DISTANCE INSTRUCTION IN THE PEACEKEEPING

TECHNIKON FREE STATE AND TECHNIKON SOUTH AFRICA DISTANCE INSTRUCTION IN THE PEACEKEEPING OPERATIONS OF THE UNITED NATIONS INSTITUTE FOR TRAINING AND RESEARCH IN SUB-SAHARAN AFRICA (A Continuing and Distance Education project) 1999 - 2003 “Blessed are the peacemakers …” (Mathew 5:9 ……) TECHNIKON FREE STATE AND TECHNIKON SOUTH AFRICA DISTANCE INSTRUCTION IN THE PEACEKEEPING OPERATIONS OF THE UNITED NATIONS INSTITUTE FOR TRAINING AND RESEARCH IN SUB-SAHARAN AFRICA EXECUTIVE SUMMARY The overall educational philosophy of Technikon Distance Education is co-operative teaching. This concept could be applied in experiential training for soldiers in the South African National Defence Force (SANDF) to address the urgent need for peacekeeping officials for the United Nations in war-stricken regions of Sub-Saharan Africa. However, existing UN programmes should be customised (Africanised) to be successful in Africa. The nature of the project lies in the need to instruct South African soldiers through various Distance Education delivery modes, i.e. correspondence courses, dual-contact sessions and Digital Education within the next five years, during the governance period of the newly elected SA parliament from 1999 to 2004. Anticipated outcomes within the globalised world philosophy for peace on the African continent are constantly monitored by United Nations observers, which regularly report to the Security Council. Both the Technikon Free State and the Technikon South Africa will evaluate academic results in collaboration with The College of William & Mary in the United States by means of existing staff and infrastructures. Financial outlines of the budget will have to cover empirical research visits abroad and to Sub-Saharan African states, as well as instructional design of resource-based education packages according to African needs over the next five years. A. PROPOSAL SUMMARY 1. Need and scope of project The very low number of Sub-Saharan African enrolments in the United Nations Institute for Training and Research's Programme of Correspondence Instruction (UNITAR POCI) for peacekeeping instruction, poses a serious need for the local involvement of the Technikon Free State in Bloemfontein, which is centrally situated near the SANDF training base at De Brug, and its special residential facility in Kimberley near the Army Battle School at Lohatla. The scope of the project is to collaborate with the Technikon South Africa in the variable delivery modes of Distance Education via existing infrastructures in Sub-Saharan Africa. 2. Umbrella statement Perhaps the explanation for the absence of South African participation specifically in the UNITAR POCI programme, is an absence of Technikon collaboration for neutral academic accreditation. Our research at the UN Headquarters in New York proved that this training programme works best when it is incorporated within a nation’s own national training programme, publicised within an army’s official channels, and supported within the Ministry of Defence. Several nations have done this, and co-ordinate closely with UNITAR POCI regarding the enrolment of their learners. Some nations have also recognised course completion when considering personnel for promotion or assignment to a peacekeeping mission. These are decisions to be made by each nation, e.g. South Africa must decide how to Africanise the specific programmes, also with regard to the needs of the police and intelligence services. 3. Summary of the entire proposal Since Apartheid fell in South Africa in the early 1990’s, the country has taken deliberate measures to serve its proper role in the international community. South Africa has yet to take any role in the international community as a peacekeeper. Re-training peacekeepers via distance instruction is an inexpensive but effective way for Technikon FS and Technikon SA to get involved. (UNITAR POCI) currently has eight self-paced correspondence courses available on various aspects of UN Peacekeeping. All eight are available in English, with two available in French, three in Spanish, and one to be available soon in German. Currently over 1,900 enrolments from 60 nations have been recommended for College Credit by the American Council on Education. These courses can be Africanised by researchers of the SANDF, Technikon FS and Technikon SA for urgent implementation in Sub-Saharan Africa. 4. Project cost and future funding Approximately R704 5000 is needed for the next five years. However, future funding should be obtained from the enrolment fees of learners, while sponsorship should also be received from the SANDF and its allies in Sub-Saharan Africa. B. STATEMENT OF NEED 1. Why this project is necessary South African militia was always regarded as an offensive threat to Africa. It has to shed this imperialistic image in order to be able to function under the neutral UN flag to attain credibility in Sub-Saharan Africa. Therefore soldiers need simply to be educated about basic human rights and on how to conduct their new role as diplomats under International Law. Subsequently, academic accreditation with the Technikons FS and SA is necessary for unbiased identification. 