Doorways for Open and Distance e-Learning in the Kingdom of Lesotho

Doorways for Open and Distance e-Learning in the Kingdom of Lesotho Kallie de Beer Overview The focus of this chapter is on some possibilities for using Open and Distance e-Learning (ODEL) for peacebuilding education in the Kingdom of Lesotho. Lesotho is a landlocked state entirely surrounded by the Republic of South Africa. In 1868 (when it was called Basutoland), it was declared a protectorate of the British Government together with Botswana (then Bechuanaland) and Swaziland. This secured the survival of the Basotho as a political entity, though they lost a significant amount of land (Odendaal, 2000). After independence in 1966, the country was challenged by conflict involving resources, electoral systems, behaviour of the political elite, youth alienation, questioning of the legitimacy of government and incompetent management of civil/military relations (Tladi, 2009). The country’s geographic location within South Africa has also contributed to its instability, particularly during the apartheid period. Sustainable civic education is currently necessary to assure long-lasting peace and prosperity. Post-conflict reconstruction 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 the rule of law (Murithi, 2006). ODEL could provide a means to reconcile conflicts and transform adversarial norms. The National University of Lesotho (NUL) at the town of Roma was founded on distance education, which was linked to the other protectorates of that time. Today, NUL is linked through a wider distance education system to Maseru (the capital), Leribe and Thaba Tseka. Other opportunities for ODEL include the Meraka Institute’s Digital Doorway and the widespread coverage of radio broadcasting. The Nature of the Lesotho Conflict During the apartheid era Lesotho became increasingly subjected to pressure because of sheltering and protecting African National Congress (ANC) activists, now in the South African Government, as well as refugees and because it had established ties with communist governments. Both of these actions were perceived as direct political threats to the apartheid regime (Mwangi, 2007 in Mwangi, 2009). South Africa closed the border in 1986, leading to economic disruption and a subsequent coup by the military, which ran the country for the next seven years. In 1995 the army staged another coup, removing the democratically elected leader and putting King Letsie III in his place. Three years later demonstrations and civil unrest following elections that were widely perceived as corrupt led to looting in Maseru and the closure of the Bank of Lesotho. A key feature of the crisis was “intense rivalry between élite-dominated political parties over access to state power and state resources within a worsening environment of poverty, unemployment and limited economic options” (Santho, 2000). An army mutiny meant that soldiers were unable to control the chaos, and rumours of another coup brought in troops from the Southern African Development Community (SADC) to stabilise the situation. As a member of the Southern African Custom Union (SACU), Lesotho also became increasingly economically dependent on South Africa since the latter determined the customs rates and operated the system to protect its own economic interests (Jaster, 1992; Mbeki and Nkosi, 1992; Mwangi, 2007 in Mwangi, 2009. The country is two-thirds mountainous, lacks arable land and has little mineral wealth. Its main source of income for many years was migrant labour in the South African gold mines; this has had devastating effects on the country’s social fabric, leaving rural areas with few working age men and high rates of HIV and AIDS (Odendaal, 2000). Its key asset now is water, which is pumped to South Africa. During the 1998 political unrest, South African soldiers went to “secure” the Katse Dam even though it was far from the unrest areas, killing 11 Lesotho soldiers (ibid.). Persistent political problems that have adversely affected Lesotho’s transition toward and consolidation of democratic governance have included inter-party conflicts, born of a focus more on adversarial relationship, and on personalities and power, and less on substantive policy debate; intra-party conflict leading to splits and factionalisation within established political parties, thus fostering a culture of contentious and divisive politics; tensions between traditional and elected leaders at local government level (because elected and appointed local councils are taking roles traditionally exercised by chiefs and because the role of the chiefs has had to be redefined); and tensions between principal chiefs and political parties in parliament, as the relationship between the two still needed creative elaboration (Mwangi, 2009). A recent research document on the changing attitudes towards democracy in the country, however, describes a transformation in its democratic practices. 