What is the status of the OSD and Salary for teachers?

Salary negotiation for Teachers and other government employees have taken another level. The government and unions for teachers reached an agreement for OSD and salary increment for teachers on the 5th of August 2009. The first due date for negotiation was the 30th June 2009, unfortunately by then no agreement was reached so the negotiation postponed.
The agreed upon salary rise for government employees seem to be a good achievement. I think this will assist teachers to settle their debts and to live normal lives just like other workers.
Unfortunately, the agreement looks good on paper, after signing the agreement, Minister of education Angie Motshekga came clear on Television says the government does not have money.
How do you sign an agreement when the department categorically claims that they do not have the money and how are they going to backdate this OSD when they do not have money? Or is this something to full educators with the signing.
As reported in NAPTOSA National News Flash 13 of 2009, the employer was due to return to the ELRC on 6 August 2009 with a mandated document. The employer did return, with an amended version of the draft collective agreement (No.4). Labour rejected the amended document outright. However, the crucial issue is that the employer returned without the additional funding, hence the amendments. Labour requested that the Minster for Basic Education and the Minster for the DPSA should come to the Council and address them eventually the special task team that was established a month ago to assist with the finalisation of the OSD reported back to council.
But I think SADTU has become a “sweetheart” union, making secret deals behind close doors to which we as members are not informed. Their loyalty is first and foremost to the ANC government, their alliance partners. But we witness on a daily basis the profligacy of the government, from million rand renovations to bluing for their expensive official vehicles.
Now the questions are:
Are teachers going to get their increment this months or they still have to wait for another months?
Do you think these delay would make teachers to embark on strike just before the exams.
“These delays are now contradicting Zuma’s promise of prioritising education and paying teachers what they deserve,”
When is the government going to start thinking about car and housing allowance?

BAFANA BAFANA`S PREPARATION TO WORLD CUP

Bafana Bafana has lost in their last six match games, which is a record to the team, they had 68 percent of ball possession in a recent friendly match against Ireland but they still could not take advantage.
Just to refresh your memory: Bafana Bafana failed to qualify for African Cup of Nation tornament which will be held in Ghana in 2010. This was not the first time when Bafana failed to qualify for the big tournament. They failed to qualify for the previous world cup which was held in Korea/Japan in 2006. In the last African Cup Nation tournament, they could not score a goal; Benny McCarthy was part of the squad.
But
Others believe, it was blessing in disguise not to qualify for African Cup of Nation, as these would give the team an ample opportunity to prepare for our team, we have started with our preparation for 2010 world cup but the team seems to be getting worse.
Do you believe that the friendly games played so far have shown them where they need to fix?
Who is to be blamed for this dismal performance? Coach or Players.
Others are calling for South Africa football association officials (SAFA) to resign?
Have they have failed to provide the country with development structure?
Should we recall Carlos Alberto Parreira for the Job?
Can unpredictable Benny McCarthy rescue us?
Is Aaron Mokoena the good man for defence?
Or the selection process needs to be revised?
What do you think?

Eskom plans to ask for rates increase

It is believed that Eskom will later this year ask the National Electricity Regulator of South Africa (Nersa) to approve a further 40 percent increase in electricity rates.
Eskom chief executive Jacob Maroga told Parliament that Eskom was R9,7 billion in debt and was another R80 billion short for its R385 billion electricity-producing expansion programme. He said some of the debt was the result of buying emergency coal supplies through expensive five-year contracts and from trucking the coal over long distances to power stations.
But
Inflation is standing at 8,5% at the moment, Can it honestly propose an increase of triple the inflation rate, when consumers are facing current levels of financial hardship?

When employees ask for salary increment, the company says there is no money and is in debt but directors and managers are given three times than other employees. Eskom employees settled last month for a 10, 55 percent salary increase after a ruling by the Commission for Conciliation, Mediation and Arbitration that averted a strike at the last minute. When it comes to the CEO earning so much money you don't hear the same argument about increases being in line with inflation. It is entirely inappropriate for (Eskom's) CEO to have his annual package increased to almost R5m.
This kind of increase is something that needs to be looked at very carefully. It is far more than the inflation rate and it is very questionable and very worrying."Tito Mboweni said a six percent rise in electricity tariffs would be reasonable and anything above that would stoke inflation.
Does Eskom consider high rate of unemployment in our country? Do it consider employees that earn less than R5 000 per annum? What about those who depend on government grant?
When is our people going to get what `s worth for their Job?

