CHEC – Four Universities in the City

3. Helmi Dreijer | Senior Director: Information Technology | Stellenbosch University | Phone +27 21 808 4246 | Fax +27 21 808 4102 | Mobile +27 83 600 5274 | Office 2nd Floor IT Building, Banhoek street, Stellenbosch, South Africa Helmi Dreijer is the Senior Director for Information Technology at Stellenbosch University, where he is responsible for the overall institutional IT strategy and operations. At national level, Helmi serves on the Boards of the Association of South African University Directors of Information Technology (ASAUDIT), the South African National Research Network and the advisory board for the (NRF) National Research Foundation’s Research Information Management System. He is also the Managing Director of ASAUDIT and Chair of the ASAUDIT Procurement committee. Helmi holds a degree in Electrical Engineering, a Masters degree in Industrial Engineering and an MBA from Stellenbosch University. With twenty five years of experience in the IT industry, mainly in the higher education sector, he has a good insight into IT trends, how to position IT as an enabler for institutional transformation, how to manage technology and how to ensure that the necessary IT governance processes are in place. During his career at Stellenbosch University, Helmi has been involved with many IT projects that enabled the university to be at the forefront in aligning people, processes and technology for effective business systems, teaching and learning, as well as research and community interaction.

4. Smart City Development Workshop Collaboration between Higher Education, the City and Industry for doing “Smart Education in the City”Helmi Dreijer - Cape Town - 14 june 2012

5. CHEC – Four Universities in the City • The Cape Higher Education Consortium (CHEC) aims to establish the Western Cape as a strong higher education region which, will be • distinctively responsive to developments in the knowledge economy of the 21st century • sensitive to historical realities in promoting equity across its institutions and • cost-effective and of high quality education.

6. Collaboration between Universities • Advisor / leader in potential future directions • Innovation through consolidation of efforts • Sharing amongst members • Definition of best / good practice • Bargaining platform with vendors The purpose of the Association of South African University Directors of Information Technology (ASAUDIT) is to promote and advance the use and support of computing and information technology at the 23 South African universities:

7. Drivers for Smart Actions By 2050 more than 80% of South Africa's population will live in cities. The challenges presented by the rapid population growth demand that cities transform…to Smart Cities

8. Cape Town 3.3 million people • 1.6% population growth pa • Average  €3800 per capita per year • 4-5% economic growth pa 1.6 million intern. tourists pa • 15% unemployment rate • 38% all households earn less then HSL ( €225 per month) Approx. 1 million people have no income • 420 000 people receive social grants • Housing backlog: 300 000 • Informal settlements: 100 000

9. Smart City - Definition • City performance currently depends not only: • on the city's hard infrastructure ('physical capital') • Water • Electricity • Roads • Waste Management • Schools • but also, and increasingly so, • on the availability and quality of • knowledge communication ('intellectual capital').

10. When it gets to knowledge communication, the Town, Gown and Industry should meet • University’s play a role in the development of Smart Cities, to: • Create and develop knowledge through research • Communicate and transfer the knowledge through teaching • Apply the knowledge through innovation and community interaction • The role of ICT in these roles should not be under emphasized and has huge potential

11. Importance of Education • The purpose of higher education is to equip students for success in life — in their workplaces, in their communities, and in their personal lives. • though this purpose has remained constant for centuries, • colleges and universities themselves should and are undergoing major change. • The campus, the library, the refereed journal article, the classroom, and the traditional-age student — common features of higher education today—may be inadequate in describing higher education tomorrow.

12. International Goals for Post Secondary Education • Some international goals illustrate the demand for post-secondary education: • By 2025, 40 percent of Australians 25 to 34 years old should have degree qualification. By 2020, 20 percent of undergraduate enrollments should be from low socioeconomic status groups.9 • By 2025, 60 percent of the U.S. population should hold "high-quality college degrees or credentials."10 • By 2020, 50 percent of the Dutch labor force between the ages of 25 and 44 should hold a higher education degree.11 • By 2012, close to 50 percent of those in the United Kingdom in the 18-to-30 age group should be participating in higher education.12 • SA Greenpaper set South Africa goals

13. SA Green Paper on Post School Education • The Green Paper provides a vision for a single, coherent, differentiated and highly articulated “post-school” education and training system. • By 2030, South Africa ought to have a post-school system that provides a range of accessible alternatives for young people. • By 2030, we aim to raise university enrolments to 1 500 000 (a projected participation rate of 23%) as opposed to the 2011 enrolments of 899 120 (a 16% participation rate). • In addition we aim for 4 000 000 enrolments (approximately a 60% participation rate) in colleges or other post-school institutions such as the proposed community education and training centers discussed below. • The DHET must build, resource and support this expanded system.

14. SA Post-school Challenges • Higher education • Further education • Vocational education • Occupational education • Professional education • Adult education and continuing education • Increased Access • Improved throughput • Increased curriculum Relevance

15. Green Paper promotes Open and Distance Learning:Flexible and Innovative Modes of Delivery • A Network of Providers • Shared Learning and Support Centers • Professional Development • Improved Access to and Use of Appropriate Technology • Collaborative Development of High Quality Learning Resources

16. Draft Policy Framework for the provision of Distance Education in South African Universities Government Gazette of 29 May 2012 Dr Nzimande, MHET • It provides an overview of the policy context, • describes the distinctivenessand purpose of distance higher education, • identifies mechanisms for steering distance education provisioning and for • creating an enabling environment for quality distance higher education.

