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Mobile ThinkLab: Helping South African Schools transcend Lab Based Computing
Accelerating the integration of ICTs into the curricular as well as progress towards Vision 2014 through rapid deployment of cost effective and functionally effective mobile computer labs
Table of Contents Introduction....1 Constraints to current School computerisation interventions in South Africa2 School Computerisation backlog as per EMIS 2009 dataset3 Proposed solution..4 Comparative advantages over fixed eLearning models.5 Comparative Financial Benefits...5 Expertise in Optimizing Large Scale School Computerisation Initiatives..6 Recommendation.6

A Business White Paper by: Thando Qamarana

Introduction
It is widely held that when a government decides to make an investment in education, it is in effect creating value for future generations, equipping its citizenry with improved tools for creating a better quality of life along with increased capacity to contribute to the countrys economic future. To this end, the accomplished statesman, Nelson Mandela advanced that education is the most powerful weapon which you can use to change the world. The importance of ICTs in enhancing learning in South African Public Schools is a fact that cannot be overemphasized. The Department of Basic Educations stated Vision 2014 of 1 laptop-1 learner attests to the level of importance that South Africa places on ICTs as an enabler of quality teaching and learning. According to EMIS data dated 02/11/2009, there were 24, 460 schools in South Africa, and of this total only 23% had computer labs and only 10% of the total number was stocked with computers. Notwithstanding attempts to rapidly computerise public schools, the turnaround time of deploying the traditional 25 seater fixed computer lab has been rather very slow and costly for government. Over the past decade authorities and private sector partners alike have had their share of deployments that failed to live up to expectations. A recent example of an extensive attempt at large scale deployment was the attempt by the Gauteng DoE (infamously termed Gauteng Offline by its critics) to

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computerize schools. While millions of rands have been invested in the project by the province, the Gauteng Online project has failed to achieve its targets due to a variety of reasons, chief of which were infrastructure related challenges that constrained rapid deployment. The Gauteng Online project focused mainly on urban areas (townships) in Gauteng with access to electricity, with fairly accommodative infrastructure, comparatively affluent communities, easy access to law enforcement agencies, etc. Granted that the Gauteng Online project struggled to achieve its targets with all these comparative advantages when juxtaposed against rural schools, thus one can only postulate that if the same conventional solution and its attendant deployment model was to be exported to rural South Africa, we will not only have costly delays, but missed service delivery targets. Within this backdrop, this white paper proposes a shift away from the traditional fixed computer lab model and presents an innovative approach to achieving the strategic objective of computerizing schools. Compared to the conventional fixed computer lab model, the proposed alternative model presents the following two operational and strategic benefits to the Department of Education: cost effectiveness operational efficiency, and sustainability.

CURRENT INDUSTRY RESPONSE:

Fixed Computer Lab

Source: SMMT Online

Converted Shipping Container

Constraints to current School computerisation interventions in South Africa

Source: Google

Mobile Training Lab

Lessons from large scale deployments such as the Gauteng Online project and the Western Capes Khanya Project provide insight into key challenges that bedevil school computerization projects. These deployments (like most in South Africa) have been characterized by a common set of challenges, these being: Opportunity cost of forsaking a classroom so that it can be converted into a computer lab. High cost of preparing classrooms and make them ready to function as computer labs, Lack of access to electricity in rural areas High cost of acquiring computer hardware (incl. accessories) and putting in sufficient security measures Low student to computer ratio (25 seater fixed computer lab model) High total cost of ownership (TCO) Threat of theft, and damage from vandalism

Source: SMMT Online

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Lessons learnt from previous school computerisation projects demand that things be done differently. Granted the need to bridge the digital divide and enhance current teaching methods, certainly there is a need for strategic continuity and a drastic revision in tactics. In this business white paper, an alternative solution that addresses all the above listed challenges in a cost effective and operationally efficient manner is proposed. In summary, the top three bottlenecks inherent in current models are: Infrastructure constraints: resulting in delayed deployments Budgetary constraints: resulting in lower ICT penetration rates Socio-economic constraints: resulting in lowered value added per rand spend

School Computerisation backlog as per EMIS 2009 dataset

According to the 2009 EMIS report from the National Department of Basic Education, the status quo with regards to school access to ICT was last reported to be:

Eastern Cape

Limpopo

Mpumalanga

KwaZulu Natal

Free State

% Stoked with computers

% with computer centre North West

Northern Cape

Western Cape

Gauteng

0%

10%

20%

30%

40%

50%

60%

70%

80%

Percentage distribution of schools with computer centres

With the exception of schools in Gauteng, Northern Cape and the Western Cape wherein schools with computer labs account for more than 51% of the total provincial population of schools, other provinces are faced with much lower percentages of schools with computer lab facilities. This low prevalence of computer facilities in schools presupposes that in these other 6 provinces, significant investment still needs to be made in preparing facilities to house computers in schools.

