SPATIAL DISPARTIES AND LOCAL GOVERNANCE FOR IMPLEMENTATION OF BLENDED LEARNING IN SOUTH AFRICA

Yıl 2019, Cilt: 11 Sayı: 1, 99 - 115, 01.01.2019

Tlou Ramoroka

Öz

The provision of education is a prerequisite for unlocking potential for modern
national development and participation in the global knowledge economy. The
former is currently focussed more on the 21st century pedagogic technological
transformations that are necessary for the implementation of blended learning.
That is, planning and governance of infrastructure that is evenly and justly
distributed across the country is a significant requirement for the successful
implementation of blended learning for national development and participation in
the global knowledge economy. The purpose of this paper is to evaluate the role
of local governance in the provision of pedagogic technologies and the reduction
of spatial disparities as a result of various developments between rural and urban
areas. Therefore, this paper adopts a desktop study to argue that the provision of
blended learning in a developing country such as South Africa will only be
effective if the local government is the key role player in planning and governance
of necessary pedagogic technological transformations. The provision of education
in South Africa promotes the implementation of blended learning which is driven
by the reliance on the national blue print planning which however, continues to
exacerbate the spatial inequalities between rural and urban areas. The paper
concludes that, unlike the national blueprint planning that is currently adopted in
the country for the implementation of blended learning, local governance in
planning of the pedagogic transformations is required to address the spatial
disparities mostly associated with the provision of pedagogic Information and
Communication Technology (ICT) infrastructure necessary for modern national
development and participation in the global knowledge economy.  

