REVIEW BY DR T MUNRO ON PEACEKEEPING SUBJECT

DOORWAYS FOR OPEN AND DISTANCE E-LEARNING (ODEL) AND OPEN EDUCATION RESOURCES (OER) FOR PEACEKEEPING IN SOUTHERN AFRICA:Tanyss Munro’s recommendations no 3: DOORWAYS FOR OPEN AND DISTANCE E-LEARNING (ODEL) AND OPEN EDUCATION RESOURCES (OER) FOR PEACEKEEPING IN SOUTHERN AFRICA: A CASE STUDY FOR LESOTHO Table of content: 1. Orientation: 1.1 Mobile learning 1.2 E-learning and training: 1.2 Internationalization 2. A Case Study: The Republic of Lesotho 2.1 Insights into the nature of the Lesotho conflict 2.2 Gender issues 2.3 ODEL infrastructure in Lesotho 5. The way forward 3.1 Accreditation for Peacekeeping training 3.2 6. References ABSTRACT The United States of America’s newly elected president, Barack Obama, stemming from Afro-American roots, thrusted the politics of conflict into an example of political literacy and globalization for contemporary deprived neighborhoods 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. These research outputs could also be generically adapted as OER content and for ODEL delivery modes. It is especially important to reach the deprived people through Adult Basic Education and Training (ABET) and Work-Integrated Learning (WIL) in Southern African Development Communities (SADC) as well as to influence top, middle and bottom levels of society. Figure 1: Political Map of Southern Africa (Google, 2009) 1. Orientation: The broad infrastructure for the Open and Distance E-Learning (ODEL) in southern Africa with Open Education Resources (OER) that could be applied in training peacekeepers already exists. However, to get an objective unity of impression within this very fragmented scenario, it is necessary to group the respective organizations, higher education institutions (HEIS) and other private role players under one umbrella. Their local, national and international support to influence decision makers and community leaders stays a big priority, especially for those that are involved with conflict resolution, The second theme to keep mind is the deprived women and children who are in serious need of technological development. 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 institutionalize gender equity for furthering good governance, transparency and accountability. To link this chapter to the intervention of Information Technology (IT) for Conflict resolution and more specific, the training of peacekeepers, evidence does exist to a certain extend, but the use for instance of new generation cell phones to reach and train the marginalized communities as well as the political illiterate citizens, still poses a problem. To reach government officials and politicians, ODEL and OER lend itself ideally for Work Integrated Learning (WIL). WIL, also known as Co-operative Education, are those accredited short courses which full time workers can take within the work situation to obtain better qualifications. The specific work, e.g. soldiers and government officials, are doing is also taken into account as experiential learning for the recognition as prior learning (RPL). The accumulated academic credits could be used for a qualification, say in conflict management, either to get a job promotion or to be the best skilled person for the job itself. But it is at the grassroots level where traditional community leaders represent ordinary citizens at the base of the most southern African societies. These respective local levels can be analyzed 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, Adult Basic Education Training (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). Research consultations showed that ‘conflict resolution on-line’ is not per se available on new cell phone technology in southern Africa. Cell phones in addition to the Marnet Radio networks are used as early warning systems in neighbourhood watches (Cf. Neigbourhood Watch, www.doringkloof.co.za) to obtain and redistribute intelligence to counteract the serious wave of farm murders. On the Lesotho borders with South Africa, drug trafficking, diamond smuggling and cattle theft; create danger sones in which farm workers as well as their managers are trained to use the network for their own safety. One such an example is Bateleur which distributes a modern alarm system to activate support from statutory entities (Cf. www.bateleur911.co.za). These networks do not regard them as training institution to curb crime and is also very reluctant to share their intelligence with outsiders because it may become a risk factor according to some of the networking community leaders. (More than 2000 farmers have been murdered since the new political dispensations were established in southern Africa (Cf. SA MEDIA, 2009). Crime statistics show that these killings are not politically motivated but are mainly committed by criminals. ODEL and OER with relevant Civic Education courses could surely be used to rehabilitate inmates in collaboration with correctional services both in South Africa as well as in Lesotho (Cf. De Beer, Fredericks and Bohloko, 2007). Cell phone networks in Lesotho are more focused on the bigger urban areas and are constraint by the mountainous rural areas. Current technologies (VOICE,GPRS,EDGE,3G) deployed and areas covered can be viewed on http://www.vodacom.co.ls/ls/packages/coverage.jsp In further research at the largest news paper clipping service in South Africa, namely SA media, at the University of the Free State, the manager, Mrs H Van der Bergh (2009) was unsuccessful to find any reference to the use of cell phone technology to curb political or any other sort of civil unrest in southern Africa. Further research at the South African National Defence (SANDF) college for curriculum studies (COLET) also showed no relevant proof for the training of peacekeepers. Their former officer in command, Charles Ross, commented: “The utilization of cell phone 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 Democratic Republic of the Congo (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). Ross is correct in his statement that cell phone technology could be developed in peacekeeping training. 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 partner 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. 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). DVD’s for true community training in this respect. Our research does show a few examples of on-line access to conflict management and relevant peacekeeping courses that may be readily used in shorter modules. Civil Education (read political literacy) programmes with conflict resolution modules that could be downloaded all over southern Africa as an Open Education Resource (OER). Unfortunately these courses are not accredited with the South Africa Qualifications Authority (SAQA) and consequently Higher Education Institutions cannot claim subsidies for short community courses Even the public sector who want to do in service training of their staff cannot claim for state subsidies under the Skills and Development Levy Act for community conflict programmes in South Africa.. Realizing this fact, Dr. Pierre Juan De Montfort wrote his doctoral thesis on the need to accredit such short courses to enable universities to fulfill their community accountabilities. His work has been visited 157 times and down loaded for another 24 hits on the AHERO website (2009). Conflict management information is only one relevant source on AHERO, but was also visited several times (Cf. AHERO, 2009). It definitely shows that there is interest in this area. However, to reach a wider audience than on-line courses reach, learning materials should be available in both self-learning text and other distance formats (contextualized for the specific community needs and using existing and appropriate technology) which could include SMS mobile phones, DVDs, closed circuit TV, radio including radio listening clubs with audio tapes, CD-ROMs, audio tapes and iPods as well as other digital audio formats. Organizations wishing to pursue this may wish to work in collaboration with organizations already providing successful face-to-face training in this area, rather than starting a programme from scratch, says Munro ( 2009). Existing community level programmes include Recognition of Prior Learning (RPL). There are several ABET courses available throughout southern Africa. Although, with closer collaboration between higher education institutions and non-academic or other community based institutions, it may be a possible to make strides in the area of community peace building through use of cell phone, radio and other mobile technology, without relying so fully on computers with internet connection. 