proposal document for upgrading computer lab

NHLANGANO

CENTRAL HIGH

ICT DEPARTMENT

STRATEGIC PLAN

2009Armstrong Simelane University of Pretoria 293076791

ACRONYMS

CET Computer Education Trust

CIE Computer Integrated Education

E Emalangeni – Swaziland currency (1US$ = E6.5)

HIV/ AIDS Human Immune Virus/Acquired Immune Deficiency Syndrome

HW/ SW Hardware/ Software

ICT Information and Communications Technology

IGCSE International General Certificate of Secondary Education

ISDN Integrated Services Digital Network

ISP Internet Service Provider

Kbps Kilo bits per second

LAN Local Area Network

Mbps Mega bits per second

MOE Ministry of Education

MTN Mobile Telephone Networks, Swaziland

NGO Non Governmental Organisation

PC Personal Computer

RSA Republic of South Africa

SDLC System Development life Cycle

SMS Short Message Service

SPTC Swaziland Posts and Telecommunications Corporation

Armstrong Simelane University of Pretoria 293076792

Acknowledgements

The author would like to appreciate the following individuals whose ideas have contributed in

the development of this document:

Mr. M. Kunene

Mr. P.Kunene

Mr. P. Dlamini (Headteacher)

Ms D. Makhubu (Deputy Headteacher – Admin)

Foreword

It is quite gratifying to present this document as the strategic plan for the Nhlangano central High

ICT department.

ICT’s are strategic in facilitating computer-integrated education in any school. I believe the

development of the ICT department will play a prominent role in establishing the required

enabling environment, the provision of the educational resources, and otherwise, for the

realization of the promulgated vision and mission. Vision 2015.


Executive summary

In Swaziland 98% of school children currently graduate from the state school system without

ever having seen or touched a computer in the classroom. The average number of computers is

less than one per school and where one is available it is generally used for administrative rather

than educational purposes. In general teachers are not trained in the use of computers in

education and ICTs are not included in the school curriculum. (James, Hesselmark and Sibiya

(2002).

This situation is being addressed by a private initiative, the Computer Education Trust (CET).

The Computer Education Trust (CET) was set up in Mbabane in 1999 with funding from a

private benefactor, Mr Nathan Kirsh. CET is a non-profit, non-governmental organisation legally

registered in Swaziland. The organisation's main objective is to extend computer literacy and

vocational IT training to every child in secondary and high schools in Swaziland. This includes

the installation of a minimum of 20 computers Even though CET has donated an average of 20

computers in a schools there is no empirical evidence the students are being taught computer

skills. Nhlangano Central High also benefited from the CET programme

Although Nhlangano Central High School ICT department has 40 computers a number of the

classes have not been taught. The students have indicated that during the computer lessons

timetable slot they have had no class work and no learning. The Headteacher once reported that

there was a failed attempt by a thief to steal the schools main computer from the computer

laboratory upstairs. According to the Headteacher the thief was disturbed by the night watchman.

A flash disk belonging to one of the ICT teachers is also reported to be missing. I am believer


that this strategic plan is necessary for the department and may address some of the problems.

Part 1 - The Framework (Why?)

Introduction

SIDEVIEW AND STAIRCASE OF ICT BUILDING TO UPSTAIRS COMPUTER LAB

Here with the strategic plan for Nhlangano Central High ICT (Information and Communication

Technology) Department. Nhlangano Central High School is a comprehensive co-educational

school offering a full range of subjects ranging from academic, commercial practical to computer

studies. The ICT department is responsible for imparting computer knowledge and skills to the

students.

The school is situated in the densely populated Mathendele Township, the biggest residential

area in Nhlangano Town. That in itself speaks volumes about the challenges facing the school.

There is big enrolment and paucity of resources. Be that as it may our teachers work as a team.

We believe in teamwork where “Together Everyone Achieve More”. The school nickname is

“kassy” (slang word), so named because it is found in a location with a streetwise lifestyle.


The school aims to provide an environment conducive to positive learning atmosphere that

fosters a good culture of teaching and learning. We are proud to say we have not wavered from

that vision. Students are encouraged and expected to keep a healthy atmosphere for learning at

all times. Students are expected to carry a good name for the school. They should refrain from

engaging in unbecoming behaviour and habits inside and outside the school premises. The school

is not only concerned with the academic development of the child. A number of extra-curricular

activities are provided. Students and teachers take an active part in such activities. It has a large

intake nearly from all corners of the country both far close. Students come from Mathendele

location and surroundings singletree, Edoropeni, Mashobeni, Mlambo, Khiza, Joppa, and

Maseyisini. The enrolment for 2009 is 658 students.

