Conflict Resolution for the Kingdom of Lesotho

PROPOSAL FOR BEST PRACTICES OPEN AND DISTANCE E-LEARNING TO CURB CONFLICT IN SOUHTERN AFRICA: A CASE STUDY ON THE REBUPLIC OF LESOTHO KJ de Beer and K Tladi Table of content ABSTRACT Figure 1. Political map of southern Africa 1. Orientation 1.1. Existing infra structures for ODEL 1.2. Current Associations and Institutes Figure 2: A Solar Powered Meraka Model 2. A case study—The Republic of Lesotho 2.1. Insights into the nature of the conflict 2.2. Gender issues 3. Sustainable examples of ODEL Infrastructures 4. An evidence based model for conflict resolution Figure 3: Lederach’s Pyramid Model 4.1 Implications of the study 4.2 Lenses on target levels Figure 4: ODEL Modules 5. The way forward 5.1 New technologies 5.2 COL’s International Neutrality 6. References ABSTRACT The United States of America’s newly elected president, Barack Obama, stemming from Afro-American roots, thrust the politics of conflict into an example of political literacy for contemporary deprived neighbourhoods and villages. In the spirit of democratic governance and subsequent conflict resolution for social justice, the Commonwealth of Learning (COL) at its biennial forum (University of London: 2008) also pre-empted new research on how to influence community leaders through work-integrated learning or cooperative education modules supported by Open, Distance and E-learning (ODEL) modes and Open Education Resources (OER). In opening up means to reconcile conflicts and transforming adversarial norms into cooperative examples where all human livelihoods are respected – instead of solving conflicts through the sights of assault weaponry – ODEL and OER could provide an ideal alternative within a holistic civil education (political literacy) project of COL‘s infrastructure and its international partners, e.g. UNESCO, on the African continent. While other chapters deal with the implementation of interactive media to enhance an understanding of diversity in areas of conflict, this chapter inter alia focuses on a South African analysis of the University of the Free State’s Programme in Governance and Political Transformation (UFS, 2009). This research explores, for example, conflicts in Southern Africa with emphasis on the Republic of Lesotho along the conflict transformation “pyramid model” of Paul Lederach. This model seeks to comprehensively transform conflict, governance and political change. It could also be generically adapted with ODEL delivery modes and OER support systems for Adult Basic Education and Training (ABET) and Work-Integrated Learning (WIL) in Southern African Economic Development Countries (SADC) to influence top, middle and bottom levels of society. Figure 1: Political Map of Southern Africa (Google, 2009) 1. Orientation: In this chapter the authors give the reader a broad back ground of the Open and Distance E-Learning (ODEL) scenario in southern Africa and some possibilities how it could be applied in training peacekeepers or how to influence decision makers who are involved with conflict resolution through Work Integrated Learning (WIL). However, ‘conflict resolution on-line’ is not per se available in southern Africa Neither could the researchers find Civil Education (read political literacy) programmes with conflict resolution modules that could be downloaded all over southern Africa as an Open Education Resource (OER). Although some basic electronic systems may be useful to the Commonwealth of Learning (COL) as a foundation to plan for an advanced network for on-line conflict resolution in southern Africa, there is still much research to be done in this field. After some theoretical models for conflict resolutions were investigated, it was decided to concentrate on one practical example that was implemented in the Republic of Lesotho, namely the pyramid model of Paul Lederach. His ‘lenses mind map” could for instance be linked to possible electronic modules in WIL for decision makers and community leaders. It is also important to give the reader some hard facts about the definitions of conflict which the targeted ODEL learners have to be educated in. One of the technical factors would be to ensure that learning materials are available in both self-learning text and other distance formats (contextualized for the specific country) which could include DVDs, closed circuit TV, radio, CD-ROMs, audio tapes and iPods.. If COL decides to pursue this, it would be useful to work in a country where there has already been or currently is some training of peacekeepers, says Munro ( 2009). 1.1 Existing infra structures for ODEL E-Learning for African Peacekeepers (ELAP) is made possible through the generosity and financial support of the Ministries of Foreign Affairs and the people of Australia, Canada, Croatia, Norway, Sweden and the United Kingdom. ELAP began in September 2005. As of March 2009, African peacekeepers had enrolled in over 200,000 self-paced distance training courses through this programme, writes Mishelle Ordosgoitia on ELAP Support at the Peace Operations Training Institute in Williamsburg, USA (2009). There are currently 22 courses listed. To the relevance of this chapter, we only quote the following  An Introduction to the UN System  Civil-Military Coordination (CIMIC) (new)  The Conduct of Humanitarian Relief Operations  Intervention and Management in Peacekeeping Operations (new)  Ethics in Peacekeeping  Gender Perspectives in United Nations Peacekeeping Operations  Global Terrorism  