Professor Tin-Ti, Grade 8 Life Orientation, Natural Science and Technology Teacher at Michael Modisakeng Secondary School in Brits, North West Province, South Africa.
Photo by: Jorge Santiago
Documenting, exposing and exploring issues, technological resources and possible solutions for the educational system in South Africa.
The Republic of South Africa is a country in transition. A relatively new nation, the current constitution has only been erected and implemented since 1994. Post-Apartheid South Africa is struggling with high levels of unemployment and illiteracy, as well as a lack of technological infrastructure and well-trained individuals. These issues, along with extreme levels of poverty, high number of HIV/Aids infections, high crime rates and government corruption, are creating tension in the quest to forge a new South Africa, a rainbow nation with an immense potential for change.
Amidst the conflict lies the 2011 National Development Plan of 20301. The plan seeks to eradicate poverty and inequality and to find prosperity and equity in South Africa by uniting the nation, fighting corruption, building a capable state, providing quality education, creating jobs, improving infrastructure and creating a sustainable energy and a technology model that uses the resources properly.
Upon embarking on my research to understand the policies, challenges and progress of Educational Technology in schools in South Africa, I interviewed and observed technology educators in the classroom, science centre managers and creators of informal learning programs, as well as informal conversations with township students and underprivileged schools in the Western Cape, North West and Gauteng provinces. The various lecturers in the Educational and Social Reform course also provided an important historical and contemporary look at the issues that directly or indirectly affect the technological infrastructure resources available in education for all South Africans.
Understanding the educational system in South Africa could take many years. In the short time I spent in South Africa, I was exposed to Township schools, Universities, Privileged and “Underprivileged” learning institutions, as well as race, class and identity relations in this multi-ethnic nation. I feel confident in piecing together a report that documents, exposes and explores issues, resources and possible solutions to complex issues, such as: How do you achieve equality in the struggle for the liberation of the mind through the vehicle of education?
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