Research Article
A Blueprint for South African Public Schools ICT Infrastructure
@INPROCEEDINGS{10.1007/978-3-031-81570-6_3, author={Wandile T. Mnynadu and Alfredo Terzoli and Hlabishi Kobo}, title={A Blueprint for South African Public Schools ICT Infrastructure}, proceedings={Towards new e-Infrastructure and e-Services for Developing Countries. 15th International Conference, AFRICOMM 2023, Bobo-Dioulasso, Burkina Faso, November 23--25, 2023, Proceedings, Part I}, proceedings_a={AFRICOMM}, year={2025}, month={2}, keywords={ICT4D ICT infrastructure South Africa Education DBE e-Learning}, doi={10.1007/978-3-031-81570-6_3} }- Wandile T. Mnynadu
Alfredo Terzoli
Hlabishi Kobo
Year: 2025
A Blueprint for South African Public Schools ICT Infrastructure
AFRICOMM
Springer
DOI: 10.1007/978-3-031-81570-6_3
Abstract
In today’s digital age, access to quality education is crucial for individual and societal growth. However, many South African public schools lack access to ICT infrastructure, resulting in significant implications for education quality. While efforts have been made by the Department of Basic Education and research communities, a systematic approach that considers the full technology spectrum for these schools is still missing. To contribute to this deficiency, this research paper introduces an innovative ICT infrastructure model in the form of a modular blueprint. The blueprint encompasses the complete technology spectrum, addressing existing operational schooling challenges and fostering a modern technology-based learning environment. The modular design enables incremental deployment, reducing ICT infrastructure underutilization and accommodating budget constraints. Additionally, each module’s independence allows for seamless adaptation to evolving schooling challenges. Seven distinct modules are identified and described in this paper, providing a comprehensive framework for addressing ICT infrastructure deployment in South African public schools. To conduct this study, a comprehensive methodology involving research analysis, DBE publications, academic institutions, interviews, and examination of five public schools in the KwaDlangezwa community, KwaZulu-Natal, South Africa, was employed. Utilizing a design science approach, we developed modules as artifacts to be incorporated into the blueprint.