Impact on e- education

New models of learning are changing our concept of education. Education requires collaborative learning and focus on building knowledge. These changes arise from shifts in educational goals and from new concept in learning and knowledge creation.
The department of education believes that ICT creates access to learning opportunities, redress inequalities, improve the quality of learning and teaching and deliver live long learning. ICT can accommodate difference in learning styles; remove learning barriers to learning by providing expanded opportunities and individual learning experiences.
ICTs play important roles in the transformations of education and training. It can enhance educational reform by enabling teachers and learners to move away from traditional approaches to teaching learning
In a transformed Teaching and learning environment, there is a shift from teacher centre, task oriented, and memory based education, to an inclusive and integrated practice where learners work collaboratively, develop shared practices, engage in meaningful contexts and develop creative thinking and problem solving skills.
There is sufficient evidence that investments in ICTs yield positive results for learners and teachers. Learners improve in the following: the ability of learners to manage their learning, Accessing information that increases knowledge, inquiry and depth of investigation. The ability to improve thinking skills, such as creativity, problem solving skills, higher order thinking and reasoning.
In order to achieve the e- education goal, schools will have to develop into learning organization consisting of a community, teachers and learners.

Assessment using ICT

Assessment is an important driver in education and if not well managed, can become a barrier to innovation. Once ICTs are embedded in learning and teaching processes, learners will want to be assured that assessment tests the level of acquisition of skills and competencies acquired through e-learning.
e- Learning will require teachers and learners to reflect upon and improve their approaches and strategies to teaching and learning. The use of e-learning in the assessment has the potential to enhance the quality and value of assessment.
Data analysis techniques can assist teachers to track learners’ achievement and review teaching strategies according to the insights gained.
Teachers will be able to give learners immediate feedback o progress and able to identify area of weakness. The use of ICTs in assessment has the potential to increase the efficiency and streamline and safeguard data transfer processes.
In adult education and training, online assessment has the potential to increase participation by overcoming barriers such as location, time and cost.

Technology world

Communication and networks are the fastest growing areas of computer technology. Adding to this growth is the popularity of the internet and the World Wide Web also called the web. Today technology changed dramatically the way people gather information, web design, conduct research, take classes and collaborate on projects.
Now we can design our web page and published to the internet to be viewed by other internet users, particularly learners. Today, communication media and net works are breaking down the walls of a classroom, allowing students to view the world beyond where they live and learn.
I think teachers need to develop web based content that would assist students to learn, get instructions, get information and allow creativity in the classroom and as well as outside the classroom. Never before has any technology opened so many opportunities for learning.
The future will bring even more exciting applications of these technologies. I think is time for our government, private business and NGO to invest their resources to future generations before there are left behind.
Public schools need to be equipped with multimedia computers and provide teachers and students with access to the internet as a matter of urgency so as to enhance learning.
Would learning difficulties be overcome by this new technology?

Technology changes

Computer technology is advancing at a mind boggling rate. The moment you buy a piece of equipment it is already outdated. Hardware is becoming faster, better, smaller and software more sophisticated.
People who love technology want to have access to the latest and the greatest. The question is: should schools go for leading edge or cutting edge technology? Some may argue in favors of this and ask,” What is the point of exposing our learners to out-dated technology?”
Whereas one does not want to use extinct technology in schools, is it necessary to have the very latest equipment? The first Khanya schools in the Western Cape are now eight years old, and some of these schools are still using the equipment installed originally very successfully. True, components had to be replaced here and there, but the base technology is still in use.
The cutting edge is also sometimes called the bleeding edge – cut through the cheese into your finger, and you’ll get the drift. This implies that using the latest technology is often risky because it was not sufficiently tested. It also carries the thought of draining valuable resources.
What will it be for schools: leading edge, cutting edge, or bleeding edge? Or should they be content with the blunt edge?

Would digital enhance learning in schools?

We live in a digital world and today’s learners are digital orientated. Wherever we go we’re confronted by computers. Around us every child is wielding a cell phone, game station, video and TV. There is no escape from information and communication technology.
When technology is introduced into a school, teachers may ask, “What will it do for me? How will computers improve teaching and learning?”
Our young people are growing up in a digital world. What is the education system doing to equip them to cope with life in a world driven by technology? Consider the current situation in South Africa:
Most schools lack computer facilities. School principals are not taking a lead in promoting the use of available technology. Teachers are reluctant to adopt technology as teaching and learning tools.
Education department officials are not encouraging and guiding teachers to embrace technology. Computer literacy is not yet regarded as a critical skill and is excluded from the curriculum.
Are these not signals that our education system is on the wrong side of the digital divide? And sadly, that it is not helping our children to cross the divide?

Why computers are not used in schools?

The research has indicated that schools that are in computer projects have not been utilising computer effectively. It is difficult for teachers and learners to get access to Computer centre as is often locked.

Some of the reasons for not implementing technology-integrated lessons in education are:
The most commonly noted reason for not implementing a technology-integrated lesson was that ‘necessary computers were not available. This was particularly so for educators in schools where large class sizes are common (see also Cohen, 2004; Lundall & Howell, 2000). Other reasons noted are:
• Specific Software for a particular content not available.
• No Internet connection in most of the school.
• Too little preparation time, teachers were not well developed and trained.
• Lack of technical support, when computers are broken, it takes for ever to be replaced.
• Lack of administrative support.
• Most schools lack computer facilities
• Teachers are reluctant to adopt technology as teaching and learning tools.

