Abstract:
Development in the world is mostly knowledgebased and thus, largely depends on the exchange of information through modern technology. Countries that are equipped with technology and knowledge find it easy to participate in the knowledge economy and tend to be the main players in its socio-economic associated developments. However, participation in the knowledge economy starts with the adoption and implementation of blended pedagogies which have the capacity to positively transform national development. Blended pedagogies support and encourage collaborative, creative, innovative, adaptable and flexible teaching and learning that is necessary to develop skills that are crucial for participation in the knowledge economy and national development. In South Africa, evidence suggests that the integration of educational Information and Communication Technology (ICT) with conventional didactics is to a large extent, determined and driven by national and provincial governments. That is, planning approaches and governance models that are assumed to be a necessary precondition for the successful implementation of blended learning are determined at the national and provincial governments. This paper therefore, theoretically argues that integration of ICT with conventional didactics should be grounded at and be implemented by the local government as is done with services such as water, electricity and housing, among others. The paper concludes that the silence of local government in the planning, governance and implementation of blended pedagogies could be a spice for failure and a missing puzzle for the success of this transformation. Thus, the paper recommends that planning and governance of blended pedagogies should be the core responsibility of the local government.