International Humanitarian Law and the Law of Armed Conflict  Logistical Support to UN Peacekeeping Operations  Peacekeeping and International Conflict Resolution  Principles of Peace Support Operations  Security Measures for United Nations Peacekeepers  United Nations Police: Restoring Civil Order Following Hostilities Our university already facilitated several courses of the United Nations Institute for Training and Research (UNITAR) Peacekeeping Operations Correspondence Instruction (POCI).to military officers. ELAP modules have also been downloaded by some local South African Air force helicopter pilots at the Bloemspruit Air force Base, in our region. Mainly helicopters were, for example, used in the military operation, Boleas, in collaboration with peacekeepers of Botswana and Namibia to quell a revolt in the adjacent Republic of Lesotho. Cell phone technology was used between the government officials of Lesotho and the South African National Defence (SANDF).as early warning systems like in other conflict zones on the African continent. Another advantage in southern Africa is the New Economic Plan for African Development E-learning (NEPAD-E) in which the Southern African Economic Development Countries (SADC) enhances ODEL within the sub-systems of the Association for African Universities (AAU, 2007). Peacekeeping is part of the constitution of the AAU while COL is vice versa linked to their vision and mission statements. Conflict management research on the database of the African Higher Education Research On-line (AHERO) could already be consulted as an OER on peacekeeping and conflict management ( Cf. www.ahero.uvwc.ac.za and www.unesco.oecd.org. ). Research on the accrediting of peacekeeping operations (PSO) with the South African Qualifications Authority (SAQA) is also available as an OER on the AHERO website with evidence of more than 150 hits from African researchers or computer users. However, the digital divide is still too wide and also very fragmented to acclaim any tangible successes in e-learning for conflict resolution in southern Africa. 1.2. Current Associations and Institutes If and when COL decides to get more involved in this field, the recommended route will be to expand or enhance a proper networking system for conflict resolution online within the existing infra structures of the following concerns:  National Association for Distance Education and Open Learning of South Africa (NADEOSA);  South African Institute for Distance Education (SAIDE);  Distance Education Association for southern Africa (DEASA);  South African Association for Research Development in Higher Education (SAARDHE);  Higher Education Learning and Teaching Association of Southern Africa (HELTASA);  South African Association for Co-operative Association (SASCE) ;  MERAKA Institute of the Council for Industrial Research (CSIR) in Pretoria, South Africa;  African Higher Education Research Online (AHERO); and  United Nations Institute for Training and Research Peacekeeping Operations Correspondence Instruction (UNITAR POCI) E-Learning for African Peacekeepers (ELAP). Most academe in southern Africa and military staff for external curriculation (COLET) are in some way affiliated to these associations. On the other hand, NADEOSA and SAIDE, for example organized the COL biannual conference of 2005 in Durban. On their turn COL has established roots in the International Council for Adult Education (ICAE) which are linked to UNESCO inter alia for:  Promoting peace; and  Advancement of women. The reason why the above mentioned structures are important is because they are mainly driven by Higher Education specialists in their respective disciplines. Conflict resolutions are in general holistic by nature and have to be driven by a wide range of specialists. Also in collaboration with non-academic concerns such as cellphone, computer, radio and other distance education enterprises as we suggest further on. Due to their inter-connective academic relations, it is important for COL as an international agent to play its core business role along with United Nations structures. In the context of the SADC-protocol which already opened academic exchange agreements, the Southern African Regional Universities Association (SARUA) was established on 20 February 2005. The AAU and SARUA inter alia reiterated their commitment to enhance peace on the continent at their 11th Association for African Universities General Conference during February 2005, Cape Town. At this conference for the HE sector in Africa, commitments were made both by the former President of South Africa, Mr Thabo Mbeki as well as the Minister of National Education, Ms Naledi Pandor, to assist the networking process of the AAU within the NEPAD agreement of the African Union (AU) (AAU, 2005). Consensus is that ODEL provides the only strategy as how to align and support existing structures such as the SADC-protocol, SARUA, and the African Council for Distance Education (ACDE).