Khanya Project

Prior to the implementation of this programme in April 2001, very few of the 1570 schools in the province had access to computers and very few of the 27000 educators were computer-literate, while many learners had no opportunity to learn about computers and its benefits. Via partnerships with local communities, district municipalities, and various donors, school infrastructure was upgraded to accommodate the installation of computers, while educators were trained and received ongoing assistance to maximise the use of computers in the classroom. Where communities were too poor to contribute financially to the project, they were obligated to provide 'sweat equity'.  E.g. removing rubble, fixing floors, painting the room, etc. Local municipalities installed the necessary infrastructure to accommodate the increased logistical requirements of having internet access. Black Economic Empowerment companies have been used to install the computers at the schools. Local labour and expertise were used where appropriate.  Due to the involvement of communities surrounding the schools, the incidence of theft has decreased dramatically owing to the fact that communities now saw the schools as belonging to them and contributing to their quality of life.

Innovation

Khanya integrates state-of-the-art technologies, like comupter labs and intercative white boards, into poor schools and uses them to improve the quality of education, not only of the learners but also the surrounding community is an exemplary initiative.WCED's Khanya is regarded as a best practice model on the African continent. The programme has received numerous awards including being a finalist in the Stockholm Challenge Award in the Educator Sector in 2004 (the only finalist from Africa in this sector).

Effectiveness

Through the volume of work that needs to be done in infrastructure preparation, technical installation, and training, Khanya has presented work opportunities to a number of SMMEs in local communities. Preference is always given to community-based enterprises to be selected as service providers. Many emerging contractors have been assisted in this regard. Since its inception, 551 schools have received computer facilities, 21083 computers have been installed, while 14382 educators have received training in the use of computers, and local IT companies were responsible to IT service. Each educator receivers 80 hours of IT training which is spread over two terms and on completion is awarded an ICT Certificate. They also receive ongoing support once a week for one year. Currently, 447038 learners have access to computers in the province. These technologies have helped to improve teaching & learning, particularly in poorly resourced schools, thus improving the likelihood of improved results.

Poverty Impact

Khanya is operational in the poorest urban and rural areas of the province and as such attempts to level the playing fields with the more affluent schools. Educators, learners, and community members are empowered to use technology, which opens up other opportunities for them. In poor schools where little learning material (e.g. libraries) is available, computer centres serve as resource centres and open up the internet and other resources of information and knowledge to learners and the surrounding community.

Sustainability

When the project started initially in 2001/02 financial year, the WCED funded the project to the tune of R17 million, due to the successful implementation of the project, the funding has increased to R68 million in 2005/06 financial year. This is set to increase to R77 million in the 2006/07 financial year. In totality, the WCED has funded the programme to the tune of R259 million and with other donors making significant contributions in terms of their expertise and the donation of equipment. Government and donors have committed themselves to supporting the project until 2007. What is a concern though is when computers need to be repaired and the schools have not made provision for the maintenance of the equipment. The WCED has acknowledged that this is a challenge and is working on addressing it.

Replication

To ensure the replication of Khanya, Provincial Departments of Education, donors, local municipalities, and communities need to form strategic partnerships that allows for significant financial resources and adequate support infrastructure to be available for the roll-out of the initiative. No one can doubt the need for the upgrading of the infrastructure in schools especially with regard to IT, what remains to be seen though is whether the necessary support mechanisms and training of support staff have been put in place to ensure that the facilities are maintained once the principal stakeholders withdraw.

Partnerships

• National Department of Education
• Western Cape Department of Education
• Various municipalities
• Metropole Central, North, East, South
• Overberg
• Southern Cape/Karoo
• West Coast/Winelands
• Various donor organisations
• Local communities

Visit www.khanya.co.za for more information