intervention and
appropriate delivery mechanism. The feeding scheme at schools have
contributed greatly to reducing under-nutrition. In 2030, feeding schemes in
schools should cover all children in need and provide food that is high in
nutritional content and rich in vitamins.

Education for all cont….
The Constitution of the Republic of South Africa (1996) requires education to
be transformed and democratised in accordance with the values of human
dignity, equality, human rights and freedom, non-racism and non-sexism. It
guarantees access to basic education for all, with the provision that
everyone has the right to basic education, including adult basic education.

The South African Schools Act (SASA) (1996) promotes access, quality and
democratic governance in the schooling system. Its purpose is to :
 Ensure that all learners have right of access to quality education without
discrimination; and
 Makes schooling compulsory for children aged 7-15.
= Education White Paper 6 on Inclusive Education (2001) described the intention
of the Department of Education to implement inclusive education at all levels in the
system by 2020. Such an inclusive system will facilitate the inclusion of vulnerable
learners and reduce the barriers to learning, through targeted support structures
and mechanisms that will improve the retention of learners in the education
system, particularly learners who are prone to dropping out.

 Basic Education Makes a Difference
In general , countries with more educated populations enjoy higher rates of economic growth and less
inequality. More recent y, evidence has shown it is not only years in school , but what is learned n school ,
that counts. A recent study found that whilst an additional year of schooling was associated with a 0.37%
increase n GDP, the increased to 1% when combined with improved learning outcomes.
 Earnings
Education is positively associated with improved lifetime earnings. Each extra year of education raises
lifetime earnings by about 10%. Returns to education are higher for low income countries and for women.
 Health
Education, especially for girls, helps to improve health and to reduce fertility. Children of educated mothers
are healthier, better nourished and more likely to survive as infants. Across the developing world, an
additional year of schooling reduces infant mortality rate by between 5 and 10%
 Environment
Research has shown a strong relationship between levels of school achievement in science and awareness
of global environmental problems. Both are associated with a greater sense of responsibility for supporting
sustainable environmental management.
 Fragility and Conflict
Education can p lay an important part n the emergency response to conflict or fragility, in the long term
process of reconstruction and building stability and in promoting civil engagement and democracy.
Empirical evidence links events and distribution of education achievement to indicators of democracy,
stability and security

Millennium Development and Education For
All Goals….
Millennium development and
education for all goals.
Ensure that by 2015 all children,
particularly girls, children in
difficult circumstances and those
belonging to ethnic minorities,
have access to, and complete free
and compulsory primary education
of good quality.
Ensure that by 2015, children
everywhere, boys and girls alike will
be able to complete a full course of
primary schooling.

Millennium Development and Education For All Goals and
Targets for Education.
 Promote Gender Equality and Empower Women
 Eliminate gender disparity in primary and secondary education preferably by
2005 and to all levels of education no later than 2015.
 Achieve 50% improvement in levels of adult literacy by 2015, especially for
women, and equitable access to basic and continuing education for all adults.
 Eliminate gender disparities in primary and secondary education by 2005, and
achieve gender equality in education by 2015, with a focus on ensuring girls’
full and equal access to and achievement in basic education of good quality.
 Improve all aspects of the quality of education and ensuring excellence of all so
that recognized and measurable learning outcomes are achieved by all,
especially in literacy, numeracy and essential life skills.

Six Educational goals are to:
1. Expand early childhood care and education
2. Provide free and compulsory primary education to all
3. Promote learning and life skills for young people and adults
4. Increase adult literacy by 50 percent
5. Achieve gender parity by 2005, gender quality by 2015
6. Improve the quality of education

Educational goals are to:
• Improve the average performance in languages of Grade 6 learners.
• Improve the average performance in mathematics of Grade 6 learners.
• Improve the average performance in mathematics of Grade 8 learners.
• Ensure that all children remain effectively enrolled in school up to the year in
which they turn 15.
• Improve the access of children to quality early childhood development
(ECD) below Grade 1.
• Improve the grade promotion of learners through the Grades 1 to 9 phases
of school.
• Improve the access of youth to Further Education and Training beyond
Grade 9.

