A survey of the literature in connection with the current state of education in South Africa reveals a consensus that the system has remained unfair to a large section of the population, even now—two decades into the postapartheid dispensation. The education system has now developed two distinct tiers: one for the historically privileged and one for historically disadvantaged learners, the latter by far the larger of the two. In addition to measures taken by the Department of Basic Education to close the gap between these two tiers, some of the historically privileged schools have launched initiatives to help their less fortunate counterparts overcome the disparities and unfairness of the current system. This paper takes a critical look at one such initiative, a project that is technologically sophisticated and from which all historically disadvantaged schools may potentially benefit. Although the project has been well meant by its initiators, and although it already has benefited some 38 underprivileged schools since 2008, it is a stark illustration of the persistent disparities in the South African education system. The project nevertheless has transformative potential.

中文翻译：

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批判性地看待一项技术先进的举措，以解决南非教育机会不平等的问题

一项与南非当前教育状况有关的文献调查表明，一个共识是，即使到现在，即种族隔离制度实施后的二十年，该制度仍对大部分人口不公平。现在，教育系统已经发展出两个不同的层次：一个是为历史上有特权的学习者，另一个是为历史上处于不利地位的学习者，后者是两者中较大的一个。除了基础教育部为缩小这两个层次之间的差距而采取的措施外，一些历史上享有特权的学校还发起了一些举措，以帮助那些不幸的学校克服当前体系中的差距和不公平现象。本文对这种主动行动进行了批判性研究，一个技术先进的项目，所有历史上处于不利地位的学校都可能从中受益。尽管该项目的发起者很好地表示了这一愿望，尽管自2008年以来该项目已经使约38所贫困学校受益，但这清楚地表明了南非教育系统中持续存在的差距。然而，该项目具有变革潜力。