17. Draft Policy on Distance Education (Issued for comment in the Government Gazette of 29 May 2012) The MHET sees distance provisioning as an integral part of the post-school system in general, and more specifically in higher education. This policy statement is part of a broader focus on building the capacity of the education system but focuses primarily on higher education because of its unique features.

18. Will this be in pace with worldwide trends ?? MOOC - massive open online course • describes courses that take place online; are open in the sense that participation is typically free of charge and learning materials can be modified, reused and distributed to others; and reach massive communities – of tens of thousands – of learners. • one of the MOOC pioneers at Stanford, created the artificial intelligence course that attracted more than 160,000 users - though only 25,000 finished the course

19. Green Paper promotes the Improved Access to and Use of Appropriate Technology • Possible mechanisms include: • Collaboration with the Department of Communication and other government departments and stakeholders, to facilitate increased bandwidth and reduced costs for educational purposes. • Engagement with stakeholders to negotiate easier access to and reduced costs for internet enabled devices. • Appropriate DHET bids for funds to ensure that a comprehensive, enabling ICT infrastructure is put in place for all post-schooling providers and particularly the distance higher education providers. • Facilitating the shared establishment and management of ICT-enabled, networked learning centers in areas where home-based provision is likely to be difficult in the short- to medium-term. • Collaborative Development of High Quality Learning Resources

20. Utilizing Available Connectivity ! As we move into an era where voice and data services are quickly becoming a commodity, bandwidth is offered in abundance and collaboration becomes the wave of the future. It is an opportunity for each individual and institution to explore and utilize this commodity to add value to itself and the community.

21. City’s Target for 2014 Currently, only 20 provincial government buildings, 50 City of Cape Town buildings and 50 municipal sites enjoy connections of 100Mbit/s or more. The vision has been communicated to connect more than 4 000 government facilities and also hopes to connect 70% of these and every Western Cape school — by 2014 — along with.

22. City Network

23. The plan for Cape to ‘go live’ Western Cape and City executives wants every citizen in the Cape Town metropolitan area to have access to 100Mbit/s broadband by 2020. In addition, they wants government buildings and schools to enjoy that sort of connectivity by 2014. From an higher education perspective we salute this vision !

24. ICT is a Game Changer • Broadband Networks • Cloud Computing • Mobility – Internet enabled devices • Convergence of Voice, Data and Video networks • Video conferencing and Telepresence

25. IT is a “Game Changer” for Education ! Telematic Learning: The expansion of the synchronous on-line classroom through telematic learning programs using satellite and internet delivery models, suppported with video conferencing systems which focus on a mixed “click and brick” modes of delivery Cloud based LMS: Expand Learning Management System platforms to the cloud for wider online access to electronic learning objects and resources, especially via mobile technology in a mixed mode, to drive down costs

26. Virtual Presence Telepresence refers to a set of technologies which allow a person to feel and appear as if they were present, or to have an effect, via telerobotics, at a place other than their true location: • Bandwidth between campuses can change the game. • Opportunity to build bridges to the schools • Opportunity to share knowledge skills • Opportunity for students to access knowledge across institutions

27. Own vs Access to Teachers

28. “Telepresence”Opportunities for expanding the University’s footprint Service via 3G International via Seacom SANREN (10 Gbps)

29. SA NREN Broadband

30. Global Trends in Cloud Computing Cloud communication and collaboration tools: Effective communication between learners and knowledge resources in the cloud such as Google and/or Microsoft. Physical learning spaces enriched with technology: Upgrade of learning spaces to optimally use technology, focus not only on data projectorts but using tablets and cell phones to promote interactivity and learning as apposed to traditional teaching

31. Foresight Actions • Education and Research networks: In support of the teaching and learning and research inisiatives, campusses need to upgrade their campus networks for integration with the county’s high speed SANREN research network, enabling also for researchers and scholars to get access from their homes. • Electronic Course Notes: Transforming and enriching class notes to Open Educational Resources (OER) focused at increase acceess to quality resources and lower unit cost

32. Example of Telematic Learning @ Stellenbosch

33. Intelsat 17

34. Expanding the footprint of SU: Learning centers SU Learning Centers (20) Medi-Clinic Hospitals (53) DBSA (6) WCED Schools (145) NCED Schools (69)

35. An Enabling ICT Infrastructure An enabling ICT infrastructure is essential to the development of quality distance education provision in South Africa.

36. Business Intelligence in the City • Our challenge: To be visionary – to see and think and then in a realistic manner to execute the visions and plans in a measurable and realistic manner • Many foresight analysis projects contributed to successful planning for the future project. This workshop is commended for trying to contribute to that foresight • Successful and sustainable businesses read the markets and consumer trends successfully…and are creative in addressing the challenges and opportunities. With competition, profit seeking, venture to fulfill the needs

37. In Summary Creative thinking through exposure to innovative products can lead to doing different things in different manners There is apparently no recipe for success …but to do the right thing at the right time…maybe the time is now to participate in the Smart Education initiatives Thanking you ! Helmi Dreijer – mwd@sun.ac.za

38. Top 5 Action Items on the Agenda • Interconnecting SANREN with the City Network • Extend Coty network to: • community centres • all Western Cape libraries • All schools in Western Cape • Shared development of Open Learning Resources • Cost effective access to eReaders, eTextbooks and data • Upgrade technology on all our campuses • Explore collaboration with Industry Youtube: http://youtu.be/F34eUJZY7NE Smart Stellenbosch