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8/6/2019 Mobile Lab White Paper
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A B u s i n e s s W h i t e P a p e r P a g e |1
Mobile ThinkLab:
Helping South African Schoolstranscend 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
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
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..6Recommendation.6
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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 thetraditional 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.
Constraints to current School computerisation interventions
in South Africa
Lessons from large scale deployments such as the Gauteng Online project and
the Western Capes Khanya Projectprovide 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 convertedinto a computer lab.
High cost of preparing classrooms and make them ready to function ascomputer 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
CURRENT INDUSTRY
RESPONSE:
Fixed Computer Lab
Source: SMMT Online
Converted Shipping Container
Source: Google
Mobile Training Lab
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 costeffective 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:
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 inpreparing facilities to house computers in schools.
0% 10% 20% 30% 40% 50% 60% 70% 80%
Gauteng
Western Cape
Northern Cape
North West
Free State
KwaZulu Natal
Mpumalanga
Limpopo
Eastern Cape
% Stoked with computers
% with computer centre
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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 abilityto 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:
> Mobile Computer Lab: Schools have a number of configurations tochoose 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 teachersand 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 interactivelearning 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 integratedschool 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 anordinary 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 andlearning. 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:
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
INTELLIGENT MOBILE LAB TRADITIONAL FIXED LAB
Eliminates the need for aDedicated Classroom
Requires a Dedicated Classroom(displacement of learners)
Eliminates the need for
upgrading of electrical wiring
Need for additional electrical outlets
Eliminates the need for
Ergonomic Special Computer
Desks
Fixed desktop computers require
special desks
Eliminates the need for a Climate
Controlled or Air-conditioned
Room
Laptops run on lower current, therefore
generating less heat
Eliminates the need for
Structured Data Cabling Network
Desktop workstation require Dedicated
Drops, Wiring and Switches
Eliminates the need for
Upgrading Security System
Fixed lab are more prone to theft,
breakage and vandalism and therefore
require robust security system
Eliminates the need of a fixed and
cumbersome interactive
whiteboard
Fixed and cumbersome interactive
whiteboards are installed to facilitate
interactive learning
Can be deployed in a day Can easily take up to 3 months to
deploy
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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 proposedmobile 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.
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.
Contact Details:
Mentha Technologies
Royal Troon Building
Fourways Golf Park
Roos Street, Fourways
ohannesburg
Tel: +27 11 076 7766
Fax: +27 86 653 5367