Evaluating the role of ICT policy in fostering e-education in South Africa

Abstract

The purpose of this study is to examine reasons why the e-education policy is not fully implemented as intended by the Department of Basic Education (DoBE) in South Africa. The study focuses on defining what is perceived as e-education through assessing seven gazetted policy documents, namely, (i) White Paper on e-Education, (ii) Information Society and Development Plan – ISAD Plan, (iii) National Development Plan, (iv) National Broadband Policy, (v) National Integrated ICT Policy White Paper, (vi) National e-Government Strategy and Roadmap, and (vii) National e-Strategy Digital Society South Africa. These documents were reviewed using teachers’ experience, learners experience and broadband connectivity as themes. Stemming from the reviews, the study subsequently discusses eight policy challenges linked to both the literature and the research question. Deep understanding of the definition of ‘digital’ in the teaching environment, policy and the absence of dialogue and concretisation of policy, policy implementation among key stakeholders, including policy intention to develop learners’ capacity to handle ICT connectivity in schools, are among the eight policy challenges identified by the study. In addition, the study presents the final conclusions of the research findings by partly focusing on explored and existing policy gaps from all seven policies reviewed. This is to determine and measure to what extent the White Paper on e-Education has been successful in its goal to implement e-education in schools.