2. Specific problems/needs that the project proposes to address More than half of the UN peacekeeping operations before 1988 consisted only of unarmed military observers. This rule was broken in 1989, when observers in Namibia in Southern Africa were authorised to carry side-arms for self-protection. Unfortunately, certain individuals tarnished the reputation of the UN, jeopardised their mission and in some cases were needlessly injured or even killed through ignorance, incompetence or immaturity. Therefore the importance of training the different military cultures, as well as the selection criteria, language proficiency, military skills and International Law have to be addressed. 3. Short-term problems Problems can be attributed to inadequate and inconsistent selection and training procedures. Potential peacekeeping soldiers still need academic bridging instruction programmes to prepare themselves before they can enter into real experiential training. 4. Key statistics to illustrate needs While over 1 400 United Nations military observers (UNMO’s) are deployed world wide, and there are over 1 900 enrolments from 60 nations in UNITAR POCI courses, few are from South Africa who is a donor UN member. 5. Groundwork to address needs The following empirical research has already been conducted within the broader scope of the project: • Research visit to the Director of UNITAR POCI at The College of William & Mary and subsequent statements on the progress of the project to the media in the USA and South Africa. • Draft contract from Technikon South Africa to Technikon Free State, 1998. • Institutional report of Technikon Free State on collaboration with Technikon South Africa, July 1998. • Discussions with the Head of the Division, Department for Africa, Swedish International Development Co-operation Agency, in order to aid the Kimberley special residential facilities near the Military Battle School at Lohatla. • Discussions with Lt. Col. Trevor Dawes of Operation Blue Crane to assist with the identification of practical obstacles to distance instruction programmes. • Discussions with and research visit to the Institute for Security Studies regarding articles on “Training Standards For United Nations Military Observers: The Foundation of Excellence” by LM Forster, Director, US Army Peacekeeping Institute, Centre for Strategic Leadership, Pennsylvania. 1. Relevance to the international (African) and local communities The following international contributions can be highlighted: • Providing assistance to humanitarian agencies in the conducting of prisoner-of-war exchanges, food distribution and the provision of medical care. • Liaison between belligerent factions. In South Africa itself the Directors of UNITAR POCI and the Institute for Security Studies respectively are in contact to conduct a Civilian Police course in Johannesburg, 3-12 November 1998. Thirty POCI courses will be put to use. 1. Supporting documentation (Addendum A attached) C. PROGRAMME OBJECTIVES 1. Problem-based outcomes • Africanisation of UNITAR POCI • Academic selection criteria as determined by TFS and TSA • Incorporated Distance Instruction within the SANDF training programme • Paradigm shift from offensive instruction to unbiased diplomatic training • To reach the envisaged mission of UNITAR POCI for peace on the Sub-Saharan African continent 2. Plans for achievement • To counteract foreign military imperialism in Sub-Saharan Africa • To assist the SANDF goals in Force Preparation Training according to the following syllabus: - background to peace support operations - the United Nations and the Charter - Humanitarian Law - the principles of peace support operations - types of peace support operations - knowledge on status of agreements and rules of engagement D. METHODS 1. Task commitments 1.1 Higher level Distance Education exchange between TFS, TSA and The College of William & Mary for initial empirical surveys. 1.2 Liaison with SANDF peacekeeping officers regarding how to customise (Africanise) learning material. 1.3 Instructional design of course material according to resource-based learning packages. 1.4 Establishing delivery modes and marketing of TFS and TSA courses to the SANDF, SAPS and Intelligence Services. 