(Cf. ACDE. 2005). Consequently, international organisations such as UNESCO and the COL will de jure support the fostering and the implementation of ODEL policies in the broader educational and human resource development strategies and policies of member nations (Cf. AAU. 2005). Another priority will be to negotiate with the MERAKA Institute of the Council for Science and Industrial Research (CSIR) in Pretoria, South Africa. www.digitaldoorway.co.za). They are funded by the South African Department for Science and Technology and falls within the perimeters of the NEPAD E policy of the South African Department of Foreign Affairs. MERAKA’s aim is to distribute education via GPRS (low cell phone signals) to computers in robust housings. These outdoor powdered coated machines could be distributed all over southern Africa with conflict solving content stored on it. Our Central University of Technology, Free State (CUT) also have an example of such a robust model to teach the layman in the street how to use a computer and get access to our university’s website. Although it is not linked to the internet, these robust machines have an immense potential for Civil Education programmes containing peacekeeping or conflict resolution. modules. Figure2:Example of a solar powered MERAKA model (www.digiataldoorway.co.za) 2. A Case Study: The Republic of Lesotho Lesotho (Bashotoland) use to be a protectorate of the British Government together with Botswana (Behuanaland) and Swaziland. It became independent when Great Brittain decolonolised her African colonies during the UHURU years of the sixties. Missionaries of the Roman Catholic Church started the education system from which the National University of Lesotho (NUL) at the town of Roma developed. It was founded on distance education which was linked to the other protectorates of that time. Today, NUL is linked to a wider distance education system to the capitol, Maseru, Leribe and Thaba Tseka. Reviewers of COL’s Forum for 2008 recommended to researchers in Governance, Conflict and Social Justice that they keep post-conflict regions in mind, i.e. sustainability, as well as workable examples (De Beer & De Montfort, 2008). Lesotho’s current status is exactly that of a post conflict region to be studied A research document on the changing attitudes towards democracy in Lesotho describes transformation in the democratic practices of the country. It reflects on three surveys on political attitudes and values conducted in 2000, 2003 and 2005. The outcomes show that overall, Lesotho's government appears to be politically stable and that democracy is regarded as a worthy political dispensation. It supports civil freedom with a growing feeling of trust in the public and government sectors (Afrobarometer, 2006). The term “post-conflict reconstruction” refers to the medium- to long-term process of rebuilding war-affected communities. This includes the process of rebuilding the political, security, social and economic dimensions of a society emerging from conflict. It also involves addressing the root causes of the conflict and promoting social and economic justice, as well as putting in place political structures of governance and the rule of law in order to consolidate peace-building, development and reconciliation (Murithi, 2006:250). The above notion of post-conflict reconstruction as a medium- to long-term process of peace-building within affected communities is supported by thinkers such as Lederach (1995:3). His views of long-term peace-building processes are based on two variables, namely the balance of power and the awareness of conflicting interests and needs. Finally, the study of conflict transformation seeks to contribute to the understanding of the historical root causes and trajectories of the political conflict in Lesotho as an example and the effect that joint military intervention by South Africa, Botswana and Namibia had on the SADC. 2.1 Insights into the nature of the Lesotho conflict The problem is that Lesotho is a land-locked African state as it is with Swaziland, Botswana, Malawi and many other northern and western African states. The Basotho (people) speak a different language than the rest of the surrounding southern African regions and cannot for example understand Afrikaans-broadcasts on conflict resolution (Spies, 2009). Due to geopolitical reasons and the former anti Apartheid struggles from this country, this land locked republic was isolated too such an extend by the former South African regime that it inherited a huge poverty back lock. When international concerns constructed the Khatse Dam and the Malibamatso Hydro-electrical Scheme in Lesotho, American distance educators had to pioneered the remote areas to teach English through ABET at Thaba-Tseka and Leribe. Those learners eventually went on to work on the dam wall and build a tar road from South Africa to this remote mountain site. Eventually these ABE centres became linked to the distance education programmes of NUL at Roma and its Institute for Extra-mural Studies (IEMS) in the capital, Maseru (De Beer, 1995). As an independent country arising from colonialism has witnessed a variety of political complications, including political instability, failure to effectively manage the process of demilitarisation and civil military relations, as well as intra-party conflicts and political party fragmentation. These complications created and laid a strong foundation for continued conflict between and amongst the different role players, such as government, political parties and civil society in Lesotho. This in turn made Lesotho vulnerable and challenged by political conflict revolving around the distribution of resources, electoral systems, behaviour of the political elite, youth alienation, political participation and continuous questioning of the legitimacy of government by different political parties and civil society. Tladi researched the problem of contemporary political conflict and specifically the instability which occurred during their general elections