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, and there is a growing feeling of trust in the public and government sectors (Afrobarometer, 2006). Using ODEL to Enhance Peace A number of ODEL initiatives have been started in the country. The University of South Africa (UNISA), the largest distance education institution in southern Africa, initiated a plan for an electronic network for the region that could be managed from Maseru. Unfortunately, this project failed due to lack of sustainable financial support (Mostert, 2009). Momentum was still ongoing when the New Partnership for Africa’s Development (NEPAD) e-Learning project was launched in 16 African countries: 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 caused delays in setting this up (Ochieng, 2007). The Commonwealth of Learning (COL) promotes ODEL in the country by supporting active participation from Lesotho in the Virtual University for Small States of the Commonwealth (VUSSC) initiative (COL, 2006). COL is also supporting numerous representatives from Lesotho to attend professional development programmes, forums and policy development initiatives. In the context of the SADC Protocol, which has already opened academic exchange agreements, the Southern African Regional Universities Association (SARUA) was established on 20 February 2005. The Association for African Universities (AAU) and SARUA reiterated their commitment to enhance peace on the continent at the 11th AAU General Conference during February 2005, Cape Town. At this conference, commitments were also 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 (AAU, 2005). Consensus all over is that ODEL provides the only strategy to align and support existing structures such as the SADC Protocol, SARUA and the African Council for Distance Education (ACDE), which was formally launched in 2004. The media and other civil society organisations have played a positive role in conflict management and democratisation particularly during the pre- and post-election periods. Dr. Mwangi of the NUL confirms the existence of civic education and some forms of conflict management in Lesotho: “The media and other civil society organisations have played a positive role in conflict management and democratisation particularly during the pre- and post-election periods. The country’s Independent Electoral Commission (IEC), for example, has conducted civic education programmes especially on voter education through radio. These civic education programmes are aimed at conflict prevention. Civil society organisations such as the Lesotho Council of Non-Governmental Organisations (LCN) have also conducted civic education programmes dealing with conflict management through various forums such as the electronic and print media, conferences and stakeholders workshops” (Mwangi, 2009). There was also a short-lived Partners in Conflict Lesotho Project (see box). Box: The Partners in Conflict in Lesotho Project The Partners in Conflict in Lesotho Project, a sustained programme for civil society, peace and capacity building, began in 2001 as a partnership initiative between NUL’s Department of Political and Administrative Studies and the University of Maryland’s Center for International Development and Conflict Management (UMD-CIDCM), in response to a request for help from the Lesotho Ambassador to the United States. Primary funding through 2003 was provided by the US Government’s Education for Democracy and Development Initiative (EDDI). The Project Director, the Head of Department of Political and Administrative Studies of NUL, was supported by an interdisciplinary team of professionals representing the University Departments of Education, Law and Sociology and Political and Administrative Studies. The Project was linked to the National University Administration, various NGOs, multilateral and bilateral organisations, the Government and other political actors such as political party leaders and chiefs. During its first two years of operation it directly engaged a number of stakeholders, including different political parties represented in parliament, ministries (particularly the Ministry of Local Government) and others such as the police (Ministry of Home Affairs), local chiefs, principal chiefs, community councils, District Secretaries, various NGOs, the parliament, the media, officials of NUL and the funding agency EDDI. However, it collapsed due to a number of administrative reasons (see ACCORD, 2008). There have been several Adult Basic Education Training (ABET) schemes in Lesotho. ABET aims to provide writing and reading skills as well as academic language proficiency short courses at grassroots level. For example, when international concerns constructed the Katse Dam and the Malibamatso Hydro-electrical Scheme, American distance educators taught English through ABET at Thaba-Tseka and Leribe. Those learners went on to work on the dam wall and built a tar road from South Africa to this remote mountain site. Eventually these ABET centres were linked to the distance education programmes of the NUL at Roma and its Institute for Extra-mural Studies (IEMS) in Maseru (de Beer, 1995). Marginalised women in remote and deprived communities can also be reached through ABET. It is at the grassroots level that traditional community leaders (read decision makers) represent the ordinary citizens at the base of most southern African societies. The local level can be analysed as a microcosm of the larger conflict, with 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. ABET programmes could be implemented to reach far-off communities with ODEL delivery systems and OER materials. The Digital Doorway of Meraka and Motataisi The Lesotho Government’s policy on information and communications technology (ICT) (2005) clearly states that ICTs provide means and ways to empower both women and children and furnish them with skills to become decision makers. Three years after this policy was announced, substantial progress was made when the Motataisi Foundation, a public-private and non-profit organisation of Basuto women and men (under its Coordinator, Potlako Ntsekhe-Nzima), consulted with the Meraka Institute of South Africa to extend their Digital Doorway project into Lesotho. The Lesotho Government’s policy on information