NHLANGANO

CENTRAL HIGH
ICT
DEPARTMENT

STRATEGIC PLAN
2009

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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

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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.

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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.

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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

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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

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 # 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
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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;

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• 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.

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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.

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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:

MATHS
SCIENCES
AGRICULTURE
TECHNICAL
SISWATI
ENGLISH
SOCIAL
HOME 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 Agriculture
Geography Geography Home Economics
History Book keeping Technical Drawing
English Literature English Literature English Literate
Addition Mathematics Addition Mathematics Wood Work/Add. Maths
Computer Studies Computer studies Computer studies
Religious Knowledge
Metal Work
Wood Work
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 Additional Mathematics
Streaming at High School

STREAM A STREAM B STREAM C

English Language English language English Language

Siswati Siswati Siswati
Mathematics Mathematics Mathematics
Geography Geography Food & Nutrition
History Accounts Technical Drawings
Science Commerce Metal work
Bible Computer Agriculture
Literature 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.

Strategic Plan step one – Develop and Adopt School ICT Policy

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;

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• Η 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;

• Α ssess the information needs of the school and target population (baseline study);
• Ε 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 – form Collegiate Forum: The ICT Committee
ICT coordinating committee.
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).
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In 1999 the school (Nhlangano Central) organized itself into the following committees:

A) Speech day Committee

B) Academic Committee
C) Sports and Culture Committee
D) HoD’s Committee
E) Disciplinary committee
F) Admissions committee
G) Welfare and Spiritual Committee
H) Catering 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

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 ICT
DEPARTMENT

ICT
CO-ORDINATING
COMMITTEE

ICT
COORDINATOR

TRAINEE TEACHERS IN ICT

ICT
STUDENTS DEPARTMENTS

Strategic Plan step three – Make Cashflow budget for ICT department
The headteacher is ultimately responsible for the school budget and is
typically able to allocate school funds for specific purchases. A promoted

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 teacher, for example the head of 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 TOTAL
ESTIMATED E65, 800.00 PER
A minimum of E100 collected from 658 students
REVENUE YEAR
EXPENDITURE ESTIMATED COST PRIORITY RESPONSIBILITY TIME FRAME
12 MORE E36, 000.00 3 ICT COMMITTEE 2 months
COMPUTERS &
STANDS
1 NET SERVER & E17, 649.00 2 ICT COORDINATOR 2 months
LICENCES
1 PRINT SERVER E14, 649.00 2 ICT COORDINATOR 1 months
UPS FOR 30 E 13,500.00 1 ICT CORDINATOR 4 months
COMPUTERS
1 ROUTER & E 9,699 2 ICT COORDINATOR 2 months
SWITCHES
SATELLITE DISH E6, 200.00 2 ICT COMMITTEE 2 months
DIGITAL, VIDEO & E11, 700.00 4 HEADTEACHER 2 months
SPY CAMERAS
INTERACTIVE 16,800.00 4 ICT COMMITTEE 2 months
WHITE BOARD
TRUNKING AND E3, 200.00 2 ICT COORDINATOR 2 months
CABLING
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 E11, 360.00 2 ICT COMMITTEE 3 months
FEES PER YEAR
PROJECTOR E8, 600.00 3 ICT COMMITTEE 2 months
TOTAL EXPENDITURE E164, 255.00

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

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

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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

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
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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)

18 Armstrong Simelane University of Pretoria 29307679

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

CORE 2 DUO E4500 - 2.2GHZ 2M 800FSB
1GB DDR2 667 MEMORY ( 2 x 512)
160 GB SATA HDD
DVD/RW

19 Armstrong Simelane University of Pretoria 29307679

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

20 Armstrong Simelane University of Pretoria 29307679