Bridges to the Future Initiative – South Africa
Progress Report Update
February 2, 2005
Progress on
Bridges to the Future Initiative (BFI) in South Africa
Implementation Process
February 2005
In its effort to leverage the potential of information and communication
technologies (ICTs) to improve literacy and life skills in poor and
disadvantaged communities, the BFI has established a collaborative
partnership with key governmental and non-governmental organizations
in South Africa. Following initial approval process including signing
a MoU with the S. A. National Department of Education (NDOE), a joint
Interim Steering Committee (ISC) was set up, composed of the Limpopo
Provincial Department of Education (PDOE), NDOE, SchoolNet South
Africa (SNSA) and International Literacy Institute (ILI).
As a consequence of on-going discussions, the Limpopo PDOE, SNSA
and the ILI signed a formal agreement on 14 July 2004 for the implementation
of the BFI-SA project in Limpopo Province. The signing took place
in the Executive Board Room of the University of Limpopo in Polokwane.
At signing ceremony presentation. From left to right: Prof. Nancy
Hornberger (ex-Dean, PENNGSE), Asaph Ndhlovu (Office of Vice-Chancellor,
University
of the North), Onica Dederen (Director of Curriculum, Limpopo PDOE),
Prof. Dan Wagner (Director, ILI), Rod Grewan (Sr. Adv. & ex-CEO,
SchoolNetSA).
Celebration at signing ceremony of BFI at the
University of the North, Polokwane, Limpopo, SA. Representatives
from the University administration
and faculty, the Limpopo Provincial Department of Education, SchoolNet
South Africa, and the ILI/University of Pennsylvania.
Additionally, within the PDOE, the following directorates will
involved: Adult Basic Education Telecenters (ABET); educational
technology;
curriculum development; research and planning. Other departments
may also become involved (e.g. health, labor, correctional services)
depending on local needs. Significant progress has also been
made in terms of planning for the following milestones:
Each of the CLTCs will contain ICT enabled learning resources designed
especially for low literate and disadvantaged youth and adults. In
general, BFI-SA will build on the ICT infrastructure of secondary
schools and other ICT enabled sites (such as MPCCs), converting these
into dual labs that would be open to public access after school hours.
The government and SNSA have already committed this infrastructure
for use.
Young people working on the computers in a community learning center.
In order to facilitate the selection CLTC sites,
an audit of ICT infrastructure has now undertaken, and about 10-15
sites will be
identified among the more than 60 that were audited. Among the
issues that will be considered are: proximity to presidential “nodal” areas;
proximity to ABETs; security; maintenance; overall facility infrastructure.
Security policies for ICTs will be reviewed in detail, including
community involvement/ownership, physical infrastructure etc. In
order to develop a sustainable model, the level of maintenance
and support the CLTC is likely to receive will also be taken into
account.
SNSA in partnership with ILI and others will initiate adaptation
of multimedia software in provincial languages for use in CLTCs.
River Bend Learning Systems, which comprised e-Degree and Reusable
Objects divisions, has begun already to develop BFI prototype
material. The software will use state of the art technology to provide
educational
and informational resources. While the essential structure of
the prototype model developed in India will be maintained, it will
be tailored to South Africa’s cultural and social context.
Careful attention will be paid to the linguistic context of Limpopo,
with a focus on Xitsonga, Sepedi, Tshivenda and English. Higher
education specialists, including the Pan South African Language
Board (PanSALB) will be consulted on language issues. A prototype,
developed in Sepedi language, is expected to be completed by
March-April 2005.
For more information, contact:
Prof. Dan Wagner
wagner@literacy.upenn.edu
www.literacy.org
ILI/University of Pennsylvania
