Many educators have favorably welcomed the news that the Basic Education Ministry (DBE) has officially published changes to the national program, adding coding and robotics as an additional material to R to the 9th year school programs . This decision will modernize the South African system. School program and pay an essential attention to the development of 21st century skills.
Although the study program-in particular in the basic phase-is coding disconnected, many have expressed their concern about schools that do not have computer laboratories or high speed Wi-Fi connections for Their learners from 4th to 9th year. Will we be able to bring them the skills they also need to access the digital world that seems to be their future?
Yes, say many experts who have been working in this area for some time. “You do not need a advanced laboratory to teach coding and robotics,” explains Rajesh Ramakrishnan, technical educator and co-founder of Edtech Resolute Education.
“The aim of coding and robotics is not to train perfect engineers and computer scientists,” he said in a statement. Tedx 2023 conference. “This is an opportunity to develop their critical thinking and their skills in problem solving.”
Indeed, the inclusion of coding and robotics supports and completes other STEM materials such as computer applications technology, mathematics, physical sciences and information technology from 4th to 9th year. Studies Show that exposure to robotics promotes the adoption of STEM materials by engaging learners and arousing their interest. When children see abstract concepts in physical form and they are able to play with what was previously only theory, this engages the brain more deeply and arouses curiosity.
This was the case in rural areas ROOIBERG community care project (RCCP) in the Limpopo where coding and robotics programs were introduced to Itireleng high school and Thabakubu primary school. Natalie Klerk, head of the RCCP, commented on the workshops: “It had a huge impact on learners, socially, but above all their academic contribution was obvious in the way the mathematics of certain learners have improved. »»
We need all possible help in this regard. According to the African Development BankLess than 25 % of higher education students study matters related to STEMs. In addition, according to the report of the World Economic Forum on the future of employment, published in 2023, less than 30 % of all students of the South African baccalaureate chose mathematics as material. This underlines the obvious need to interest and more involve children in STEM materials, as well as to make them aware of these subjects as crucial for future jobs and careers.
Coding and robotics can be a way to get there. When initiated into the subject at the educational level, learners are exposed to high -tech skills in a fun and fun way, so as to encourage creativity, innovative thinking, problem solving and collaboration.
Yolandi Farham, Director of the publication at Oxford University Press Southern Africa (OUPSA), affirms that the exhibition to robotics encourages children to get more involved in what certain educators have called “the culture of the creator”. This concept is linked to Professor Seymour Papert, a world renowned mathematician, pioneer in constructionist learning, which postulates that children learn better when they experience and build things.
But to succeed in launching coding and robotics at all levels in South Africa, it will take a combined effort. The strategic alliances between organizations capable of providing resources and tools as well as training programs for teachers are essential, in particular in marginalized regions.
OUPSA has teamed up with Resolute Education to offer a range of learning and support equipment, which promote the development of these essential skills, to schools from all over the country.
Farham says: “South African schools are faced with important challenges, but educators, teachers and parents must come to the party with creative solutions to guarantee that our children are ready for the future. “She adds:” The solution should not necessarily be expensive. »»
She believes that coding and robotics should be offered to learners, whatever the situation of the school in terms of teachers or resources. In very constrained schools, techniques could include “disconnected” tools, such as board games and the use of basic mobile phones, puzzles or a whole series of activities helping learners to understand the fundamental concepts linked at coding.
“We are talking about creating an learning ecosystem that empowers the next generation of thinkers,” she said.
Ramakrishnan agrees: “The successful implementation of coding and robotics in schools deepens the nuances of the way in schools approach professional development and prepares teachers to lead this change, not only punctually, but through a continuous program. »»
He says that it means providing continuous support for schools and building around them a community where they feel supported. It is important to note that it is also a question of involving parents and learners in the construction of innovative projects, by promoting a culture of innovation within schools and homes.
It becomes even more significant if we consider that the World Economic Forum estimates that 85 % of job offers in 2025 will require digital skills. South African children must include the basics of information and technology era. Even if they may not need to be coders or software developers to thrive in the future global economy, they will have to understand how digital tools, software and computers are integrated into workplaces.
“Each learner deserves to see how technology can transform their life,” said Gareth ThomsonEngineer and co-founder of Resolute Education. “In South Africa, we have to open the door to the world of technology to the greatest number of learners as possible. »»
– Jonathan du Plessis is the director of marketing at Resolute Education. The company, in partnership with Oxford University Press Southern Africa (OUPSA), has deployed its programs and tools, integrated into school programs, in more than 300 schools and more than 150,000 learners.
