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This paper presents the findings on the intervention strategies undertaken by the Eastern Cape Provincial Government regarding the challenge of poverty. The paper begins by discussing the poverty situation in the Eastern Cape. It further deliberates on the poverty alleviation initiatives that have been undertaken so far, as well as the lessons learned, and presents the identified gaps. In a wider context, the South African government has been engaged in poverty alleviation immediately after the first democratic elections, attempting to deal with the challenges posed by apartheid in those parts of society where the rates of poverty were extremely high, with resulting high unemployment rates, illiteracy, and underdevelopment, particularly in the former black-only demarcated areas. The study used document analysis and the purposive sampling method. If the current intervention strategies could be implemented effectively, most poor households in the Eastern Cape Province would be free from poverty. [ABSTRACT FROM AUTHOR]

There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers' perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage. [ABSTRACT FROM AUTHOR]