Introduction
The International Development Research Centre (IDRC), is a Canadian public organisation, created in 1970 to strengthen research and information capacities in the developing world. It is funded by the Canadian Government, and also manages projects for other international donors. It reports to an International Board of Governors.
As one of the pioneers in the use of electronic networking in Africa, IDRC has developed the Acacia Initiative, a programme intended to enable communities in Africa to participate in the Information Society. IDRC's work with African partners, and consultation with Southern Africa, has led to a commitment by IDRC to developing an integrated framework of a number of activities, from policy formulation, to innovative uses of technologies, and development of applications and content. Two important projects are the development of community information centres (or telecentres), and the support of school networking within Southern Africa.
This talk is a sharing of the information gathered while developing the Acacia Initiative. It is an introduction to some of the projects which IDRC is discussing with partners within the region, following visits to those countries. Other known initiatives are also mentioned, and the list of projects may not be exhaustive.
The information presented has been enhanced by a very fruitful meeting held yesterday (25/9/97) at which delegates from each of six countries met to workshop possibilities for linkages within the sub-region. Many of the delegates are at this presentation, and I will introduce them as we proceed.
The talk will comprise three parts, namely:
Known School Networking Initiatives in Southern Africa
Mozambique
The IDRC is working closely with the Mozambican government and with the Centre for Informatics at the University Eduardo Mondlane, in Maputo (CIUEM) to develop an integrated strategy to enable communities in Mozambique to increase their participation in the emerging Information Society. This has resulted in the signing of a memorandum of understanding between the Mozambican government and the IDRC, which guides the implementation of the Acacia Initiative in that country.
Part of the consultation process leading to this plan was a workshop of national stakeholders, organised by the CIUEM, and co-funded by the IDRC. A number of plans were formulated, including one which examined the Education Sector. A project was devised to connect the provincial pre-university schools (as is detailed further in the talk). CIUEM has subsequently submitted a funding proposal to the IDRC and this is under discussion. The World Bank co-funded the consultation process, and is looking at the same project proposal (through its World Links for Development Programme, WorLD), as is the Dutch Government (via the University of Twente's IIP programme).
CIUEM championed the provision of the Internet to Mozambique in 1995 in collaboration with Uninet, and is still extremely active. It remains an Internet Service Provider, extending its original base of hundreds of e-mail access accounts, with full Internet access. It trains students in information technologies at the university, and consults to various other initiatives.
The project proposal which CIUEM took forward from the consultation is based on the belief that pre-university schools represent the most strategic place to begin connectivity in Mozambique. There are 12 such schools around the country, and they cover all the provinces.
A pilot project is envisaged which brings connectivity to some of these schools. It will begin with a process which will help the Dept of Education, CIUEM, IDRC and the World Bank, and school principals to agree on the objectives and implementation of the project, and to share relevant information. Schools will then be connected. The project will look at infrastructure, including the supply of power and telecommunications to the relevant schools. It will examine information and communication needs of the teachers and students, which are expected to include information on career and further (tertiary) study opportunities, as well as communication within the department of education.
There will also be a chance to examine how the project fits into Acacia, and the broader national strategy. For instance, schools could be used for community access. Also, infrastructure (such as wireless connectivity) could be shared.
Two lecturers from CIUEM, Ms Generosa Cossa and Mr Orlando Zacarias, are at this conference. Some people here may have met Orlando at the national conference in June.
A private school in Maputo, called Escola Verney, moved to new premises in February, and are discussing collaboration with CIUEM with a view to becoming involved in the project. The work closely with two other schools outside Maputo (in Inhambane and Xai-Xai). The chairperson of the school boards, Mr Paulo Negrao, is also attending the conference.
Zambia
A very fruitful visit in January led to the development of a concept, together with the Ministry of Education and the British Council involving provincial educational resource centres (English, Mathematics and Science). An agreement with the three partners is jointly under discussion.
There are 12 resource centres under discussion. The centres are already built, and most of them are commissioned. The British Council is a partner of the Ministry of Education on this project, known as AIEMS (Advance in English, Mathematics and Science). They have agreed to work with the IDRC, and are committed to purchasing modems for all of the resource centres. The IDRC is looking at training requirements and some additional hardware to enable the piloting of networked solutions.
