The Department of Basic Education (DBE) has decided to include and formalise Coding and Robotics as a subject in public schools. This forms part of the introduction of the Fourth Industrial Revolution to the younger generations and is welcomed by South African Citizens. However, there are significant obstacles that may hinder the implementation of this decision.
At the beginning of the month, the DBE officially added the subject to the roster for grade R to 9. The DBE piloted the subject in several schools. They started with a smaller test group in Grades R to 3 in 2021. It is now officially part of the National Curriculum Statement (NCS). The Federation of Governing Bodies of South African Schools (FEDSAS) welcomed the decision to include Coding and Robotics in the curriculum. FEDSAS stated that it was a step in the right direction. They added that it will ‘assist in equipping learners with 21st century skills and prepared them for the 4th Industrial Revolution’. The DBE has included the subject alongside mathematics, Natural Science, and Technology.(Richest on MSN)
The focus on educating Students and pupils in the implementation of the Fourth Industrial Revolution starts early. The question remains are teachers well-rehearsed in the new curriculum being forwarded by the DBE? Will they be able to understand the implementation of coding and robotics and its connection to Artificial Intelligence (AI)? The DBE and FEDSAS need to see to it that all teachers are ready and understand the technical terms and implementation of the instructions on how the technology and programming is to be used. The training to be used should focus on what programs and codes are to be introduced as regards to AI and Robotic functions. There is no turning back once AI learning is integrated alongside regular subjects, it will be a way of life.
Firstly, funding presents a major challenge, especially for no-fee schools and those in poorer communities. Subjects like Coding and Robotics involve numerous additional expenses. In addition to learning materials and textbooks, schools must also budget for hardware, software, etc. Secondly, the issue of teacher training is significant. Van der Bergh pointed out the educators in South Africa are seldom trained or upskilled in technical disciplines, creating a hurdle in the process. Lastly, capacity is also a challenge and forms part of teacher training. FEDSAS suggests that the DBE should collaborate with the private sector for support. There are already abundant resources available, with many of them being free of charge. Van der Bergh said that there are several service providers in the market that are keen to support schools in the process.(Richest in MSN)
The government when it is finally formalised needs to come up with a plan along-side those Non-Governmental Organizations (NGOs) involved in education. Financing and training should be a top priority that should be led by the incoming administration. Budgeting for the least equipped schools needs to be processed at all three levels of government. That is National, provincial and local levels. This should include schools in both rural and urban areas. It will be a laborious task for any government’s education and finance departments and the developments need to be close watched. The training or re-training of teachers in this sphere needs to be a major priority. Whoever President Cyril Ramaphosa appoints DBE Minister and Deputy Minister needs to take this seriously. The Tertiary Education Department also has its part to play in teacher training in this field.
All three departments of Basic, Tertiary Education, and Finance will have to cooperate under the president to oversee capacity in the learning area. The whole focus on capacity should be to monitor its progress and see its implementation. Both the private sector and civil society need to also have the role in how the issue of capacity is implemented.
The DBE believes a coding and robotics curriculum will develop learners’ ability to solve everyday problems, think critically, work collaboratively and creatively, function in a digital and information-driven world, apply digital and ICT skills, and transfer these skills to solve everyday problems. Resultantly, at the end of 2017, the department started a framework to introduce coding and robotics as a compulsory subject in all schools. In March 2019, the department, changed with the country’s basic education, announced it is planning a pilot for coding and robotics curriculum for grades R to 9. At the time, the department’s officials revealed it would be done over a few years, piloting it in some of the country’s provinces.(ITWeb)
The times are changing, technology is changing and the younger generations have to adapt. Since the Ramaphosa administration is planning to implement this coding and robotics curriculum they should reach out and engage with the public and civil society on how best to implement it. The DBE could have inspections carried out at schools sometimes spontaneous and some times routine, or even have the minister or the president visit if possible. The main purpose of implementing this curriculum by the government is to stay ahead in the game of progress. Or at least keep up where other nations will succeed. For better or worse and for the progress of youth, coding and robotics will signal a passage for AI into the lives of students.
Article written by:
Yacoob Cassim
Journalist at Radio Al Ansaar