2. Starting and completion dates 2.1 Higher-level DE exchange: 1-30 Jan. 1999 2.2 Liaison process (1 Feb. 1999 – ongoing according to needs) 2.3 Instructional design (1 March 1999 – 30 June 1999) 2.4 Establishing and marketing of delivery modes (1 Feb. 1999 – May 2003) 3. Methods to reach objectives According to the UNITWIN project of UNESCO, Higher-level Distance Teaching could inter alia be applied to exchange researchers and instructional designers instead of learners. This is necessary to determine the specific needs regarding the adaptation of existing study guides into manuals with applicable illustration material for distance learners. Resource-based learning packages will consist of guided manuals, videotapes, audio cassettes and textbooks. First-generation Distance Education modes which consists of pure correspondence courses will be used, as is currently the case at The College of William & Mary and Technikon South Africa. Second-generation Distance Education modes with dual contact sessions (limited tutorials) will be implemented in collaboration with the Technikon Free State, the SANDF and UNITAR POCI at the De Brug and Lohatla military training bases. Short modular courses will be used to accumulate the acquired accreditation within the UNITAR POCI and SANDF structures. 4. Reasons for methods Military personnel are not always confined to one base long enough for traditional residential training. Subsequently the three generations of Distance Education modes, which have already proved themselves after thorough research outcomes of TFS and TSA for the International Organisation for Distance Education, and at UNESCO, Paris, will be converged into Flexible Learning and multimedia packages. 5. Proposed collaboration and expected beneficiaries The following international organisations and institutions are involved: - UNITAR POCI and The College of William & Mary - UNESCO, Technikon South Africa and Technikon Free State (UNITWIN project research) - The South African Military and Naval Attaché in Washington and the Technikon Free State - The SANDF, TFS, TSA and The College of William & Mary • BENEFICIARIES ARE THE WAR-STRICKEN CIVILIANS OF SUB-SAHARAN AFRICA 6. Envisaged outcomes • Lifelong participation of soldiers and officers in peacekeeping forces • The establishment of a curriculum pooling knowledge and expertise • An attitudinal foundation for peacekeeping within Sub-Saharan Africa 7. Map of Sub-Saharan Africa 7.1 Bend your swords into plowshares…(Statue at the United Nations, New York) 8. Key staff Prof. HJ Langholtz – Director of UNITAR POCI Mr MJ Oosthuizen – Senior Director of the Centre for Continuing and Distance Education Dr KJ de Beer – Head of Department: Distance Education Programmes Prof. IM Bredenkamp – Director of TSA in the Free State Prof. HA Louw – Director of TSA in the Northern Cape Lt. Col. TK Dawes – Commander of Peacekeeping Training in the SANDF 9. Background of key staff • Prof. H J Langholtz Cf. curriculum vitae; Addendum B • Mr MJ Oosthuizen Cf. curriculum vitae; Addendum C • Dr KJ de Beer Cf. curriculum vitae; Addendum D • Prof. IM Bredenkamp Cf. curriculum vitae; Addendum E • Prof. HA Louw Cf. curriculum vitae; Addendum F • Lt. Col. TK Dawes Cf. curriculum vitae; Addendum G E. EVALUATION, REPORTING AND MONITORING 1. Monitoring and evaluation process The Security Council is, in general, the authority for mandating and terminating United Nations peacekeeping operations. Command of peacekeeping operations is vested in the Secretary-General, under the authority of the Security Council. The Deputy Secretary-General of the Department of Peacekeeping Operations is delegated by the Secretary-General. His task is inter alia to monitor the Analysis Unit’s evaluation of the Africa Division. At the local level, Lt. Col. T Dawes will evaluate the progress within the SANDF in collaboration with TFS and TSA representatives. 2. Proposed feedback to donor • Duplicates of UNITAR POCI reports to the Deputy Secretary-General of the Department of Peacekeeping Operations • Financial statements • Regular media coverage F. BUDGET 1. Financial description of the project A financial aid programme for distance instruction in Peacekeeping Operations in Sub-Saharan Africa. - Explanatory note: Peacekeeping operations cover a wide range of activities from health care to education and environmental safety. 1. Salaries and travel cost Excluding salaries to key staff, who are remunerated by the Technikons FS and SA, and the SANDF, the budget must provide for periodical exchange visits abroad to the UN Headquarters for Peacekeeping Forces in Genéve, as well as respective African states and The College of William & Mary. Additional renumeration to Prof HJ Langholtz: Year Renumeration Travel 1999 R34 800 R17 400 2000 R69 600 2001 R69 600 R17 400 2002 R69 600 2003 R69 600 R17 400 TOTAL: R313 200 + R52 200 = R365 400 2. The “package” for donors In sponsoring the Peacekeeping Distance Instruction programme of the Technikon Free State, the Technikon South Africa, The College of William & Mary and the SANDF, the donor is actually buying a total package deal in the following sense: • Direct participation with foundations of excellence in order to secure peace, which is a prerequisite for economic stability and survival in Sub-Saharan Africa. • Inside-out information on financial (political) risk management to donors. • Diplomatic exposure to the Southern African Economic Development Community (SADC) and broad international concerns such as the Commonwealth, European Union and various United Nations organisations. • Humanitarian aid education, environmental conservation and development of the infrastructure in successful peacekeeping zones. 