In addition, the two technical high school- David Kaunda in Lusaka, and Hillcrest in Livingstone, are planning to look at connectivity in their computer science departments, and to link their project with the AIEMS Connectivity project. Mr Kuliwa Syakwasia, the head of the computer science department at David Kaunda, was at the June national conference, and is again at this conference. He is joined by Mr Mr Edward Tindi, Senior Science Supervisor in the Zambia Ministry of Education, who is involved in the AIEMS project.
The IDRC has also been in contact with two International Schools in Lusaka. These schools already have full Internet accounts and active Websites, and are involved in international pen-pal projects. A good relationship has been developed with one of the schools (LICS, the Lusaka International Community School), and if there is sufficient interest, this could lead to collaboration in setting up an inclusive national school networking structure.
The copper belt, the mining area in the north of Zambia, around Kitwe and Ndola, has a few schools which benefit from the resources of the mining companies, and also have international links. Linkages with these schools will be explored.
Lesotho
IDRC is discussing a funding proposal from Machabeng High School in Maseru - a school with considerable Internet experience (especially with e-mail). They provide quality international-level education, and 35% of their students attend computer courses. An independent school, they have a substantial bursary programme with the British Council, and the Lesotho government. They are working with IDRC on a two-pronged programme which would benefit more of their own students, and also enable outreach to teachers in government schools (thus setting the scene for government interest in computer education in schools).
Machabeng has already commenced its outreach programme with one of its students visiting a number of schools already. The training programme is planned to commence this year. Ms Di Jackson, head of the computer science department, is also attending this conference, together with a number of her students.
Lesotho itself is still battling to get basic Internet connectivity. The university has some bandwidth, which is used internally in the university town of Roma. Connectivity is provided across the border from Ladybrand, at a call cost of R36 per minute, and this is what Machabeng uses. There is talk of another ISP becoming functional in the near future, providing it obtains a licence.
Mr Thabatso Thelejane, who works at Vodacom Lesotho, is attending the conference, as chairperson of the Lesotho Internet Working Group (LIWG) which has been trying to facilitate access to the country.
Angola
Schools in Angola are not connected to the Internet. The IDRC is holding discussions with the NGO Development Workshop (Angola), about a possible project. Two delegates have also been invited to this conference to discuss possibilities.
Angola has full Internet access, provided by a service provide called Ebonet, but it is very expensive. It also has an e-mail service for NGOs, known as Angonet, run under the auspices of Development Workshop. The university also has full Internet access.
Mr Alberto Paulo, from the Ministry of Education, and Ms Olivia Augusto, are also attending the conference.
Other Countries
Delegates have been invited from Swaziland, as an opportunity for further discussion. One delegate is Jabulane Shabalala, who works in information systems at the Ministry of Education, which is in the processing of formulating a school computer policy. The other is Ms Julie Harris, a teacher at Waterford Kamhlaba school in Mbabane - an independent school well known across Southern Africa for its quality education. Waterford, as well as three other independent schools, have Internet access.
From a recent trip to Botswana I understood that the Department of Education there has tendered for implementation of 250 computer laboratories in government schools. There are no specific plans to provide Internet connectivity. However, the Department has a programme to provide telephone access to substantial numbers of schools. Further, the British Council, and two universities in the United Kingdom have begun a programme of connecting schools, in conjunction with the local service provider, Info Botswana. The connection with the United Kingdom has arisen from the distance education programme of teacher in-service training being offered by the two universities, and has extended to experimentation in electronic conferencing and collaboration between classes in the two countries. Nine schools are presently connected.
The World Bank has also indicated that it is working in Zimbabwe, although no details of this project have been passed on yet.
The IDRC has also held brief discussions with a service provider in Malawi, and a development NGO in Namibia and has kept the door open to further discussions in those countries.
Overall Comments
In all the countries mentioned above except one, independent schools have begun to use the Internet. These schools have access to resources from higher school fees, and international links through teaching staff. The schools also have a market which includes children of expatriates coming to the countries, and therefore gain benefit from advertising on the Web.
There are presently no countries which are providing connectivity to government schools, as part of national policy, although a number of countries are working policies involving information and communication technologies in education, and some countries have in the past, or are presently, purchasing computers for schools.