and communications technology (ICT) (2005) clearly states that ICTs provide means and ways to empower both women and children and furnish them with skills to become decision makers. The Meraka Institute of the Council for Science and Industrial Research (CSIR), Pretoria, is 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 provide education via GPRS (low cell phone frequency signals) to computers contained in robust housings (see picture). The Digital Doorway is a free-standing computer terminal that allows 24-hour access while content can be customised according to community needs. These outdoor solar-powered machines have already been distributed all over southern Africa. Although not linked to the Internet, they have an immense potential for programs containing peacekeeping or conflict resolution modules – for example, on V-Books via a CD or DVD. Example of a solar-powered MERAKA model (www.digiataldoorway.co.za) After the Meraka Institute obtained funding from the Commonwealth Secretariat for the Government of Lesotho’s Education for All policy (Ntsekhe-Nzima, 2009), it launched a pilot project in collaboration with the Commonwealth Connects Programme in the little Ha Tsolo community near Maseru during 2008. The computer is installed at the gate of the Coordinator’s home. This is the only Digital Doorway Computer Literacy project of the CSIR in Lesotho (Koorbanally, 2009). The vision is “To populate the Motataisi with content from government ministries, international best practices material, educational and training material and also providing micro-service opportunities to the community” (Ntsekhe-Nzima, 2009). The Digital Doorway project adheres to the United Nations Millennium Development Goals for 2020 on relevant topics like distance learning and local government. The South African Department of Science and Technology and the Commonwealth Secretariat are operating on a bilateral basis with one another and multilaterally with Lesotho with the objective of supporting networks and online information resources that enhance the potential of illiterate people as well as local government education (Digital Doorway, 2009). In the community needs assessment for the project, a noteworthy finding was that most families are headed by women who are single parents as well as by widows. Their social status is poor and they are striving to better their livelihoods. Sustainability depends on further research and establishing capacity and expertise. The risk analysis states the need for donor support to expand the project as well as the lack of economies of scale when running only a single pilot project. Meraka personnel are often called into Lesotho to take care of technical problems because of the lack of local expertise. Electricity and Internet connection are also problematic as well as keeping the learning content relevant. Questions were also raised by the citizens of Lesotho – who had recently experienced the military intervention by the South African National Defence Force mentioned earlier – whether this machine was part of some obscure intelligence operation or a political ploy to buy votes. On the other hand, substantial progress was reported to the Commonwealth Secretariat on the milestones reached, as well as completion dates of Digital Doorway implementation, basic training in accessing content and the sustainability of the project (Digital Doorway, 2009). In her report presented to the Secretariat and the Meraka Institute in February 2009, the Coordinator referred inter alia to the following:  That there were no other outlets to get information, especially civic information (read political literacy) on rights and governance;  The need for information on local government; and  Issues about birth certificates and social services provided by the Government. The project plans to put the outdoor computers where they will be highly visible while the content will be created in partnership with NUL and with the expertise of South Africa. Solar power and batteries are part of the implementation; if the site has no cellular signal, the nearest place for accessing a signal will be pinpointed for downloading purposes. The Coordinator also attended workshops of the Wireless Africa Initiative to build further capacity (Digital Doorway, 2009). Figure 1. The Vision of Motataisi Roll-out in Lesotho Cell phones, radio and mobile learning Cell phone networks in Lesotho are concentrated in the bigger urban areas and their use is limited in the mountainous rural areas. Using cell 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 (COL, 2009). Cell phones will soon have the processing possibilities of current desktop PCs. Equipped with powerful digital cameras and interactive features, they will be able to display digital video and audio files. The fastest growth of cell phones in the developing world has been in sub-Saharan Africa for a total of nearly 77 million. However, 90 per cent of Africans in 2006 still lacked access to a phone and 98.5 per cent were without Internet access (ICDE, 2009). According to Dr. Mwangi, “Lesotho has about 53,100 telephone lines and about 456,000 cellular mobile telephones in use. Its telephone system can be described as a rudimentary system consisting of a modest but growing number of landlines, a small microwave radio relay system and a small radiotelephone communication system. The mobile-cellular telephone system is expanding. Maseru district accounts for 71 per cent of the telephone lines, leaving the other nine districts to share the remaining 29 per cent. Moreover, public telephones are only found in urban