of 1993, 1998, 2002 and 2007 and local government elections. in 2005. Lesotho was used as a case study to serve as the basis of what could be happening elsewhere in Africa, SADC, with regard to political instability. Lesotho was chosen because that since its independence in 1966 the Country has been marred by political developments that have weakened the state machinery’s ability to manage and contain the pressure and stress of transition to multiparty democracy and the virulent political contestation between rival parties. In this regard it is of particular importance to look at the methods of managing and handling political conflict during the pre and post-elections in Lesotho. One of the potential consequences of this political instability is that states as custodians of creating a long lasting solution for political conflict may be challenged by a lack of a comprehensive and holistic framework for transforming conflict. The view that a lack of an electoral management system and failure to effectively manage and administer electoral processes together with their outcomes and a comprehensive approach for transforming conflict are both the root causes of political conflict and instability (Tladi,2009). 2.2 Gender issues Pursuing the question about the emancipation of women, the traditional perception of the Basotho is that the women are farming while the men are the community leaders within their ‘pitso’s” meaning meetings in the lapa’s (round sheltered structures. This fact may have contributed to the slow pace of emancipation of female politicians and community leaders. Boys are compelled to attend a special school for traditional initiation while female offspring are not allowed to attend these very sacred traditions. Females have their own initiation processes. A most interesting historical example of the emancipation of women in the former Bashotoland, is that of Mantsopa’s grave, a Basotho prophetess. From her story, it is evident that upcoming females were suppressed in this kingdom. This fact can be traced back to this woman’s grave in the Anglican Church graveyard in Modderpoort, Free State, South Africa. The inscription on her grave tells the story of the first Basotho woman who dared to air her political feelings against the former kings of Basotholand (Lesotho). She predicted their eventual downfall and which actually happened during the civil conflicts in the sixties and nineties! Consequently she became a prophetess of the Basotho nation also in South Africa. She had to flee for her life and stayed in exile at the monastery of St Augustine in Modderpoort. She got converted to Christianity and after her natural death, was buried in the churchyard of the Anglican denomination. Her grave is always covered with little stones in remembrance of her outspoken calls that can be compared with emancipation for Basotho women (SA Mediia, 2008). Nearby her grave is a cave where the largest church in Southern Africa, namely the Zionist Church movement, derived from the reminiscences of the Roman Catholic missionaries and Black Theologians. Although Mantsopa’s story is an example of women emancipation, it is still ignored by many contemporary historians and academe… In comparing the suffering of women and children in conflicts all over the world, especially on the African continent, it is a very sensitive issue (De Beer & De Montfort, 2008). Since the adoption of the Beijing Platform for Action in 1995, countries have been encouraged to mainstream women in government, civil society, business, academics, and the corporate and informal sectors, which in turn will institutionalise gender equity for furthering good governance, transparency and accountability. This is indeed the case with Lesotho, where a number of government ministers are women and there is a 30 per cent quota for women in local government (Tladi, 2009). 3. Sustainable examples of ODEL infrastructures Although the focus is on Lesotho, it is not to say that there are not other Southern African states that do not have established systems. In adjacent Namibia, for example, there has been rapid development in the array of delivery modes. Interactive video and audio conferencing as well as telephone tutoring and the use of the Internet stimulated the process. The University of Namibia (UNAM) at its Centre for External Studies (CES) stayed on the forefront for the past five years. Still, research has never been conducted to assess the effectiveness and impact of video conferencing and other interactive technologies on learners (Hennie, 2008). Lesotho’s approach to ODEL that has been used in community initiatives to date is among others that of Paul West (now at COL) of the University of South Africa (UNISA) which is the largest distance education institution in southern Africa. They initiated a plan for an electronic network for southern Africa that could be managed from Maseru, the capital of Lesotho. Unfortunately, this project failed due to lack of sustainable financial support.