Meyer, IMarais, Mario AFord, MerrylDlamini, Sifiso B2017-07-282017-07-282017-05Meyer, I., Marais, M.A., Ford, M. et al. 2017. An exploration of the integration challenges inherent in the adoption of ICT in an education system. In: Choudrie J., Islam M., Wahid F., et al. (eds). Information and Communication Technologies for Development. ICT4D 2017. IFIP Advances in Information and Communication Technology, vol 504, p. 463-373. DOI: 10.1007/978-3-319-59111-7_38978-3-319-59110-0DOI: 10.1007/978-3-319-59111-7_38https://link.springer.com/chapter/10.1007/978-3-319-59111-7_38http://hdl.handle.net/10204/9404Copyright: 2017 Springer. Due to copyright restrictions, the attached PDF file contains the accepted version of the published item. For access to the published version, kindly consult the publisher's website.The high failure rate of development interventions is well known. An approach to sustainable interventions is defined, based on a systems perspective that focuses on the ability of a system to integrate an intervention. The design of an intervention requires an understanding of the current state of the system from the perspective of being able to realise the intended benefit. This is called the readiness of the system, and is constituted by the level of maturity of the essential elements and the nature of the interrelationships that are required to realise and sustain the benefits. Interventions can be designed to match the current readiness of the system and to define the system changes toward the desired end state. These principles were developed during the implementation of an ICT for Rural Education (ICT4RED) project in the Eastern Cape province of South Africa. The practical implications for project design, execution and handover to the education system are illustrated.enSustainabilityICT in educationSystems thinkingSystem integrationICT4DBook ChapterMeyer, I., Marais, M. A., Ford, M., & Dlamini, S. B. (2017). An exploration of the integration challenges inherent in the adoption of ICT in an education system., <i>Worklist;19160</i> Springer. http://hdl.handle.net/10204/9404Meyer, I, Mario A Marais, Merryl Ford, and Sifiso B Dlamini. "An exploration of the integration challenges inherent in the adoption of ICT in an education system" In <i>WORKLIST;19160</i>, n.p.: Springer. 2017. http://hdl.handle.net/10204/9404.Meyer I, Marais MA, Ford M, Dlamini SB. An exploration of the integration challenges inherent in the adoption of ICT in an education system.. Worklist;19160. [place unknown]: Springer; 2017. [cited yyyy month dd]. http://hdl.handle.net/10204/9404.TY - Book Chapter AU - Meyer, I AU - Marais, Mario A AU - Ford, Merryl AU - Dlamini, Sifiso B AB - The high failure rate of development interventions is well known. An approach to sustainable interventions is defined, based on a systems perspective that focuses on the ability of a system to integrate an intervention. The design of an intervention requires an understanding of the current state of the system from the perspective of being able to realise the intended benefit. This is called the readiness of the system, and is constituted by the level of maturity of the essential elements and the nature of the interrelationships that are required to realise and sustain the benefits. Interventions can be designed to match the current readiness of the system and to define the system changes toward the desired end state. These principles were developed during the implementation of an ICT for Rural Education (ICT4RED) project in the Eastern Cape province of South Africa. The practical implications for project design, execution and handover to the education system are illustrated. DA - 2017-05 DB - ResearchSpace DP - CSIR KW - Sustainability KW - ICT in education KW - Systems thinking KW - System integration KW - ICT4D LK - https://researchspace.csir.co.za PY - 2017 SM - 978-3-319-59110-0 T1 - An exploration of the integration challenges inherent in the adoption of ICT in an education system TI - An exploration of the integration challenges inherent in the adoption of ICT in an education system UR - http://hdl.handle.net/10204/9404 ER -