Anahtar Kelimeler

Planning, Governance, ICT Infrastructure, Spatiality

Kaynakça

• Bidarian, S., Bidarian, S. & Davoudi, A.M. (2011). A model for application of ICT in the process of teaching and learning. Procedia - Social and Behavioral Sciences, 29, 1032-1041.
• Börzel, T.A. & Risse, T. (2010). Governance without a state: Can it work? Regulation & Governance, 4, 113-134.
• Carlson, J., Ntlatlapa, N., King, J., Mgwili-Sibanda, F., Hart, A. & Geerdts, C. (2013). Studies on the Use of Television White Spaces in South Africa: Recommendations and Learnings from the Cape Town Television White Spaces Trial. https://www.tenet.ac.za/tvws/recommendation-and-learnings-from-thecape-town-tv-white-spaces-trial. Accessed 2018/02/12.
• Department of Arts, Culture, Science and Technology. (1994). White Paper on Science and Technology: Preparing for the 21st Century. Pretoria: Department of Arts, Culture, Science and Technology.
• Department of Communications. (2014). Green Paper on National Integrated ICT Policy. Pretoria: Department of Communications.
• Department of Science and Technology. (2007). Innovation Towards a Knowledge-Based Economy: Ten-Year Plan for South Africa (2008–2018). Pretoria: Department of Science and Technology.
• Farrukh, S. & Singh, S.P. (2014). Teachers’ attitude towards use of ICT in technical and non-technical institutes. Journal of Educational and Social Research, 4(7), 153-160.
• Hart, S.A. & Laher, S. (2015). Perceived usefulness and culture as predictors of teachers attitudes towards educational technology in South Africa. South African Journal of Education, 35(4), 1-13.
• Kok, K. & Veldkamp, T.A. (2011). Scale and governance: conceptual considerations and practical implications. Ecology and Society, 16(2), 23.
• Lysko, A., Masonta, M. & Mfupe, L. (2013). Field Measurements Done on Operational TVWS Trial Network in Tygerberg. Pretoria: Council for Scientific and Industrial Research.
• Masonta, M.T., Ramoroka, T.M., Lysko, A.A. (2015). Using TV White Spaces and e-learning in South African rural schools. In Cunningham, P. & Cunningham, M. (eds.). IST-Africa 2015 Conference Proceedings. Ireland: IIMC International Information Management Corporation, pp.1-12.
• Mayisela, T. (2013). The potential use of mobile technology: Enhancing accessibility and communication in a blended learning course. South African Journal of Education, 33(1), 1-18.
• Modai-Snir, T. & van Ham, M. (2018). Neighbourhood change and spatial polarization: The roles of increasing inequality and divergent urban development. Cities, https://doi.org/10.1016/j.cities.2018.05.009. Accessed 2018/07/04.
• Motshekga, A. (2016). Speech by the Minister of Basic Education, Mrs. Angie Motshekga, MP, Delivered on the Occasion of the ICT Workshop Held at Premier Hotel, Midrand, 03 March 2016.http://www.education.gov.za/Newsroom/Speeches/tabid/298/ctl/Details/mid/ 3618/ItemID/3679/Default.aspx. Accessed 2018/03/19.
• Murtin, F. (2013). Improving education quality in South Africa. OECD Economics Department Working Papers, No. 1056. OECD Publishing. National Education Collaboration Trust. (n.d.). Eastern Cape Schools Embrace Elearning. http://nect.org.za/news/eastern-cape-schools-embrace-e-learning. Accessed 2018/03/18.
• National Planning Commission (NPC). (2012). National Development Plan 2030: Our Future-Make it Work. Pretoria: Government Printers.
• Odendaal, N. (2016). Digital dividend of technological advances falls short of expectations. Engineering News, 36(3), 16.
• Peeraer, J. & Van Petegem, P. (2015). Integration or transformation? Looking in the future of Information and Communication Technology in education in Vietnam. Evaluation and Program Planning, 48, 47-56.
• Pereira, L.M. & Ruysenaar, S. (2012). Moving towards traditional government to new adaptive governance: The changing face of food security responses in South Africa. Food Security, 4, 41-48.
• Ramoroka, T. (2014). Wireless internet connection for teaching and learning in rural schools of South Africa: The University of Limpopo TV white space trial project. Mediterranean Journal of Social Sciences, 5(15), 355-359.
• Sangari, B. (2015). Warm-ware: Schools’ readiness for education technology. Education Southern Africa, 9(2), 28.
• Stojanovska, M., Miovska, M., Jovanovska, J. & Stojanovski, V. (2014). The process of forest management plans preparation in the Republic of Macedonia: Does it comprise governance principles of participation, transparency and accountability? Forest Policy and Economics, 49, 51-56.
• Surty, E. (2014). Deputy Minister Enver Surty: Launch and Handover of Samsung E-Learning Centre. South African Government, http://www.gov.za/speechdelivered-basic-educations-deputy-minister-honourable-mr-enver-surty-launchand-handover. Accessed 2018/03/16.
• Termeer, C.J.A.M., Dewulf, A. & Lieshout, M. (2010). Disentangling scale approaches in governance research: Comparing monocentric, multilevel, and adaptive governance. Ecology and Society, 15(4), 29-43.
• Theron, F. (2008). The change agent-project beneficiary partnership in development planning: theoretical perspectives. In F. Theron (Ed). The Development Change Agent: A Micro-level Approach to Development. Pretoria: Van Schaick.
• Tsheola, J. (2011). A case for teaching development planning within development studies. Africanus, 41(3), 80-94.
• van Kersbergen, K. & van Waarden, F. (2004). ‘Governance’ as a bridge between disciplines: Cross-disciplinary inspiration regarding shifts in governance and problems of governability, accountability and legitimacy. European Journal of Political Research, 43, 143-171.
• World Bank. (2016). World Development Report 2016: Digital Dividends. Washington DC: World Bank.
• Xiao, X., Califf, C.B., Sarker, S. & Sarker, S. (2013). ICT Innovation in emerging economies: A review of the existing literature and a framework for future research. Journal of Information Technology, 28, 264-278.
• Xie, Y., Gong, H., Lan, H. & Zeng, S. Examining shrinking city of Detroit in the context of socio-spatial inequalities. Landscape and Urban Planning, 177, 350- 361.