Speech by the Deputy Minister of the Department of Telecommunications and Postal Services, Hon. Prof. Hlengiwe Mkhize on the occasion of the launch of a computer laboratory at Mavuso High School in KwaNibela, Hluhluwe
Honourable Mayor of Big Five Municipality, Cllr Mr. CC Gumede
Honorouble KZN Education MEC Peggy Nkonyeni
The Chief of KwaNibela Tribal Authority Inkosi Mdluli
SGB Chairperson
The School Principal, Mr Mhlongo
Teachers and pupils of Mavuso High School
Ladies and gentlemen,
Introduction
I am truly honoured to be at Mavuso High School today to launch a brand new computer laboratory. To us this is a historic visit because a few years ago a child from this area will only touch a computer when they have passed their secondary schooling and are at tertiary level. At this stage it might even be late for them to start with basic computer classes in order to be at par with fellow students from big cities.
Today's visit is particularly important because it's about transforming the landscape of education, not only looking at the number of children but the quality of education and above everything else the educational content.
In this democratic government a rural child is expected to get quality education like any other child in big cities. A child of an ordinary farm worker now has the opportunity to become a doctor, a scientist, an engineer or a powerful economist.
The importance of education and being educated has increased over the years. It is always fulfilling when young people benefit for educational purposes, especially when it comes to them gaining computer skills which have become an important tool as the world is rapidly transforming into a digital era.
The use of technology is at the centre of this revolution, creating room for new forms of delivery of educational content and the accompanying teaching aids.
We therefore, as government have to ensure that as this digital revolution takes place, our children who come from rural areas are not forgotten. It is our duty to ensure that as the rest of the world moves forward, they are not left behind.
Technological experience is necessary to participate in the global economy and the use of Information Communications Technologies (ICT) in education can also improve the quality of teaching and learning. At an administrative level, ICTs can make education systems more efficient by helping teachers and administrators streamline routine tasks and improve assessment and data collection which in return will improve the culture of learning. I am sure that teachers at Mavuso High School will also benefit greatly from this computer laboratory and that is our aim as government.
Through this computer laboratory, pupils at Mavuso High School will no longer have to struggle with assignments as they will now have all the information that they need at their fingertips and that is a great step in the right direction.
Information and communication Technologies for education are seen as an enabler for teaching and learning. As the country has created a shift into technology overdrive, resulting in increased use of technology in schools, we are reminded also that technology will never replace a teacher in a classroom environment.
South Africa Connect Policy
The National Broadband Policy specifies that roll-out of broadband to schools and other educational institutions is a priority and highlights that the Education Departments have identified the need to use digital technologies to:
- Extend access to educational opportunities across gender, spatial and socio-economic divides and ensure access by persons with disabilities.
- Enable flexible open learning environments including interactive and personalised learning opportunities.
- Extend learning beyond the formal schooling system; and
- Streamline administration for teachers and administrators and enable assessment and data collection.
As stated in the Title of South Africa’s broadband policy: SA Connect of November 2013, it seeks to create opportunities and ensure inclusion.
Schools Connectivity Programme and Broadband Roll-out
The country has over 26 000 schools with an estimated total of 11.2 million learners. This means that education has a very high demand for ICTs, making it one of government’s top priorities.
Out of the 5 937 schools here in KwaZulu-Natal, we have so far connected 2 258 schools through our schools connectivity programme. This is only 38% of the provincial total number of schools, more still needs to be done to achieve 100% connectivity.
As we launch this computer laboratory today, we recognise that this is an initiative to take ICTs in education a step closer to achieving the countries goal of making technology in education a reality. Through a generous sponsorship by Sentech, the school now has 22 laptops for learners and teachers to use. To compliment these laptops, Sentech has also installed connectivity in the school via VSAT (satellite) and with WIFI, enabling the school to also be connected with the rest of world. These laptops will give the school an opportunity to access educational content, conduct research, and also learn how ICTs.
Sentech, has also provided the tables and desks for the school, for which we are very appreciative of. As a Department we would like to thank the sponsor for the generous contribution towards ICTs and education.
Through partnerships with the private sector, government will be able to achieve the targets set out in the NDP, resulting in us moving the country forward towards prosperity. We recognise the contributions made by our private partners in the ICT sector, and welcome any future contributions and partnerships in the ICT space.
Economic Benefits of Broadband Roll-out
There is increasing evidence of linkages between investment in electronic communications infrastructure and improvements in the economy. Though broadband impact studies vary on the exact contribution made to economic growth, there is enough evidence to support claims that increases in broadband penetration correlate with increases in GDP, new jobs, broadening of educational opportunities, enhanced public service delivery and rural development.
Realising these digital opportunities requires demand to be stimulated and use and uptake to be increased through the promotion of local and relevant content and applications. Multiple development and incentive programmes in all these areas will form a key part of the broadband implementation and funding plan; these programmes will include a local content and applications development fund and dedicated ICT entrepreneurship and R&D funds. Specifically, there will be incentives for and localisation of local content and applications development.