Nhlangano Central was established for the natives during the colonial era. It was set up to

accommodate the locals or non-whites. The government provides the teachers. There are 41

teachers in all. A Principal and two Deputy Principals. The strategic plan shall also benefit the

school administrators, staff, ministry of education and the parents at large especially now that

there is a transformation from O’level into IGCSE.

This plan will take into consideration the fact that parents built the ICT laboratory in the and that

the school did receive a donation of 30 refurbished computers from the Computer Education

Trust (CET) and government through M.o.E has given the school an additional 10 brand new

Pentium fours and in 2006 the very same Ministry released the ICT syllabus for schools. On the

other hand the parents also pay E150.00 per year per child for their children to learn computers.

THE SCOPE OF THE PROJECT

# Increase the number of computers from 43 to 55 workstations

# Network all 55 computers.

# Setup a file server, net server and print server

# Network the admin, staffroom, 8 department computers to the computer laboratory

# Hook up all computers to the internet to promote research and communication


# Step up security through spy cameras

# Integrate subjects to ICT

# Mount an upgrading programme for teachers

# Promote access to Computer Lab

# Computerize the Administration and keeping of students records.

Part 2 - The Policy (What?)

Policy objectives

NORTH WING OF COMPUTER LAB

Vision statement

To harness ICT infrastructure and ICT solutions that enhances the capacity building of learners

with the required skills for E-Learning in the school by using computers for behaviourist and

constructivist learning.

Mission statement

To enhance behaviourist and constructivist learning by encouraging the beneficial

activities of ICT in all departments through the provision of a conducive environment that will

progressively maximize the quality of Education in the school and

promote multi-layered co-operation and knowledge sharing intra and inter departmentally.

Specific objectives of the School ICT policy


Nhlangano Central ICT curriculum integration process can be accelerated through the

development, deployment and exploitation of ICTs within the school community. There is

therefore a need for an ICT-led curriculum process with the potential of transforming the school

into information-rich, knowledge-based and technology driven institution. The crosscutting

nature of ICT’s demands for a school ICT policy leadership, which will enable the integration

and use of ICT’s.

This Policy should address the following:

CONTROL CENTRE ON WEST WING INSIDE COMPUTER LAB

Increase internal consciousness about the role and potential of ICTs for the curriculum

development of the school;

Chart a roadmap for ICT development in the school and define the roles and responsibilities of

different players in the development of the ICT department;

Facilitate the development and implementation of the necessary institutional and regulatory

framework and structures to support the deployment, utilization and development of ICTs in the

school;


Create a conducive/enabling environment for co-operation and partnerships in ICTs, between

the teachers, students and departments and all interested stakeholders at the community level;

Facilitate the integration of ICTs in the school curriculum.

Facilitate the deployment, expansion, rehabilitation and modernization of the school

information and communications infrastructure;

Facilitate the development of a self reliant ICT department to facilitate research, problem

solving and communication;

Development of in school human resource capacity to enable the exploitation of ICTs within

the school to support the delivery of educational services at all levels whilst improving in

operational, efficiency and academic performance;

Provide access to information for all students and teachers in order to improve the quality of

research, communication, learning and inclusive education;

Ensure that the benefits of ICT’s are utilised in addressing gender (disadvantaged groups)

inequalities in the school;

Ensure that all departmental development plans and projects have an ICT component.


Part 3 - The Plan (How?)

EAST WING INSIDE COMPUTER LAB

The school should to design and develop a computer-based learning program to meet specified

learning needs. Learners will go through the process of analysis, design, development,

implementation and evaluation, and must be able to decide if drills, tutorials, simulations or

games are the most appropriate solution to a given learning area and why.

PROFESSIONAL CONTEXT

SOUTH WING INSIDE COMPUTER LAB

Nhlangano central is a community school run by the parents through a school committee and the head teacher. The head teacher is a secretary to the school committee. The chairman of the


school committee and the headtecher are signatories in a school account that is run with one of the local banks. The school is organized into departments as follows:

MATHSSCIENCESAGRICULTURETECHNICALSISWATIENGLISHSOCIALHOME ECONOMICS

The streaming stands thus:

Streaming at J.C STREAM A (Academic) STREAM B (Commercial) STREAM C (Practicals)English English English Siswati Siwati Siswati Mathematics Mathematics Mathematics Science science Science Agriculture Agriculture AgricultureGeography Geography Home Economics History Book keeping Technical Drawing English Literature English Literature English Literate Addition Mathematics Addition Mathematics Wood Work/Add. MathsComputer Studies Computer studies Computer studies