1. Expected expenditures It is envisaged that the laying of the foundations for the project will take approximately five years, from 1999 to 2003. • Higher-level Distance Education research visits abroad and to African states for five key staff members 1999 • (Travel and accommodation 5 x R25 000) =R125 000 • Africanisation of resource-based learning packages =R450 000 including material costs 2000 • Training of soldier tutors =R350 000 • Implementation / marketing =R120 000 2 001 • Installation of Digital Distance Instruction =R3000000 2002 • Upgrading of Resource-based Learning packages =R2000000 2003 • Higher-level Distance Instruction to exchange military officers and academe in experiential and co-operative programmes =R1000000 TOTAL R7045000 1. Expected income Sources : Donations from International Development Aid Schemes Selling DE packages to soldier learners State subsidies for academic outputs 2. Financial records The financial registrars of the Technikon Free State and the Technikon South Africa will be accountable for auditing expenditures, wages for salaries and fringe benefits, as well as for counsellor and control services. 3. Rentals, lease, purchase of equipment and consumables Excluding rentals and lease, which will automatically be provided by the existing infrastructures of The College of William & Mary and the Technikons FS and SA, the purchasing of computers, software for telematic and resource based distance education and digital links represents the main expenditure (R5000000). 4. Technikon Free State contributions The policy of the Central Research Committee of this Technikon is to contribute 50% of the travel and accommodation costs of its own staff visiting foreign countries and other Sub-Saharan African states. (The same policy is applicable at the Technikon South Africa and The College of William & Mary.) CONCLUSION 1. Summary of the proposal’s main points Within the overall educational philosophy of a combination of distance instruction and co-operative training, the nature of the project is to fulfil the urgent need to change South African soldiers into unbiased diplomats under the United Nations Flag for peacekeeping operations in Sub-Saharan Africa. The foundation process over the next five years requires urgent financial support to Africanise and implement this very important project for securing peace in Sub-Saharan Africa. Disturbing problems which are very relevant to the militia of the African continent at large, need to be solved by academic selection, support, and lifelong learning commitments to peacekeeping instruction, which also can be part of the Higher-level Distance Education methods of UNESCO’S UNITWIN projects. Subsequently it could be merged with UNITAR POCI and the Technikons FS and SA, in collaboration with the security forces, in order to reach objectives for peace and economic stability in Southern Africa. I. REFERENCES Butcher, N. “Considering the Use of Technology in Education and Training: A Brief Summary of the Technology-enhanced Learning in South Africa Report”. Open Learning Through Distance Education. Newsletter of the South African Institute for Distance Education, Vol. 2, No. 4, Johannesburg, 4th Quarter 1996. De Beer, KJ. “UNESCO’S UNITWIN PROJECT FOR TECHNIKON DISTANCE TEACHING IN SOUTHERN AFRICA”. Conference Abstracts: The 18th International Council For Distance Education World Conference. Pennsylvania State University, June 1997. F & T Weekly. 27 June 1997. Forster, LM. “Training Standards For United Nations Military Observers: The Foundation of Excellence”. African Security Review, Vol. 6 No. 4. The Institute for Security Studies, Johannesburg, 1997. hjlang@facstaff.wm.edu http://www.wm.edu/unpeacek/index.html Langholtz, HJ. (editor). United Nations Military Observers' Methods and Techniques for Serving on a UN Observer Mission. UNITAR Training Programme of Correspondence Instruction in Peacekeeping Operations. Dag Hammarskjöld Centre, New York, 1997. Malan, M., Nhara, W., Bergevin, P. “African Capabilities For Training For Peace Operations”. ISS Monograph Series, No. 17. The Institute for Security Studies, November 1997. Neethling, TG. “Supporting Peace In Africa”. SALUT. Centre for Military Studies, University of Stellenbosch, SANDF, October 1997. Selected papers from the 17th World Conference of the International Council for Distance Education. Birmingham, United Kingdom, June 1995. The Holy Bible. The Virginia Gazette. Williamsburg, 7 September 1997.