1. PROFESSIONAL STUDIES 3A
ayankies@gmail.com

2.  In the South African
context, the concept
of e-Education
revolves around the
use of ICTs’
(Information
Communication
Technology) to
speed-up the
achievement of
national education
goals.

3.  e-Education (electronic education)is about
connecting learners and teachers to each
other and to professional support services,
and providing platforms for learning.

4.  e-Education will
connect learners
and teachers to
better information,
ideas and one
another via effective
combinations of
pedagogy and
technology in
support of
educational reform.

5.  These learners will use ICTs to enhance
interaction between citizens, governmental
organizations and public and elected officials

6. WHY ICTs?
 The challenge is to stretch beyond the
mere exchange of information or
indoctrination.

7.  • a tool for management;
 • an administration tool to increase
productivity of the staff and lesson
delivery;
 • a resource for curriculum
integration;

8.  • a communication tool (a form if
interaction);
 • a collaborative tool for teachers
and learners; and
 • a learning environment that
advances creativity, communication,
collaboration and engagement.

10.  Development in science and technology
are basically changing the way people live.
 This is because scientific and technological
uprising reinforces
i. economic advances
ii. improvements in health systems
iii. education and infrastructure

11.  The pervasiveness of technology has made it
easier to differentiate between developed
and developing countries.
 Technology encourages enhancement of the
learners cognitive thinking.
 Quality education enhances and advances
technology and the other way round.

13.  • Norms and Standards for
Educators are revised to
include ICT use and
integration.
 • All pre-service teacher
training in higher education
institutions includes basic ICT
literacy and basic ICT. ·
 Teachers have access to ICT
technical support training

14.  · Teachers have access to
in-service training on how
to integrate ICTs into
teaching and learning
 · Institutional managers
have access to in-service
training on how to integrate
ICTs in management and
administration.

15.  · Dedicated expertise are appointed and
developed at different levels of the system for
the planning, management, support, monitoring
and evaluation of ICTs.
 · Ongoing support to managers is provided at
different levels of the system.
 · Provinces are collaborating and group ICT
resources where appropriate.

17. Knowledge society: A human society, in
which knowledge should bring justice,
solidarity, democracy, peace... A
society in which knowledge could be a
force for changing society. A society
which should provide universal and
equitable access to information
(UNESCO).

18. Detecting error and illusion by
ERICHING THE KNOWLEDGE

teaching the weaknesses of
SOCIETY
knowledge
 Relevant knowledge considers the
objects of knowledge in their
context and in their complexity.

19. ENRICHING THE KNOWLEDGE
 Clarifying uncertainties by
SOCIETY
teaching the uncertainties in
physics, in biology, in history…
 Teach mutual understanding
and what misunderstanding is
between human beings.

20.  Learning to know translates into knowledge accessing
knowledge and the development of ICT.
 Learning to do transforms into new capacities and the
implementation of ICTs through doing them hands-on. ,
 Learning to live together opens up a new communication era
where people and places are integrated and have access to
each other, to the “World”. The « e-citizen » emerges.
 Learning to ‘be’ in the knowledge society emboldens personal
development in terms of inter and intrapersonal skills.

22.  If the executive sphere functions at influential
levels of the education system, goals are to be
carried out well and successfully. Therefore, it is
necessary that information of high value is
accessible at all times to advise decision making.
 This calls for the need of a dependable
information system that delivers defined
objectives and the right information to the right
people, at the right time and in the right way.

23.  Sometimes, educational leaders do not yet fully
appreciate the benefits of e-Learning and e-
Administration for organizations and for
provincial and district offices.
 It is important that school staff, dept. of
education and the law, at all levels of the system
are provided with the required support to enable
them to manage the introduction of ICTs and the
related change processes.

24.  EDUCATIONAL OUTPUT GOALS

25.  Improving the quality of teaching and
learning involves a combination of
variables including:
› • Teacher capacity and practice
› • Teachers being in class, on time and
teaching

26.  Establish a world class system of
standardized national assessments
 Extract key lessons from ongoing
participation in international assessments
 Strengthen school management and
promote functional schools

27.  Universalize access to Grade R
 Improve the quality of early childhood
development
 Strengthen the capacity of district offices

28. In order to deliver
quality education:
The Department must be
able to have the
necessary measures Department will improve
taken to ensure cost- organizational efficiency
effective program
delivery
Department must be
focus on effective
able to assess the
strategies for
allocation and technical
provisioning,
efficiency with which
procurement and
resources are mobilized
accountability
and deployed
Department and
education support to
provinces, schools and
parents

29. The following are key principles to be followed
in the professional development programs for
teachers:
 Educational goals should be most important.
The focus should not be on providing technical
ICT skills only, but also on the use of ICT to
achieve learning outcomes.

30.  Teacher development programs should provide teachers
with situated/contextualized learning experiences.
Programs should be subject-specific and relevant to the
learning areas.

32. Alexander, D. (2010). Education Strategy 2010-2015. London: Department for
International Development.
Cornu,B. (2013). Being a Teacher
in the Knowledge Society. INRP, CNED-EIFAD, France
Motsheka, A, Soorbrayan, B, Surty, E. (2011). Strategic Plan 2011-2014: Sol
Plaatje House.
Roi, A. (2008). Education for All by 2015. Belgium: Brussels.
UNESCO (2002). Information and Communication Technologies in Teacher
Education: A Planning Guide. UNESCO: Paris
:
UNESCO (2002b). Information and Communication Technology in Education:
A Curriculum for Schools and Programme of Teacher Development. UNESCO:
Paris