(Mostert,2009). Other sustainable examples are:  The Institute of Extra-mural Studies (IEMS) in Maseru;  The Roma campus of the National University of Lesotho (NUL);  Lesotho’s first Nepad e-Learning School in southern Africa; and  The signing of a Memorandum of Understanding (MOU) between the Oracle Consortium, NEPAD and the Government of Lesotho, on 7 July 2005 in Maseru (Science in Africa, 2005). Some problems still facing Information and Communication Technology (ICT) in Lesotho are the following:  The challenge of first-line technical support; and  Lack of general infrastructure and electricity (Ochieng, 2007). Fortunately, the Nepad e-Learning project has already been launched in 16 African countries, namely Algeria, Burkina Faso, Cameroon, Egypt, Gabon, Ghana, Kenya, Lesotho, Mali, Mauritius, Mozambique, Nigeria, Rwanda, South Africa, Senegal and Uganda. However, bureaucracy in the clearance of equipment at airports very often causes delays in African states, writes Ochieng (2007). According to Amaefule (2009) the Great Chinese Wall Industry Corporation has approved a new agreement with Nigerian Communications Satellite Limited to replace the African nation’s defunct satellite to serve the continent. In contrast to new plans at grassroots level, many boys and girls are unable to access education and this is a real concern, also as far as gender issues are concerned. Therefore, access to quality education has become a challenge for the youth in general in Lesotho. Fortunately, as in many other southern African countries, Lesotho’s youth is somehow unique in the manner in which they are being moulded by the dynamic culture and religious values that the country upholds. Hence, their graduation from youthfulness is linked to several socio-economic and cultural trends such as the acquisition of economic independence, attaining marital status, and undergoing initiation rites. In addressing the issue, the government has introduced a system whereby it provides free primary education, books to students at the secondary level, support to all vocational training centres through their Ministry of Education, as well as sponsorship for students who have enrolled in these centres through the National Manpower Development Secretariat (Tladi, 2009). In planning to overcome the aforementioned obstacles, the government of Lesotho embarked on the following ICT policy (Government of Lesotho, 2005): “Vision:  To create a knowledge-based society fully integrated in the global economy by 2020;  ”This ICT vision anticipates that by year 2015, Lesotho will have successfully developed and deployed ICTs that:  Respond to national needs and priorities;  Reduce inequalities between the sexes, and decrease the digital divide between urban and rural areas and the haves and have-nots;  Improve governance and deepen democracy;  Develop the human capacity needed to drive and sustain an information economy; and  Support its economic activities at home and throughout the world.” (Ibid) “Mission:  To fully integrate information and communications technologies throughout all sectors of the economy in order to realise rapid, sustainable socio-economic development; and  As Lesotho charts its course to join and fully participate in the global economy, it must embrace strategies to develop and deliver information to all its citizens. Thus, the vision and mission of the Government must be to create knowledge to fuel all sectors of the economy and enrich the intellectual capital of the nation”(Ibid). COL is also quite involved, along with the AAU and UNESCO, to develop ODEL in Commonwealth African states. Many examples in Lesotho can be cited for the period 2003-2006, e.g.:  Supporting numerous representatives from Lesotho in attending professional development programmes, forums and policy development initiatives;  Supporting active participation from Lesotho in the Virtual University for Small States of the Commonwealth (VUSSC) initiative;  Several visits by the president of COL and COL education specialists to discuss country-specific needs and to plan how COL can assist Lesotho in the achievement of its education and health objectives;  Lesotho is an active participant in the VUSSC (for more details on VUSSC, see section on pan-Commonwealth initiatives);  Lesotho is a partner in the regional centre to support the SADC countries to develop their ODL systems.;  The centre was the subject of a Memorandum of Agreement between COL and the Ministry of Education of Botswana, signed in June 2004;  COL and Lesotho maintained a very successful partnership in 2003-2006, which included several face-to-face meetings to discuss future direction. In the next planning period COL’s work with Lesotho will focus on education, learning for livelihoods and the human environment; and  Lesotho’s commitment to VUSSC will be an important means of support of its efforts to strengthen the education system (COL, 2006). 4. An evidence based model for conflict resolution A most prominent fact, was the military way to involve in conflict resolution. This is an example which could have been dissolved with conflict resolution instead of military intervention on its own, however, the SANDF and the peacekeeping militia of Botswana and Namibia instead invaded this little mountain republic to quell the revolt with Operation Boleas. Much damage to public and private properties was inflicted with unnecessary lost of lives. The Chinese businessmen in Maseru fled over the boarder into South Africa while relations of the immediate citizens were harshly tensed up. In retrospect this military invasion could probably be forestalled with proper peace negotiations conducted by well trained military- and government officials in conflict resolution. Content of evidence based ODEL-materials will thus be necessary to train peacekeepers. Although the model for conflict resolution, namely the “Pyramid Model of Paul Lederach” which we use as a model to solve the political conflict in Lesotho was not done via