This is necessary both for the revitalisation of the economy and also for enhancing citizenship and democracy in the digital age, and creating opportunities for participation and consultation. Standards for open data will be set to create new norms around public information that make it widely available and technically accessible. These will not only enable the use and re-use of public information for public purposes but also stimulate the development of applications and content for private and commercial purposes that can enhance the flow of information and add value to public information.
An increase in the demand for content, has a direct relation to the thirst for bandwidth more especially from education perspective resulting in both learners and teachers from using the internet for supplementary content. As South Africa has published the SA Connect policy for broadband, one of the key priority area's for broadband rollout is education.
ICTs also have a critical role to play in development efforts in general. A 2006 Information and Communications for Development: Global Trends and Policies study established that "ICTs are an essential component of broader efforts to harness the free flow of information to increase voice, accountability, and economic development".
ICTs are and will continue to be, a catalyst in advancing economic growth and poverty reduction. Information and communication technologies have proven to have the potential of overcoming the barriers of distance and time, and significantly improve the accessibility of information and knowledge. As a result, the sharing of information and knowledge quickly and effectively becomes feasible and acts as a key element in achieving developmental goals and mitigating the impact of unforeseen events such as natural disasters or outbreaks of disease. Distance education using ICTs also offers potential learning opportunities to those previously excluded.
Access to information and knowledge is critical to development learning. Generally speaking, ICT is suited to quickly reaching larger numbers of people across a wide geographical space. Radio and television have the ability to reach into both urban concentrations and remote areas.
There is also an argument that ICTs have the ability to provide a platform for access, adapt and create knowledge which gives birth to the creation of network and information society.
According to a study conducted by Castell in 2004, in the spheres of political engagement and development, ICTs plays a pivotal role in budding communities through mobilisation of opinions and action for change.
Inclusion through ICTs
According to the ITU, ICTs can be used to address special needs of indigenous people in relation to equitable access, use and knowledge of information communication technology (ICTs). This will help them preserve their heritage and cultural legacy.
Women play a key role in reducing poverty and promoting social and economic development, for themselves, their families and their countries. ICT is an essential tool for the social and economic development of women and girls. Technology can be used to provide education as well as jobs, literacy and life skills training. ITU promotes digital literacy training for women, empowering them through careers in ICTs and developing women’s community centres (ITU).
Youth and children with access to information and communication technologies (ICTs) are coming of age as digital natives, the early adopters of ICTs and better positioned than their parents to harness the power of digital technologies in new and imaginative ways. Youth can only leverage the transformative power of ICTs when they have access to ICT services and are equipped with a range of digital skills. ICTs can enhance education, reduce youth unemployment and promote social and economic development (ITU).
Opportunities in ICTs
ICTs are a critical enabler of economic activity in an increasingly networked world. As a sector, ICT may provide important direct opportunities for manufacturing, service provision and job creation, but their main contribution to economic development is to enhance communication and information flows that improve productivity and efficiency.
Improving equitable access to ICTs services will require action to stimulate demand. At the most fundamental level, e-literacy needs to be improved through training in schools, at tertiary-education facilities and adult-education colleges, as well as through supplier training. A larger audience will, in turn, help stimulate market demand for multilingual, relevant local content and make it practical to develop online and mobile government-service applications.
Constructing and maintaining communications networks will generate both unskilled job opportunities in the short to medium term (such as digging trenches or spanning cables for expanding networks) and skilled work over the longer term (as networks need to be maintained, upgraded and refurbished). The education system, supported by government investment into ICT skills development, will need to prepare for this.
ICTs have the potential to further the rights set out in the Constitution. They will change the way citizens communicate and interact with each other and access information, audio and audio-visual content and products and services. Increasing access to broadband, the Internet and Internet Protocol services provides opportunities for South Africa to better implement its socio-economic and cultural development goals and for increased participation by citizens, communities, the private and NGO sectors in determining these goals and policies.
The advent of modern networks, and broadband internet in particular, have provided new opportunities for the traditional postal services sector. The digital revolution presents an opportunity as a disruptive innovation to the traditional business of postal services, and as such there is room for out of the box thinking to build new business models, which leverage off a thorough understanding of the evolving needs of citizens. A postal system can help to provide logistical solutions to integrate data flows, physical flows and financial flows.
It is recognised that ICTs are a tool in developing a dynamic information society and that this is dependent to a large extent, on universal service and access to the Internet and to other ICTs. It is also crucial that government policies ensure all South Africans have the skills and opportunities to meaningfully engage with services and products that are available online, via mobile devices or on platforms such as the Digital Terrestrial Television (DTT) platform. South Africans must also have opportunities and the skills to create content and offer services and products themselves and know how to protect themselves online.
I would like to tell the learners of Mavuso High School that education is the key to everything. You must never lose sight of your dreams no matter your circumstances. It is important to never give up because, it is through perseverance and endurance that great things happen.
Use this opportunity to learn as much as you can on ICTs because it is through such skills, that you will, one day be able to transform this very community of yours for the better.
Let me leave you with the famous quotation from the former states man, Tata Nelson Mandela when he said: “Education is the most powerful weapon which you can use to change the world.”
I thank you.
