Digital literacy—the skills of searching for, discerning, generating and managing information—is key to higher-order thinking skills, and is crucial to participating in the national and global economy. For instance, surely students should be able to use their own smartphones for learning during class time? Surely e-readers should form the basis for all textbooks? However, many teachers are digitally illiterate. Teachers will need considerable professional development to change their teaching methods. Schools will have to digitize their education management, governance and administration. How should that happen?

Parvati thought long and hard about these issues. How should science teaching for the LEAP schools be adapted to both foster and exploit information and communication technology? Why could the tacit knowledge of master teachers not be unlocked, systematized and then replicated in the next-generation teachers? Why did the wheel have to be reinvented—surely there were science teaching best practices? These would obviously need to be adapted to Diepsloot. The science teaching outcomes clearly depended on the student, the teacher, their relationship, the curriculum, the school environment, the student’s home environment, and the presence, or absence, of a culture of learning. But why was a school itself not a learning system? She recalled the old science saying—to measure is to know. Why were science teaching outcomes not routinely measured as a key part of on-going data-driven controlled experiments to improve those outcomes? Should LEAP not develop evidence-based science teaching knowledge management? That would clearly demand the most appropriate technology, life-long learning of the teacher, incisive cultural interventions, and changes to the