electronic support systems, we still value it very high because it demonstrates the ideal to reach the decision makers and community leaders. Munro stresses the importance of ODEL, however, prioritises the ideal to involve or to reach the decision makers at the grass root- (micro) and middle- (meso) and official governance (macro)- levels. In Lederach’s pyramid model it becomes clear that Munro’s ideal could be reached. With little innovation, political literacy and Civil Education programmes with conflict- and peacekeeping modules could be adapted to the respective lenses as teaching and learning contents in Adult Basic Education and Training (ABET), on-Line WIL modules for government officials on the middle and management levels as well as for community leaders who want to download it for their respective community needs. The following diagram (Figure 3) illustrates the integration of leadership (read decision-makers) and approaches to conflict transformation in the long-term peace-building process. Decision makers Affected Population Grass roots Figure 3: Lederach’s Pyramid Model (Lederach, 1995:50) The conflict transformation model Lederach seeks to comprehensively transform conflict, governance and political changes. This holistic approach to conflict transformation also seeks to uphold the principles of justice, mercy, peace and truth which all form part of the transitional changes that are brought about by newly established democratic systems of government by means of general elections. 4.1 Implications of the study Major findings of the study unveiled that without proper methods of handling political conflict such as conflict transformation, which is seen as a vital agent for change within conflicting parties, within societies or regions affected, then political conflict can result in tension amongst the citizen of the country and aggravate political instability. The study also revealed that if countries do not institutionalize measures and mechanisms of electoral system for proper monitoring and management of the elections. These gives rise and advantage to political parties to manipulate the pre- and post- election processes. Finally the findings revealed that the problem of political conflict is not an issue that cannot be transformed, but given the time and commitment of the disputing and affected parties with the utilization of comprehensive and holistic approaches such as the conflict transformation “pyramid model” integrated with proper Civil Education to school children and rural women. Modern ODEL technology and methodologies could also made available through CD’s and the Meraka GPRS robust computers in the mountains of Lesotho. Lederach’s pyramid model to analyse and manage conflict is applied to illustrate how the top, middle and bottom (grassroots) levels of decision-makers could be identified as introduced in one of the above paragraphs.. As to how the application of Lederach’s diagrams can facilitate our understanding later on is that when there is conflict, there will be different levels of leadership that will play different roles and take different approaches in their attempts to transform conflict together. The diagrams further assist us in understanding that at different levels of the conflict in the community there should be different role players brought together around the table to discuss the issues and their effects on the community in view of sustainable peace-building (Tladi, 2009). ODEL content thus have to contain learning matter about the core issues in training modules on conflict resolution and peacekeeping which must become life skills in Civil Education programmes both for women and school pupils in primary and secondary schools. Although the following discussion is too high for the political illiterate layman in the street, the process must start somewhere on the tertiary level and to be integrate via the proposed ODEL structures to the rest of the population. As earlier stated, it is essential to influence those identified decision-makers, for example the level leaderships in Lederach’s pyramid, with peacekeeping thinking(Cf. Munro, 2008). Once they have bought in, Civil Education (read political literacy) programmes could be established with ODEL and OER to sustain long-term solutions complying with Lederach’s ideas to identify decision-makers. Subsequently, conflict transformation refers to the process of moving from conflict-habituated systems to peace systems. According to Notter and Diamond (1996:5) this process is distinguished from the more common term “conflict resolution” because of its focus on system change. Social conflicts that are deep rooted or intractable are labelled as such because conflict has created patterns that have become part of the social system, and, with the social system as the unit of analysis, the term “resolution” becomes less appropriate. Transforming deep-rooted conflict is only partly about “resolving” the issues of the conflict. The central issue is systemic change or transformation. Systems cannot be “resolved”, but they can be transformed – thus the use of the term “conflict transformation”. This is how conflict transformation could become a Civil Education process with ODEL and OER support systems to generate and create platforms that can simultaneously address change, surfacing issues and underlying social structures and relationship patterns in neighbourhoods to fit in with the pyramid model(Cf. Lederach, 1995:50). The Top leadership represents