Constraints and Challenges of ICT in rural areas

Most ICT equipment depends on electrical power. In Our country South Africa, electricity is available in towns and in very few rural areas (where over 70 per cent of the population
live). Rural electrification amounts to only 20 per cent of the
national coverage.
It is clear that only a few elite schools are well advanced in ICT infrastructure, including connection to the Internet. The average student-computer ratio for institutions has been
surveyed at 50 students per computer; in some cases, a single computer is shared by over 300.

The following observations are made:
• There is a need for better co-ordination in ICT training in the country.
• There is a need to recognise the value of intellectual assets, if south Africa is to become a full participant in the knowledge society.
• There is a need to find financing for ICT innovations, in order to turn them into productive enterprises. Developing countries rely on computer on their daily life, computer internet makes live easier in terms of banking, transferring money, buying and communication through mail.

Transforming teaching and learning

ICT can transform the way that education is delivered and open the way to a new pedagogy. It can make it easier for teachers to plan and find high quality materials, and it can help pupils to find out
more about the subjects that they are studying. Critically, new technology can enable teachers to tailor their teaching more closely to the abilities of individual pupils.

Schools will remain at the heart of the learning process for children and adults for future and from generation to generation. Although ICT allows pupils, in theory, to learn from anywhere at any time, they still need the support of a regular base and a strong community. However the boundaries between schools and other learning places will be less clear cut and the school of the future will become a resource for the whole community.

Whose initiative is ICT in education?

Educational research suggests that change only becomes embedded into practice when schools take ownership of the agenda and when innovation comes from the school itself.

This vision for learning will only take effect if it gains the commitment of schools to embrace these ideas and mould them to reflect the needs of their communities.

Provinces are at different levels of ICT integration in education. Significant progress has been made with provincial implementation mainly in the Western Cape (khanya); Gauteng (Gauteng Online) and Northern Cape (connectivity project).

Over the past years, Government, the private sector and non government organisation have responded positively to the challenge of bringing the digital divide. Efforts include such as SCOPE and SchoolNet SA.

Some schools that are in computer project such as Gauteng Online have not been using computer to enhance learning, as educators and learners have been denied access to the computer centre by the school management.

Did the government consult the teachers, learners, management of the school and other stake holders before installing computers to schools?

Is E-Learning effective in education ?

What is e-learning?

Learning with the help of technology is called e-learning. Teaching, training and information delievery.
Learning over the net offers the convenience of learning at anytime and from anywhere in the world. The concept of e-learning is a transformation of internet learning into web based learning, which became Online Learning and finally e-learning.

Successful e-learning requires understanding learner needs, paying attention to research-based learner-centered design principles, and building an electronic environment that provides timely feedback, rich information, meaningful conversations, and learning-by-doing.

The main barriers to e-learning amongst the organisations interviewed were technology problems, lack of time for training, underestimation of resources required and resistance of staff to engage in e-learning as well as a negative image of e-learning, often created by suppliers.

Other learning barriers in our education systems are poor facilities, poor training, lack of commintment to both parties, i.e teachers and learners.

South Africa Teacher Laptop Initiative

The initiative aims to ensure every teacher owns and uses a laptop, by providing them with a monthly allowance which will cover the purchase costs as well as the costs of connectivity.
The ICT package will consist of appropriate hardware and software, internet connectivity, all with prescribed minimum specifications.

The initiative will be phased in from 1 July 2009, starting with the most senior teachers. Provincial Education Departments will implement the project and inform teachers about the venture.

Government plans to make sure that by 2012 every teacher has access to a laptop computer and the Internet, President Jacob Zuma said "I am sure that this will contribute immensely towards motivating our educators to improve the standard of learning and teaching in our schools."

Do you think these will bring changes in our education system and how?
Do teachers have the skills and knowledge on the use of ICT in education?

Challenges teaching ict in large classes.

1. The major challenge in teaching ict is the student-computer ratio. What I observed in schools is that due to overcrowded classes where the number of learners is more than the computers provided, there is a shortage of computer facilities to provide meaningful access for individual learning.
2. The other thing is that each class is allocated one period per week to attend or to go to the computer laboratory. So, 30 minutes of access time each week per learner during the normal school day might be difficult to attain desired objectives.
3. The other challenge is lack of computer skills among educators. What frustrates the teachers more could be inadequate training which can lead to incompetence towards integrating Natural Science, Maths Ns technology.

4. The other challenge is the lack of a comprehensive policy on ICTs in education. Such barriers include the lack of funding or budget constraints, Teacher training, limited time for Teacher planning, lack of support and infrastructure, and lack of vision as to what can be achieved with technology, causing many educators to resist the change.