AN EVALUATION OF THE GAUTENG ON LINE AND KHANYA PROJECTS IN

THE CONTEXT OF KOZMA’S ARTICLE.

In his article, Monitoring and Evaluation of ICT in Education Projects, Kozma makes the
following conclusions:
• The mere infusion integration of computers into schools is not enough to enhance
learning.
• Certain applications uses of computers can improve student knowledge, skills and
attitudes.
• The use of computers can be of equal benefit not only to boys and girls but also to
learners with special needs.
• Computers can contribute to changes in teaching approaches, school innovation, and
community services.
• Policymakers Decision makers and project leaders can use a variety of factors that can
work together to have an impact on teaching and learning.

Kozma agrees with other technology advocates that the correct usage of computers in
education can make learners have an increased knowledge of school subjects, improve
attitudes and the acquisition of new skills, as well as help close the gender and ability gap.
Teachers can develop their technology skills and teaching approaches, content knowledge
and attitudes toward teaching. In addition, the community can benefit by acquiring an
increased access to adult education and literacy.

Two projects have been embarked on in South Africa to integrate ICT into education and
improve learning and teaching, the Gauteng on Line (GoL) in the Gauteng Province and the
Khanya projects in the Western Cape Province. The installation and maintenance of both of
these projects is worth millions of rands of investment in technology. The GoL Project is
administered by the GSSC, a government institution while the Khanya Project is
administered by the Education Management Development Centre (EMDC); an NGO.The two
projects are perfect examples of two opposite sides of the same coin. The GoL Project is a
story of failure while the Khanya Project is a shining example of how ICT's should be
implemented, used and managed. These divergent outcomes of the two projects are due to a
variety of factors:

The GoL Project

The evidence that the GoL Project is not successful can be found in the following facts and
conditions:
• The GSSC has failed to fix over the years the problems of teacher training, theft,
broken computers and failed internet connections.
• While the GSSC did introduce some measures to deal with increasing cases of theft,
these have not been effective.
• The GSSC did not plan this project properly.
• The Governors' Alliance, which represents 384 schools across the Gauteng area, says
the principals are not impressed with the project, the project is failing and that they
will no longer support it.
• The planned training of teachers has also been problematic.The training of teachers
did not go according to plan.
• Poor or inappropriate security systems at schools.
 • Numerous cases of labs which remained offline; and the inadequate computer training
offered to teachers.
• Lack of community involvement.
• The use of IBurst to provide internet access, especially for a large number of users. A
brief search on any online forum will reveal great displeasure with IBurst service.
• Over-emphasis by some school managers on lab security at the expense of increasing
learner access to the labs

The Khanya Project

The Khanya Project has been successful because of the realisation by the EMDC of the
following primary objectives in the Western Cape:
• The need not to replace teachers with technology, but rather to assist them to increase
their capacity through the use of technology.
• The need to address the shortage of the teaching capacity in schools.
• The need for co-ordination of efforts of the business sector, as well as various NGOs,
national and international donors, and other stakeholders.
• The acceptance that the digital gap between the 'haves' and the 'have-nots' is forever
widening and that a concerted effort is needed to reverse this situation and prepare the
Western Cape for the knowledge economy of today.
• The emphasis of the Khanya project was not on providing computer technology for
the sake of making learners computer literate, but rather to use technology as a
teaching aid, hence to improve curriculum delivery.

The Khanya Project also has the following secondary objectives.

• The continuous evaluation of the project.
• Keeping up with technological modernization.development.
• Ensuring greater relevance to the needs of the community.
• Promotion of greater quality of service delivery.
• Promotion of better interaction with the public.
• The streamlining of project processes.
• The promotion of professionalism among educators.
• Continuous support to all stakeholders.
• Ensuring project ownership and interest by requesting a minimum fee.

It is worth noting that the two projects are a wonderful lesson about the positive relationship
between the correct implementation, maintenance and control of a project and its success.
The policymakers involved in the GoL Project can get a good lesson from their counterparts
in the Khanya Project.

Bibliography
1. Kozma, B: Monitoring and evaluation of ICT for education impact: a review (In:
Wagner et al, 2005. Monitoring and Evaluation of ICT in Education Projects.)
2. http://www.itweb.co.za/index.php?
option=com_content&view=article&id=22739:schools-ditch-gauteng-online
3. http://www.khanya.co.za/projectinfo/?catid=32