Religious KnowledgeMetal Work Wood Work

Additional MathematicsStreaming at High School

STREAM A STREAM B STREAM C

English Language English language English LanguageSiswati Siswati Siswati Mathematics Mathematics Mathematics Geography Geography Food & Nutrition History Accounts Technical Drawings Science Commerce Metal work Bible Computer AgricultureLiterature in English Science Fashion & Fabrics Food &Nutrition Bible Knowledge Computer studies Computer Studies Wood Work

Computer Studies This is proof that all the students have computer studies in their timetable and they all pay for the subject, a subject fee of not more that E150 and not less than E100.


lack of school policy regarding the use of computers might render computers useless and a

waste of money. For example, where there is no guiding policy, some teachers or classes may be

denied access to the computer lab. On the other hand learners may abuse computers by

downloading some pornographic pictures and uneducational music from the Internet. Some

teachers may dodge classes and play games or music in the computer lab when they are supposed

to be teaching

Strategies to achieve the objectives

Develop the necessary enabling environment and structures for supporting the integration,

development, deployment and exploitation of ICT in the school;

Develop the physical infrastructure of the school using innovative methods

including co-location with other infrastructure providers e.g. Regional Education office, Public

library database and Computer Education Trust;

ook up to the broadband capacity in the information and communications infrastructure and

introduce new services to improve access and service quality;

Promote the deployment and exploitation of information, knowledge and technology within

the school departments in order to address issues related to equitable access to education;

ssess the information needs of the school and target population (baseline study);

establish benchmarks and assessment standards so that subsequent monitoring and evaluation

can assess the effects of identified educational programmes in the school;


Strategic Plan step one – Develop and Adopt School ICT Policy

Schools in many different countries are becoming both more accountable

and more autonomous (OECD, 1995). As the social, technological and

economic contexts in which schools are located change, school managers

have become accountable to parents, governors, central and local

authorities—through policy directives and inspection—and to local

communities and business interests. At the same time, there has been

increasing recognition that ‘top-down’ directives

for change typically associated with accountability have minimal effects on

complex and self-stabilizing organizations such as schools, and that in a

future likely to be characterized by ongoing pressures for responsiveness to

complex and dynamic environments, effective action for change needs to be

initiated as closely as possible to the intended site of change and to a large

degree be within the control and with the consensus of the professionals

involved (Fullan, 2003;

Weick, 1995 as cited by Condie etal 2005:331).

In 1999 the school (Nhlangano Central) organized itself into the following committees:

A) Speech day CommitteeB) Academic CommitteeC) Sports and Culture CommitteeD) HoD’s CommitteeE) Disciplinary committeeF) Admissions committeeG) Welfare and Spiritual CommitteeH) Catering committee


Strategic Plan step one – form Collegiate Forum: The ICT CommitteeICT coordinating committee.

The time has come for the school to have an ICT coordinating committee. The committee should

be pooled from all departments 8 departments. A teacher should be elected from each department

to represent that department in the ICT coordinating committee. The total number of departments

in the school will then be nine. One member from the admin shall be an ex officio member of

this committee.

ICT DEPARTMENT ORGANIZATIONAL STRUCTURE


The headteacher is ultimately responsible for the school budget and is typically able to

allocate school funds for specific purchases. A promoted teacher, for example the head of


ICTDEPARTMENT

ICTCO-ORDINATING

COMMITTEE

TRAINEE TEACHERS IN ICT

ICTSTUDENTS DEPARTMENTS

ICT COORDINATOR

15

Strategic Plan step three – Make Cashflow budget for ICT department

secondary subject department (the principal teacher or the assistant PT), can go directly to

the headteacher and ask for funding for, for example, an interactive whiteboard, or any

other equipment for courses (Condie etal 2005:342)