areas, confirming that telephone communication is very limited in the rural areas. The country has several radio stations and one state-owned television station. There are about 83 Internets hosts and about 70,000 Internet users. Radio plays a key role in promoting various development initiatives. The broadcasting service covers about 75 per cent of the country with the larger percentage in the urban areas. In the last decade the Government has issued a number of radio licenses for private radio stations that have extended listeners’ choice considerably” (personal communication, 2009). To reach a wider audience than on-line courses, learning materials should be available in both self-learning text and other distance formats (contextualised for the specific community needs and using existing and appropriate technology)… To reach a wider audience than on-line courses, learning materials should be available in both self-learning text and other distance formats (contextualised for the specific community needs and using existing and appropriate technology), which could include SMS cell phones, DVDs, closed circuit TV, radio (including radio listening clubs), CD-ROMs, audio tapes and iPods as well as other digital audio formats. Organisations wishing to pursue this may wish to work in collaboration with organisations already providing successful face-to-face training in this area, rather than starting a programme from scratch (Munro, 2009). For learners in remote areas of Lesotho it would be possible to upload their MP-3 players or new technology cell phones at kiosks or post offices with learning materials on civic education, if the OER content were available. This technology would also enable citizens to participate in the political process. Transparency and accountability to the rule of law could be enhanced through such an e-Government system (Government of Lesotho, 2005). However, the digital divide is still too wide to acclaim any tangible successes in e-learning, particularly for conflict resolution. More research is needed on how radio, SMS texting and other electronic delivery modes could build peace by and for people in communities. Conclusion and recommendations • The Motataisi Foundation The way forward with the Meraka Institute’s Digital Doorway and the Motataisi Foundation will be to involve the United Nations Development Programme (UNDP) to take civic education to the remote parts of Lesotho (Digital Doorway, 2009). Fragmented actions of Desk-South Africa and Desk-Lesotho at the Commonwealth Secretariat – in collaboration with the Canadian International Development Research Centre (IDRC) plus the US Peace Corps Lesotho and the United Nations Children’s Fund (UNICEF) – have to be combined into a focused effort to involve all the relevant players, such as the Open Learning Systems Education Trust (OLSET) of South Africa. There is an excellent opportunity to partner with the Motataisi Foundation and Wireless Africa. The Executive Director of OLSET has said that he welcomes negotiations for civic education with conflict and peacekeeping modules (Naidoo, 2009). • Exploring other methods of content delivery Another method of content delivery that should not be ruled out is through the use of Intelsat 10 (Baird, 2009). This satellite has a footprint across the whole of southern Africa and could be used to transmit content to key locations. With satellite decoders or receivers at specified locations such as libraries, schools or clinics, content could be distributed quickly to these venues. Because of the high prices of bandwidth and low penetration of technology into Lesotho, this could be a viable alternative and should not be overlooked. Cell phone technology can also be used to inform participants of the dates and times of new content being made available and where. Cell phones can also be used to distribute short information snippets and to enhance the learning experience of these participants by giving them the ability to ask questions through the SMS system. Feedback can then be give easily. • Accreditation of peacekeeping modules Lack of civic education may be the impetus behind most conflicts. However, broader conflict resolution skills are a real need to solve disputes and conflicts so that that they do not result in violence and corruption, especially at grassroots levels. Unfortunately there are no accredited modules available. Consequently state subsidies cannot be claimed under the Skills Development Act in South Africa while unaccredited qualifications elsewhere are not recognised for promotion to government officials, for example Correctional Services staff (de Beer, Fredericks and Bohloko, 2008). Accreditation of the United Nations Institute for Training and Research (UNITAR) Peacekeeping Operations Correspondence Instruction (POCI) for higher education institutions or vocational colleges in southern Africa is therefore a priority. • Best practices quality civic education content OER teaching and learning material should be unbiased without political indoctrination and should inter alia promote the idea that “…it is incompatible differences which give rise to conflict…it is not the objective incompatibility that is crucial but rather the perceived incompatibility” (Deutsch, 1991). Too often, conflict in the community level is precipitated by inaccurate stereotypes, and the hypothesis is that the increased knowledge resulting from increased contact between rival parties will reduce prejudice levels. This makes sense because 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. 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