EDUCATION FOR ALL GOALS VIDEO.
NB: PLAY AND PAUSE TO READ THE
WORDS.

Knowledge society agenda
Information: Facts, comments, opinions, expressed through words, images,
sounds…
It can be stored, circulated…
Knowledge: the output of the reconstruction of information by a person,
according to his/her history and context.
Knowledge depends on the person.
Information can be transmitted, knowledge must be acquired, constructed.

Knowledge society.
A society in which
information is a good
that one can
exchange, buy, sell, sto
re, transport, process.
The society of the
digital divide.
A human society, in
which knowledge
should bring justice,
solidarity, democracy,
peace. A society in
which knowledge
could be a force for
changing society.
Informationsociety.
Knowledgesociety.

Knowledge society.
The knowledge Society needs new kinds of Knowledge,
that cannot reduce to traditional disciplines.
ICT change knowledge itself: Each discipline, its concepts,
processes, methods, resources available.

Knowledge society…
Education in a networked society.
Education needs networks of knowledge
The links: contribute to the elaboration and
acquisition of knowledge.

Education in a networked society…
Take into account:
 New knowledge
 Access to knowledge
 Communication in a network
 New teaching, new learning
 New tools, new resources, new pedagogies
 New space and time
 New teaching profession

Collective intelligence
An aim for education: build a collective intelligence; a role for
Teachers.
The (open) classroom is the first place where collective
intelligence can be built and used.
Develop collective intelligence of pupils
Develop the capacity for collaborative work
Use collaborative work

Being a teacher in the knowledge society
ICT confirm the essential and core role of the teacher:
 be the MEDIATOR between knowledge and the student
The face-to-face relationship between the teacher and the pupil
remains essential.
The human dimension of teaching supported and enhanced by
technology

Being a teacher in the knowledge society
Common European Principles for Teacher Competences and Qualifications (2005)
 Making it work: the key competences:
Work with others
… individually and collectively, building a « collective intelligence »
Work with knowledge, technology and information
… networked knowledge, complex knowledge, in the Knowledge Society
Work with and in society
… social, political, ethical responsibility

The Stellenbosch Declaration ICT in Education
Educators not only seek Information society but also knowledge
society which will enable all children and all people to access
knowledge and to benefit from being educated. Education is a
key issue in the knowledge society and educators have major
mission.
 Bellow are some of the major areas that will shape a
beneficial use of ICT in education:

Learners and lifelong learning
In the knowledge society, every learner is a lifelong learner.
ICT is a key tool for developing lifelong learning.
The development of lifelong learning needs an integration of education into the
real world- ICT should be used for this purpose.

Networking
The knowledge
society is
networked.
Networks in education offer many
ways to access knowledge, offer
many possibilities for networking
people and developing
collaborative work and enhancing
the ‘collective intelligence.

PRESENT FUTURE NATIONAL STRATEGIC OBJECTIVES
The five strategic goals
that have been factored
into the programme
objectives are:
Output 1: Improve the
quality of teaching and
learning.
Output 3: improve early
childhood development.
output 4: ensure a
credible outcomes-
focused planning and
accountability system.
Output 2: undertake
regular assessment to
track progress.
Output 5: improvements
in the capacity of the
Department of Basic
Education.