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Proposed solution
To address the complex of challenges facing large scale school computerisation interventions a mobile computer lab is advanced as an alternative model to the conventional fixed computer lab model. Apart from the mobile computer labs ability to address the pervasive infrastructural challenges such as availability of classroom space, cabling requirements, learner to computer ratio, and ergonomics, the proposed model also addresses issues of theft, access to electricity, and interactive learning.. The key components of the proposed solution are the following:

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Mobile Computer Lab: Schools have a number of configurations to choose from to ensure optimal use of available resources and enhanced learning. The self-propelled mobile trolley can be configured to carry 32 notebooks, and can be adjusted either upwards or downwards to 16 or up to 48 semi-rugged notebooks. The mobile cart also comes with an integrated 32 display panel with surface acoustic wave technology (multi-touch screen). Other peripherals in the cart include: wireless router, multi-bay battery chargers, spare batteries, printer and server. School wide Wireless Connectivity: Within the school, both teachers and students will have WiFi connectivity to facilitate access to the internet as well as communication via e-mail. The proposed solution accommodates various technologies such as GSM/Satellite/ADSL/etc. Interactive projector: The proposed solution makes interactive learning more affordable through integrating a smart alternative to interactive whiteboards. The solution incorporates short throw projectors with breakthrough LightBoard interactive technology. With this technology teachers and other professionals interact with the projected image turning any surface into an engaging, collaborative interactive workspace. Management software: the proposed solution comes with integrated school management software which automates attendance management, facilitates communication between the school administration and parents can be configured to facilitate reporting back to the Department. Optional Fuel Cell: For schools that do not have access to electricity, the mobile computer lab can be deployed with an optional Fuel Cell technology to provide affordable and environmentally friendly energy. The total cost of ownership of the fuel cell is lower than that of an ordinary generator.

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Comparative advantages over fixed eLearning models

In principle both fixed computer labs and the proposed mobile computer lab aim to achieve the same end-result, enhancing the quality of teaching and learning. While this remains true and indispensable, the proposed mobile computer lab enables the Department to achieve the same objective in an efficient and cost effective manner. Comparatively the Mobile Computer Lab offers the following comparative advantages compared to the Fixed Lab model:

INTELLIGENT MOBILE LAB

Eliminates the need for a Dedicated Classroom Eliminates the need for upgrading of electrical wiring Eliminates the need for Ergonomic Special Computer Desks Eliminates the need for a Climate Controlled or Air-conditioned Room Eliminates the need for Structured Data Cabling Network Eliminates the need for Upgrading Security System Eliminates the need of a fixed and cumbersome interactive whiteboard Can be deployed in a day

TRADITIONAL FIXED LAB

Requires a Dedicated Classroom (displacement of learners) Need for additional electrical outlets Fixed desktop computers require special desks Laptops run on lower current, therefore generating less heat Desktop workstation require Dedicated Drops, Wiring and Switches Fixed lab are more prone to theft, breakage and vandalism and therefore require robust security system Fixed and cumbersome interactive whiteboards are installed to facilitate interactive learning Can easily take up to 3 months to deploy

Comparative Financial Benefits

The proposed mobile computer lab is more cost effective than the traditional fixed lab. With fixed computer labs, there is a lot of costly preparatory work that needs to take place before PCs are deployed. The mobile computer lab

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eliminates the need for a dedicated classroom, special furniture, electrical wiring and network cabling, air conditioning, etc. Based on current USAASA and industry figures, the pre-VAT cost of deploying a fixed 25 seater computer lab averages R908k per school. With the proposed mobile computer lab (excl. the fuel cell optional feature for schools without access to electricity), a computer lab with double the capacity (from 25 to 49 computers) can be delivered with an accompanying saving of R227k per school. Thus, for 4000 schools as an example, government can realise a saving of R 908 million while doubling the number of computers delivered.

Contact Details:
Mentha Technologies Royal Troon Building Fourways Golf Park Roos Street, Fourways Johannesburg Tel: +27 11 076 7766 Fax: +27 86 653 5367 thando@mentha.co.za

Expertise in Optimizing Large Scale School Computerisation Initiatives

Apart from developing the Mobile Computer Lab, over the years Mentha Technologies has helped senior ICT managers in top organizations to efficiently and effectively identify, prioritize, and optimise the introduction of cutting edge ICTs within their organisations, thus ensuring delivery of super service. A partnership with Mentha Technologies would allow the Department of Basic Education to tap into and apply this industry experience and best practices to enable it to accelerate the achievement of Vision 2014. Mentha Technologies is able to develop and deploy innovative interventions that can significantly improve the turnaround time of deploying ICTs in schools within a relatively short space of time than what can be achieved with traditional models. Further, with optional features such as the Fuel Cel, the Department can also deploy the mobile lab even in rural schools without access to electricity within a day. Mentha Technologies can build powerful out-of-the box service delivery acceleration models designed specifically to integrate resources and capabilities, while aligning interventions across the board to deliver computer labs quickly for a compelling return on investment.

Recommendation
Government officials who are challenged to: (i) improve the value derived per rand spend in school ICT projects, (ii) improve access to ICTs in underserviced rural schools, or (iii) leverage the available school ICT deployment budget to create local jobs, should immediately explore how a partnership with Mentha Technologies can assist them achieve their strategic goals within the obtaining budgetary constraints.