In search of a sustainable model of ICT access and use for rural schools in Mpumalanga, South

AfricaAlice Barlow-Zambodla

e/Merge AfricaOnline Peer Assist event2nd – 6th November 2015

What is sustainable ICT in terms of ICT4D?

• Initiatives that are able to transition to models that can be supported by local and domestic resources (Howard, 2008)

• Many ICT4D initiatives involving “parachuting” are inherently unsustainable

• Can rural ICTs be sustainable?

• There are many barriers to use of ICTs by rural people

• NGO’s and other development agencies need to intervene and democratize ICTs so that rural people can also have the opportunities to create and invent solutions for their own context.

The Buffelshoek Trust’s mandate and how the Trust works – www.buffelshoektrust.co.za

• My role• Vodacom Change the World Volunteer

2014/2016 working for the Buffelshoek Trust as their Education Cluster Team Leader

6 Primary Schools:• Hananani • Shiviti • Samson

Sibuyi • Munyamana • Manyeleti • Mahlati

3 High Schools• Manyangana • Mdluli • Acorns to

Oaks

3810 Learners 122 Educators

Target Beneficiaries

(Over 400 refurbished desktops were donated)• Computer labs at all 9 schools properly equipped and connected • Acorn to Oaks MST Academy established as a hub for using ICTs to

support teaching and learning and knowledge dissemination in the Manyeleti and Acornhoek regions

• Teachers and admin staff at the schools confidently use ICTs for teaching learning and administration purposes.

• All targetted School ICT programmes planned and implemented• Students have access to and use ICTs to learn, as well as to access and

disseminate information• Teachers and learners are involved in the development of and having

access to relevant content

Original project goals:

Main challenges to implementation and sustainability

• Challenges to project management• Geographical

spread of schools• Location – deep

rural, poor access to facilities and services

Challenges to access

• Lack of ownership• Security – internal and external theft• Maintenance - limited• No plans for replacement or upgrading• Management - diverse• No dedicated funding

• Lack of relevant infrastructure• Connectivity – no common nor stable fixed/mobile

internet solution available and poor bandwidth• Lack of on-site support (both technical and non-

technical)• Lack of educator (46%) and learner ICT skills

Challenges to use

• Lack of human capacity to man and provide support in the labs during school time

• Low/non-existent ICT literacy levels – 46% have never used computers• Limited opportunities to implement/influence sustained in-school

professional development activities (as an NGO)• Learners with learning disabilities – educators not trained to mitigate• Language (including migrant learners)• Connectivity – variable from area to area – even with mobile service

providers – high data costs• Multi-grade teaching and shared learning spaces• Overworked teachers

Mitigating some of the challenges – an initial focus on access

• Setting up and equipping the labs from scratch – all were previously classrooms that needed modification – all 9 set up – varying levels of functionality and either ADSL (3 schools)/mobile wi-fi internet access (6 schools).

• Sourcing and putting in place external but local IT technical expertise/support• Identification and selection of local OOSY to serve as school-based ICT Monitors

(stipendary)• Initial training of ICT Monitors completed– accredited Help Desk Solutions Course

offered by SchoolNet• Installation and support of ICT Monitors in schools – complicated but in process• Ongoing upskilling and development of ICT Monitors - ongoing• Facilitating more direct ownership and better management through the Principal’s

Forum – collaborative solution finding• Use of labs by community and other stakeholders – generating income for lab

Revised goals 2015/2016

• All 9 ICT centres established/equipped and operational

• School management, administration and educators confidently use ICTs

• School improvement interventions linked to continued monitoring and evaluation*

• Students have access to and are supported to use ICTs to learn, as well as to access and disseminate information

• Out of school youth in the communities of Utah/ Dixie, Seville B and Makrepen will be supported to source, develop and install the relevant ICT hardware and software required for their Youth Centre*

What more can be done to:

• Facilitate sustained access by learners and educators and other community stakeholders?

• Facilitate use by educators?