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Survey of ICT and Education in Africa : South Africa Country Report

ACCESS TO TRAINING ACHIEVEMENTS ADDITION ADULT BASIC EDUCATION ADULT LEARNING ADULTS ARTS CALL CAREER GUIDANCE CHILDREN CLASSROOM CLASSROOMS COGNITIVE DEVELOPMENT COMMUNICATION COMPLETION COMPUTER APPLICATIONS COMPUTER EQUIPMENT COMPUTER LITERACY COMPUTERS IN EDUCATION CURRICULAR REFORM CURRICULUM CURRICULUM CONTENT CURRICULUM DELIVERY CURRICULUM DEVELOPMENT CURRICULUM FRAMEWORKS DEMONSTRATION DIGITAL DIVIDE DIPLOMAS DISTANCE EDUCATION DISTANCE LEARNING DRAWING EDUCATION EDUCATION COMMUNITY EDUCATION INSTITUTIONS EDUCATION MANAGERS EDUCATION MINISTERS EDUCATION OFFICIALS EDUCATION SECTOR EDUCATION STATISTICS EDUCATION STRATEGY EDUCATION SYSTEM EDUCATIONAL INSTITUTIONS EDUCATIONAL NEEDS EDUCATIONAL SOFTWARE EDUCATIONAL TECHNOLOGY EDUCATORS EQUITABLE ACCESS FACILITIES FORMAL SCHOOLS FORMAL TRAINING FUNCTIONAL ILLITERACY GENDER EQUALITY GENDER PARITY GENDER PARITY INDEX GENERAL EDUCATION GER GIRLS GOALS GROSS ENROLLMENT GROSS ENROLLMENT RATIO GROUPS HEALTH CARE HIGH SCHOOL HIGH SCHOOLS HIGHER EDUCATION HIGHER EDUCATION INSTITUTIONS HUMAN DEVELOPMENT HUMAN RIGHTS ILLITERACY ILLITERACY RATE ILLITERACY RATES INFORMATION SOCIETY INSTRUCTIONAL DESIGN INTERACTIVE RADIO INTERACTIVE RADIO INSTRUCTION INTERVENTIONS INVESTMENT ITS KNOWLEDGE LANGUAGE SKILLS LANGUAGES LEADERSHIP LEARNERS LEARNING LEARNING ACTIVITIES LEARNING CENTRES LEARNING ENVIRONMENT LEARNING ENVIRONMENTS LEARNING INITIATIVES LEARNING PRACTICES LET LEVELS OF LITERACY LIFELONG LEARNING LITERACY SKILLS LITERATURE MATHEMATICS MEASURING LEARNING OUTCOMES MENTORS MOBILITY NATIONAL CURRICULUM NATIONAL CURRICULUM FRAMEWORK NATIONAL EDUCATION NATIONAL EDUCATION POLICY NATIONAL EDUCATION SYSTEM NATIONAL SYSTEM OF EDUCATION NUMBER OF SCHOOLS NUMERACY OPEN EDUCATION OPEN LEARNING OPEN UNIVERSITY PARTNERSHIPS PEDAGOGICAL USE PEDAGOGY PRIMARY GRADES PRIMARY SCHOOL PRIMARY SCHOOL TEACHERS PRIMARY SCHOOLS PRINCIPALS PRIVATE PARTNERSHIPS PRIVATE SCHOOLS PROFESSIONAL DEVELOPMENT PROVISION OF EDUCATION PUBLIC SCHOOLS QUALIFIED TEACHERS QUALITY ASSURANCE QUALITY EDUCATION QUALITY LEARNING QUALITY OF INSTRUCTION RADIO RADIO STATIONS RESOURCE CENTRE RURAL AREAS RURAL CLASSROOMS SCHOOL SCHOOL EDUCATION SCHOOL GRADUATES SCHOOL POLICY SCHOOLING SCIENCE SCIENCE STUDY SECOND-LANGUAGE SECONDARY SCHOOL SECONDARY SCHOOLS SENIOR PRIMARY GRADES SKILL DEVELOPMENT SKILL TRAINING SKILLS SKILLS ACQUISITION SKILLS DEVELOPMENT SKILLS TRAINING SOCIAL DEVELOPMENT SOFTWARE STAFF DEVELOPMENT STORIES STRATEGIES STUDENTS STUDIES TEACHER TEACHER DEVELOPMENT TEACHER PROFESSIONAL DEVELOPMENT TEACHER SALARIES TEACHER SUPPORT TEACHER TRAINING TEACHER-TRAINING COLLEGES TEACHERS TEACHING TEACHING PROGRAMMES TEACHING SKILLS TECHNICAL COLLEGES TECHNOLOGICAL INNOVATION TECHNOLOGIES TECHNOLOGY TESTING TRAINEES TRAINING CENTRE TRAINING MATERIALS TRAINING OF EDUCATORS TRAINING PROGRAMME TRAINING PROGRAMMES UNEMPLOYMENT RATE UNIVERSITIES VOCATIONAL EDUCATION WOMEN WORKBOOKS WRITING YOUNG PEOPLE YOUTH
http://documents.worldbank.org/curated/en/2007/06/10003124/survey-ict-education-africa-south-africa-country-report http://hdl.handle.net/10986/10659
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World Bank, Washington, DC
Africa | South Africa
2012-08-13T12:37:55Z | 2012-08-13T12:37:55Z | 2007-06

This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. In all the different facets of the ICTs for education prism, South Africa boasts more than a decade of accumulated experience from its wide range of projects and programs pioneered by noteworthy champions across the stakeholder spectrum of communities, the private sector, civil society, donor, development, and government agencies. A variety of tested models on ICT access, digital content development, teacher training and professional development, optimal usage, partnerships, and resource mobilization have encouraged significant learning among innovators, practitioners, and policymakers. The scale of all these interventions to date has led to at least 22 percent computer penetration in all public schools. While South Africa has a policy on e-education only for the schools and Further Education and Training (FET) college sectors, herein too lay animated debate on the optimal ways to implement the policy. Over the coming period, with South Africa acting as host for the 2010 World Cup and the national government embarking on accelerated economic growth strategies, the race is on to move to broadband and promote ubiquitous ICT access. South African education institutions in general, and the schools and FET college sectors in particular, are set to grow significantly in ICT access, teacher training, and professional development and usage. However, major challenges still need to be overcome, such as the lack of a comprehensive policy on ICTs in education that covers all sectors in education, the continued need for leadership and co-ordination of various initiatives, the promotion of enhanced learning through optimal usage of the technologies, and, above all, the need to demonstrate the value of the investment in ICTs through improved performance of learners and teachers and improved employability in the changing labor market.

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