ITEM

A minimum of E100 collected from 658 students

TOTAL

ESTIMATED

REVENUE

E65, 800.00 PER

YEAR

EXPENDITURE ESTIMATED COST PRIORITY RESPONSIBILITY TIME FRAME

12 MORE

COMPUTERS &

STANDS

E36, 000.00 3 ICT COMMITTEE 2 months

1 NET SERVER &

LICENCES

E17, 649.00 2 ICT COORDINATOR 2 months

1 PRINT SERVER E14, 649.00 2 ICT COORDINATOR 1 months

UPS FOR 30

COMPUTERS

E 13,500.00 1 ICT CORDINATOR 4 months

1 ROUTER &

SWITCHES

E 9,699 2 ICT COORDINATOR 2 months

SATELLITE DISH E6, 200.00 2 ICT COMMITTEE 2 months

DIGITAL, VIDEO &

SPY CAMERAS

E11, 700.00 4 HEADTEACHER 2 months

INTERACTIVE

WHITE BOARD

16,800.00 4 ICT COMMITTEE 2 months

TRUNKING AND

CABLING

E3, 200.00 2 ICT COORDINATOR 2 months

LABOUR E7, 300.00 3 ICT COMMITTEE 2 months

SPEAKER SYSTEM E3, 899.00 5 HEADTEACHER 2 months

LAPTOP E3699.00 2 HEADTEACHER 6 months

SUBSCRIPTION

FEES PER YEAR

E11, 360.00 2 ICT COMMITTEE 3 months

PROJECTOR E8, 600.00 3 ICT COMMITTEE 2 months

TOTAL EXPENDITURE E164, 255.00


Like in Apple Classrooms of Tomorrow (ACOT) the Stages of Instructional Evolution model will be used in the adoption of technology use in the classroom. (Baron, kemker, Harmes and Kalaydjian 2003:492). This model asserted that educators go through five stages of thought and practice when adopting new technology:

1. ENTRY

Teachers will learn the basics of using the computers for teaching purposes. The ICT committee will facilitate that. Teachers shall make glossaries, wikis and create databases for their subjects. Related software for each department shall be purchased.

2. ADOPTION

The teachers will now use the computer to support traditional instruction by encouraging the students to do CDROM research and Internet research.

3. ADAPTATION

The subject teachers will integrate computers into traditional classroom practice. The students will exploit the technologies in E-learning and Mlearning.

4. APPROPRIATION

Departments will now focus on cooperative, project based and interdisciplinary work, incorporating the technology as needed and as one of many tools.

5. INVENTION

The teachers will explore new uses for computers, as the technology is improved everyday.

Conclusion


Strategic Plan step four – Integrate the curriculum to the ICT Department

Although the strategic planning involved determining organization objectives, changes in those

objectives and policies that govern the acquisition of ICT, use and disposition of resources

the implementation of this strategic plan shall require the adoption of a System Development

Life Cycle (SDLC) and the project has to be monitored through HIPPO or GANTS, CPM charts

designed IN Open Work bench..

References


Barron A. E; Kemker K.; Harmes C & Kalaydjian. (2003): Large –scale Research Study on Technology in K-12 Schools: Technology Integration as It Relates to the National Technology Standards. Journal of Research on Technology in Education. 35(4) (pp489-507)

James, T., Hesselmark, O. & Sibiya, T. G. (2001). An Evaluation of the Computer Education

Trust (CET) in Swaziland implication for the Development of a National Computers-in-Schools

initiative. http://imfundo.digitalbrain.com/imfundo/web/plan/documents/cet/Final%20CET%20Report

%2016%20May%202002.doc?verb=view. www.imfundo.org 14 March 2009, 09:18:14 AM.

Simpson, M. Payne, F& Condie. R. (2005): Introducing ICT in Secondary Schools: A Context for Reflection on Management and Professional Norms. Educational Management Administration and Leadership. 33(3) (pp331-354)

Vandeyar,T.(2009) Implementation and Management of E-Learning, Lecture Notes.: Faculty of

Education, University of Pretoria. Pretoria.

APPENDIX – QUOTATIONS QUOTATION FOR PRINT SERVER

INTEL ASPEN HILL SERVER E4500

S3000AH - ASPEN HILL SERVER BOARD


http://www.imfundo.org/

http://imfundo.digitalbrain.com/imfundo/web/plan/documents/cet/Final%20CET%20Report%2016%20May%202002.doc?verb=view

http://imfundo.digitalbrain.com/imfundo/web/plan/documents/cet/Final%20CET%20Report%2016%20May%202002.doc?verb=view

CORE 2 DUO E4500 - 2.2GHZ 2M 800FSB

1GB DDR2 667 MEMORY ( 2 x 512)

160 GB SATA HDD

DVD/RW

500W ATX CHASSIS

3 YEAR ONSITE WARRANTY

Assembly and Testing

Bill - SS01

R 4,649.00

QUOTATION FOR NETFILE SERVER

INTEL ASPEN HILL SERVER Q6600

S3000AHV - ASPEN HILL SERVER BOARD

CORE 2 QUAD Q6600 2.4GHZ 8M 1066FSB

2GB DDR2 667 MEMORY ( 2 x 1024)

2X 160 GB SATA HDD

DVD/RW

INTEL PILOT POINT 3 350W - SC5295UP

3 YEAR ONSITE WARRANTY

Assembly and Testing

Bill - SS02

R 7,649.00


proposal document for upgrading computer lab

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