There may be substantial increases of interest by international donors in funding school connectivity in the near future. Apart from the IDRC, the World Bank has worked with independent schools in Senegal and Ghana, and has already completed phase one of two phases of training of teachers - the training having been contracted to Schoolnet Canada. Unesco has been working at a broader level than just Internet connectivity, with government education departments.
Coordination at a National and Sub-regional Level
There is very little sign of national or international coordination of existing efforts by schools which are on-line. This is mainly because the field is so new. Also, schools have not yet discovered the benefits of coordination.
It is too early to say how things will develop regarding national coordination. Country projects such as those described above could become national focal points - and indeed, that is something which each of the project partners is hoping will happen.
Coordination between countries within Southern Africa also appears to be minimal. The author does not know of any other such examples, although this may be taking place.
Motivation and possibilities for linkages among countries in Southern Africa.
School networking is becoming popular in a number of countries elsewhere, as is clear from some of the presentations at this conference. Below are a few of the many reasons why countries with advanced connectivity strategies may now be promoting networking between schools:
From an educational point of view, it offers new opportunities of learning (as is covered quite extensively in other talks at the conference).
From a content point of view, peer-peer interaction between schools is particularly popular because there is as yet insufficient quality educational content on the Web.
From a teacher point of view, networking enables teachers who wish to, to play a greater educational role outside the traditional classroom.
Southern Africa would have to look at its own educational needs, and determine whether national or international networking can help meet these needs. One can, however, list some areas where the needs of students and teachers are likely to be met by school networking:
There is likely to be significant policy development at national level regarding the use of new technologies in schools. These are new, fast changing and unknown areas to all. Sharing of information and experiences by stakeholders in this process can improve the level and quality of involvement in policy formulation.
There is likely to be increased investment in computer systems. This takes place within an environment in which decision makers face sophisticated marketing of a proliferation of products. Schools then have to implement, maintain and use these products within the constraints of severe technical skills shortages. On-line sharing of experience, and technical hand-holding can alleviate some of these constraints.
Teachers and students can be empowered to expand their horizons significantly and to gain access to a wide range of experiences not normally accessible.
When looking at a global perspective, one could also add motivations:
The most important articulation of Africa's role in the Information Society is the Africa-wide 'white paper' known as the African Information Society Initiative (AISI). This has resulted from a joint process at the level of African Governments, coordinated by UNECA (the United Nations Economic Commission for Africa). IDRC was involved in the development of the paper, and Acacia is intended as an IDRC response to the framework created by AISI. This document reflects a clear interest in increasing investment in connectivity for youth, students and educators.
Linkages are already forming between African countries, and countries such as Canada, the US, the UK and Australia. These linkages can have significant educational benefits for both parties. There has been particular interest in ties with Schoolnet Canada. There are also benefits to forming links between countries within Africa, and more specifically, Southern Africa. For one thing, there are opportunities for people with common languages groupings to communicate, and to create local content. For another, there can be a greater awareness of neighbouring countries, to parallel the political and economic commonality presently being explored, especially within SADC, in communications, transport and trade. This can be translated into interaction at a level which young people can understand and participate in.
The Way Forward
Exciting as the possibilities are, it is too early to predict how this idea will proceed, nor to start prescribing a way forward. There are different strategies one could adopt:
The first is to start discussing specific structures. This appears to be premature, given that there are no national structures yet in place (and only South Africa is likely to have such a structure in the foreseeable future). If structures do emerge, there's still the problem that the structure of one country may have a different mix of government, academics, NGOs and the private sector, from another country. This may make it difficult to strike cross-national agreements.
Nevertheless, the development of national structures is worth looking at.
The second plan is to increase informal linkages. This requires the effort of individuals to make those linkages.
The workshop yesterday felt that the best way forward was to develop projects around which people can create the linkages. One option is to collaborate to create content, say in mathematics or science. An invitation has gone out from Ron Beyers, of St Alban's College, to participate in his International Project planned for February next year, in which children team up internationally to work on presentations. The Computer Society of South Africa is also looking at expanding participation in its Thinkquest competition.
IDRC welcomes any further dialogue on this topic. Please e-mail the author.