In search of a sustainable model of ICT access and use for rural schools in Mpumalanga, South Africa Alice Barlow-Zambodla e/Merge Africa Online Peer Assist event Session 2 2 nd – 6 th November 2015

The initial challenges What more can be done to: Facilitate sustained access by learners and educators and other community stakeholders? Facilitate use by educators?

Inputs and feedback received Feed back received via Skype, the Facebook Page and in the discussion forum (thanks to Irene, Nicola and Elizabeth ) largely supports the approach and initial steps the Trust has taken – i.e. its moving in the right direction However, more needs to be done to cement what has been put in place then more building blocks representing various other elements of sustainability need to be added one by one. Challenges the Trust is facing in implementation are common to such initiatives e.g. lack of understanding among Educators, Principals and DoE officials of the important role ICT can play in education Even in those ICT4D and ICT4REd initiative deemed to have been successful there remain questions around how sustainable they really were/are

In the school context: A good support team on the ground Strong partnerships with service providers Sustained training is critical especially that of educators Principals play a key role Start working with those beneficiaries with a desire to participate Use ICT for curriculum delivery Educators should have access to personal technologies (allows experimentation) With learners the focus should be on curriculum learning – they will pick up the necessary skills as they go NB: The value of ICT is realized in the classroom Elements/aspects that contribute to sustainability of access and use of ICT

In Rural Development context: The same principles hold as for in the schools however the target beneficiaries might differ and the scope for participation would be much wider. In the Trust’s case beneficiaries, include traditional leaders, community development forums, out of school youth, community members, relevant government officials in general etc Learning using ICTs should be linked directly to individual sustainable livelihood strategies As Elizabeth said: “Leadership is the most important factor affecting the integration of technology”

What the Trust seeks to achieve in the communities it serves - with education being it’s central pillar: 1.Provide a good learning environment for children and youth. 2.Increase workplace skills and capacity among communities 3.Stimulate employment opportunities between communities and private nature reserves. 4.Improve the livelihoods of communities who are most directly dependent on natural resources through community based environmental management. 5.Develop cohesion and leadership within existing community structures to establish networks for collaboration and improved resilience.

The Trust needs to revisit its vision Ensure that using technology as a tool in its integrated development initiatives should result in improved productivity and practice for the organisation and in the communities where it operates by leveraging technology to meet its objectives Suggestions made regarding how the Trust might proceed

A few examples of how technology could be leveraged to achieve the Trust’s rural development objectives Link schools so that learners have access to ICT resources in rich schools or links to other resource repositories etc. Links to HEIs and other institutions for e-learning and other opportunities Use ICT to build a better understanding of work available within and around the community – tasks, qualifications required, practical skills required etc Provide access to market and other up to date information (online/offline) linked to community livelihood strategies Use mobile technologies such as cell phones and tablets – as most people have cell-phones and some even have tablets – consider linking some interventions to ‘learn as you earn’

Thank you for your inputs and support!