political, religious and military leaders with a key role to play in a conflict and who are often top government and opposition leaders who speak for their respective constituencies. Middle-range leadership acts within the conflict situation and experiences the immediate impact thereof on the communities involved. This level of leadership includes ethnic groups, religious groups, academic institutions and Higher Education Associations already mentioned. Humanitarian organisations, which are well recognised and respected by their own people should be closely integrated into the broader network. They have a remarkable capacity to influence the decisions of policymakers, and their access the top and grassroots levels gives them a special advantage over the other levels. While they can communicate with top-level leaders, they are not bound by the political calculations governing decisions at that level (Cf. Lederach, 1997:41). Grassroots leadership represents ordinary citizens at the base of society. The local level can be seen as a microcosm of the larger conflict, with local communities often split into conflicting groups along lines of identity. There is often deep-rooted hatred and animosity in such communities, which can spill over into daily conflict. On this level, ABET programmes could be implemented to reach far-off communities with ODEL delivery systems and OER materials. For example, the Christian Health Association of Liberia (Africa) works within the broader community and public health programmes to deal with post-war trauma by reducing prejudice and enhancing community decision-making (Tladi, 2009:57). In this regard, the study is deductive because it promotes the use of ODEL and OER to illustrate how preliminary academic research is necessary to construct fit-for-purpose materials and delivery systems. Theoretical frameworks in turn lead to pragmatic examples in explaining certain conflict phenomena within a certain political environment. ODEL with OER materials could therefore serve as useful tools to break down common stereotypes in comparing and counteracting phobias that are so easily created by politicians for their own agendas. Differentiation skills are evenly developed by OER to discern between the fables often created by the state-controlled media and real scientific research facts that could enhance sustainable resolutions. To break down inaccurate stereotypes within communities of conflict, there are absolutely no short cuts! “The father of fear is the grandfather of ignorance (illiteracy)” (Cf. Dugan, 2004). In e-mail correspondence with C. Spies (Spies, 2009) regarding the quote above, he elaborated by citing Dugan (2004): “At least since Allport's generative book on prejudice in 1954, the contact hypothesis has been the backbone of a high percentage of efforts to reduce prejudice. Simply stated the hypothesis is that the increased knowledge resulting from increased contact will reduce prejudice levels. The hypothesis makes sense. Fear is a major cause of prejudice. In the case of the other, we have ‘a fear of the unknown, a fear of the unfamiliar. If fear is the father of prejudice, ignorance is its grandfather’ (Stephan & Stephan, 2000:38). This is not only common sense, it is supported by research. In their preliminary meta-analysis of over 200 research studies, Pettigrew and Tropp found that ‘the initial answer to our query is that intergroup contact generally does relate negatively to prejudice’ (Pettigrew & Tropp, 2000:98)“ (Dugan, 2004). Consequently, politically illiterate (read ignorant) citizens often fall prey to exploitation by politicians and warlords in southern Africa. Subsequently they have to be educated with lifelong learning skills supported by ODEL and OER on a continuous basis (De Beer & De Montfort, 2008). It is one of the goals of the Peacekeeping Operations Correspondence Instruction (POCI) modules of the United Nations Institute for Training and Research (UNITAR) in Geneva to educate people on the historical background of conflicts and to develop possible skills for finding resolutions (Cf. UNITAR-POCI, 2009). ODEL content for Civil Education should further address the following:  Definition of concepts: Conflict is viewed from two approaches, namely the subjectivist approach and the objectivist approach. The objectivist approach looks at the origin of conflict in the social and political make-up and structure of society, and considers whether the goals at stake can be thoroughly compatible (Schmid, 1968:217-232). On the contrary, the subjectivist point of view focuses primarily on the perceived incompatibility of goals and differences, and, as Deutsch (1991:30) argues, “…it is incompatible differences which give rise to conflict…it is not the objective incompatibility that is crucial but rather the perceived incompatibility”; and  The fact that conflicts have both life-affirming and life-destroying aspects and they form contradictions in the structure of society (Galtung, 1996:90). Once formed, conflict is prone to escalate and undergo a variety of transformational processes, namely: articulation or de-articulation, conscientisation, complexification or simplification, polarisation or de-polarisation, escalation or de-escalation, or an interactive process of attack and retaliation, which lead to a self-perpetuating cycle as understood by Lund (1996:133-134). ODEL and OER initiatives could precisely be regarded as proactive methods to ensure safer neighbourhoods for citizens living together in social justice. ODEL in ABET must therefore be curriculated for the social process to develop or enhance the livelihoods of communities. Lederach (1995:15) prioritises conflict transformation as actively envisioning transformation, including respecting and promoting the human and cultural resources from within a given setting. This involves a new set of lenses through which the setting and the people in it are not primarily seen as the problem and the outsider as the answer – rather, it involves all stakeholders. 