Programme 1: Administration
The purpose of programme 1: administration is to manage the Department
and provide strategic and administrative support services.
The key functions of the programme are:
 To provide overall management of the education system in accordance
with the National Education Policy Act, the Public Finance Management
Act, and other relevant policies and acts.
 To provide for the functioning of the office of the Ministry for Basic
Education.
 To provide management services that are not education specific for the
education system
 To provide education management services for the education system
 To provide human resource development for office-based staff;
 To provide for project support and oversight under Programme 1 as
specified by the Department of Basic Education and funded by conditional
grants; and
 To provide an Education Management Information System in accordance
with the National Education Information Policy

Continuous professional development of teachers with regard to
teacher competency standards relating to ICTs and professional
aptitudes.
 Targets for initial and continuing teacher development
 The following targets are set for ICT skills development for practising and student teachers:
 All students leaving higher education for the teaching profession should have reached at least the
adoption level. This means that they should have the knowledge and skills to use a computer and
application software. Furthermore, they should have the ability to use various ICT, including a computer,
to support traditional management, administration, teaching and learning, and be able to teach learners
how to use ICT.
 All practising teachers that have access to ICT should, as a minimum, be trained to the adoption level.
 The adaptation and appropriation levels focus on the knowledge, skills and values to integrate ICT into
teaching and learning. At least 60% of teachers with access to ICT should reach the adaptation level and
20% should reach the appropriation level. Continuing professional development and advanced certificate
of education programmes should respond to this target.
 The innovation level focuses on the transformational use of ICT to redefine the role of the teacher and
classroom environments. At this level, entirely new learning environments that use ICT as a flexible tool
for whole-school development and for collaborative and interactive learning are developed. The
innovation level is a specialisation level and is suited for study at advanced postgraduate levels. At least
10% of practising teachers should reach this level.

Approaches that should be adopted in ICT skills development for students and practising
teachers
 All higher education institutions should offer compulsory ICT in teaching
and learning in teacher development courses (up to appropriation level).
 Students currently in higher education institutions should be fast-tracked
to bring them to at least the adoption level by the end of their studies.
 From 2008, all students leaving higher education for the teaching
profession should have reached at least the adaptation level.
 All practising teachers who have access to ICT should, as a minimum, be
trained to the adaptation level by 2010.
 Subject advisors are to be trained up to appropriation level through a
focused intervention from the national Department of Education. Once
trained, they will be able to assist teachers to utilise access to computers.

References:
Advancing Digital Age Teaching. Available from:
http://www.iste.org/docs/pdfs/nets-t-standards.pdf (Accessed 15 February 2013).
Being a Teacher in the Knowledge Society. Available from: http://www.eden-
online.org/contents/conferences/OCRCs/Poitiers/Keynotes/Cornu.ppt (Accessed 17 February 2013).
Education for all by 2015: Education Internationals Response to the Global Monitoring Report 20008. Available from: http://download.ei-
ie.org/docs/IRISDocuments/Education/Education%20For%20All/Global%20Monitoring%20Report%202009/2009-00090-01-E.pdf
(Accessed 19 February 2013).
Education for all video. Available from: https://www.dropbox.com/s/hs7x5vmifg7oqj1/EFA.mp4 (Accessed 19 February 2013).
Guidelines for Teacher Training and Professional Development in ICT. (2007). Available from:
www.thutong.doe.gov.za/ResourceDownload.aspx?id=35998
ICT-Enhanced Teacher Standards for Africa. Available from: http://unesdoc.unesco.org/images/0021/002161/216105e.pdf. (Accessed 17
February 2013).
Learning for All, DFID’s education Strategy 2010-2015. Available from: . http://consultation.dfid.gov.uk/education2010/files/2010/04/learning-
for-all-strategy.pdf (Accessed 18 February 2013).
National Development Plan. (2011). Available from:
http://www.npconline.co.za/medialib/downloads/home/NPC%20National%20Development%20Plan%20Vision%202030%20-lo-res.pdf
Strategic Plan 2011-2014. Available from: http://www.education.gov.za/LinkClick.aspx?fileticket=%2F%2BBILaBJ7ak%3D&.. (Accessed 14
February 2013).
UNESCO ICT competency Framework for Teachers. Available from: http://unesdoc.unesco.org/images/0021/002134/213475e.pdf
White Paper on e-Education. Available from: http://www.education.gov.za/LinkClick.aspx?fileticket=Keu0%2FBkee%2BM%3D&...( Accessed
16 February 2013).

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