4.2 Lenses on target levels: Figure 3: Cf. with Lederach (1997:80) 5. The way forward: The ideal will be to merge following up actions of forums, conferences and workshops on this very important and sensitive issue within the quoted associations and to link it with the “Good Governance” aims of COL. as “Civil Education Online” to assist governments, private institutions and ordinary citizens to expand the scope of learning and capacity-building via ODEL using appropriate technology, including self-learning text materials, radio, DVDs, SMS, internet and audio formats. COL prioritises the participation of deprived women and children. Therefore the strategy will be to “infiltrate” the social structures and to reach the decision makers in the non-government sector, as well as elected government officials, with work-integrated and lifelong learning modes re:  • Decision-making processes and structures;  • Leadership skills; and  • Roles and responsibilities; Gender mainstreaming have to becontinuosly part and parcel of:  • Capacity development that facilitates participation;  Conflict resolution skills;  Strengthening linkages to connect communities to larger networks;and  Empowerment of girls and women in the community (COL, 2006) 5.1 New technologies Cellular phones for learning will be the way for future investment in Africa to explore wider delivery for ODEL instead of more expensive web-based teaching and learning (EdTechNews,2009). Cell phone usage statistics in South Africa does not reflect the percentages in the rest of southern Africa, including Lesotho (Cf. Eighty20’s Fact-a-Day, 2009). Subsequently, empirical research has to be launched with cell phone companies. Cellular phones will have soon the processing possibilities of current desktop PC’s. Equipped with powerful digital cameras, and interactive features both it will be able to display digital video and audio files (Global Trends in Distance Education, 2009). The fastest growth of mobile phones was in sub-Saharan Africa. A total of nearly 77 million,however, 90 % of Africans still lacked access to a phone, and 98.5 per cent were without Internet access in 2006 reports Global Trends in Distance Education (2009). According to Charles Ross, a former officer in command in the SANDF comments as follows inter alia about the use of mobile phones in peacekeeping missions in Africa: “The conduct of war fighting has changed dramatically with the advent of the cellular phone, even in areas such as the DRC and Burundi and to a lesser degree in Darfur. The utilization of this technology in support of conflict resolution and even the prevention of conflict is obviously something that could be exploited given the expansion of the cellular phone technology in Africa. Our own experiences in the DRC where the technology was initially only available in Kinshasa is an example of this. Soon after the launch of phase 2 of the MONUC deployment the technology spread to the outlaying areas allowing our deployed personnel to phone home on their cellular phones. At the same time rebel groups acquired the same technology and were able to improve their own communication. What are the chances that rebel groups could acquire the technology to block out a specific area by either destroying the towers of by using some or other jamming device? Towers are not guarded and should the need arise to guard these it will be manpower intensive which may not guarantee continuous service. The use of the radio and television has been documented and the message being distributed will depend on who controls the radio or television station” (Ross, 2009). Radio Learning Programmes of the Open Learning Systems Education Trust (OLSET) is also an excellent opportunity to partner with. Negotiations will be welcomed, for Civil Education with conflict and peacekeeping modules, said the executive director, Gordon Naidoo at the 2008 Pan Commonwealth Forum at the Open University of London (Cf. www.olset.org.za). Neighbourhood Watch structures are already operating on farms next to the Lesotho boarder to curb crime by collecting intelligence via cell phones. Due to this delicate and very dangerous situation for farmers, they subscribed to Battaleur, a security network that operates in South Africa, as an early warning system next to their two way radio contacts (………..) Over 2000 farmers have been murdered since the new political dispensations were established in southern Africa (Cf. SA MEDIA, 2009). 5.2 COL’s International Neutrality Bi- and multilateral diplomacy between and among southern African countries are thus as important as the international status of the Commonwealth of Learning which could act as a neutral international institution to enhance the use of mobile phones and radio broadcasts for the prevention of conflict on the respective boarders of SADC. Conflict resolution, especially when outsiders are coming in, honest diplomacy is really important. 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