5.1 MOBILE LEARNING The value of audio recordings in education has been known for years, but for some reason it has been neglected as we have all become more computer literate. In 2003 the development of a new technology, namely “Really Simple Syndication” (RSS) began to enter the users market.. This technology allows the user to subscribe to a feed that would enable the learner to receive information that was added to that specific feed automatically, e.g. peacekeeping or conflict resolution. This made accessing the worldwide web and sharing information more accessable, because when the learner is subscribed to the feed of a specific website she or he would automatically receive all updates to that website in a freely available feed aggregator. (A feed aggregator is a software program that can mostly be downloaded free of charge, OER.) The feed information would then be entered into the aggregator to allow the learner to subscribe to that specific feed.This technology has been the driving force behind the emergence of weblogs (blogs) and also the development and growth of podcasting or mobile learning. Podcasting has not yet moved to the forefront in southern Africa due to various broadband issues and costs that will not be discussed in this chapter; but if the fast growing technology trends, also in Lesotho, will become highly popular in a very short period of time Baird, 2008). Learners in remote areas of Lesotho can upload their MP-3 players or new technology cell phones at kiosks or post offices with learning materials on Civic Education to listen to. This technology will enable the citizens to participate in the political process. Transparecy and accountability to the rule of Law could be enhanced through this E-Government system. (Cf. ICT Policy for Lesotho, 2005: 16:36:37). 1.2 E-learning and training: E-Learning for African Peacekeepers (ELAP) is targeted to peacekeepers working in the community and 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). Our university already facilitated several courses of the United Nations Institute for Training and Research (UNITAR) Peacekeeping Operations Correspondence Instruction (POCI).to military officers. 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. ELAP modules have also been downloaded by some local South African Air force helicopter pilots at the Bloemspruit Air force Base, in our region. 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. The most relevant example for a case study in Lesotho, is that of the Meraka Institute’s Digital Doorway project in Lesotho that scored 7247 users (1000 visitors per month) (Digital Doorway Computer Literacy through un assisted Learning project-Lesotho, 2009). 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. This is the very reason that more research is needed about radio, SMS texting and other electronic delivery modes to build peace by and for community people. One of the priorities will be to expand the Commonwealth (Desk: South Africa) collaboration with the MERAKA Institute of the Council for Science and Industrial Research (CSIR) in Pretoria, South Africa (www.digitaldoorway.co.za). The Meraka Institute 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 distribute education via GPRS (low cell phone signals) to computers in robust housings. The Digital Doorway is a free standing computer terminal that allows 24-hour access while content can be customized according to the community needs, for example Civic Education with Conflict Resolution modules and relevant peacekeeping information. Some of these outdoor powdered coated machines have already been distributed all over southern Africa, including Lesotho (Digital Doorway Literacy through unassisted Learning project-Lesotho, 2009). 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 programmes containing peacekeeping or conflict resolution. modules for example on v-Books. It is possible to deploy the vBook Library and content via a CD or DVD without the need of an internet connection. A private company in South Africa, Bluetub, confirmed their outreaches into Africa with various multi media models and diverse content (http://www.bluetub.co.za/product.php?chapter=6 for more info). Meraka and COL’s collaboration will be discussed under the next sub-heading: ODEL Infrastructure in Lesotho. Figure2:Example of a solar powered MERAKA model (www.digiataldoorway.co.za) 5.2 Internationalization: To get involved in ODEL and OER in southern Africa, serious note should be taken of some of the most important local organizations and international networking systems for the eventual end goal, namely conflict resolution online (generally for people with fairly good literacy skills): • 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). COL has also established links with the International Council for Adult Education (ICAE) which itself is linked to UNESCO inter alia for: • Promoting peace; and • Advancement of women. Canadian math competitions for lower grades form part of the ICAE programmes (ICAE Today, 2009). The reason why these structures are so important is because they are mainly driven by Higher Education specialists in their respective disciplines. It is a growing area in which universities and COL partners could interact for community development. 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 higher education 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). 6. 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. As an independent country arising from colonialism, it 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. 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). 6.1 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. Due to geopolitical reasons and the former anti Apartheid struggles from this country, this land locked republic was isolated too such an extent by the former South African regime that it inherited a huge poverty backlog. What is the reason for this? Could you explain a little more about this? The Basotho (people) speak a different language than the rest of the surrounding southern African regions and cannot for example understand our Afrikaans-broadcasts on conflict resolution (Spies, 2009). 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). 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. One of the root causes is that the electorate was politically illiterate and that the radio stations did not play a substantive role to calm down the revolting feelings of the public. No trace of training peacekeepers at that stage could be traced in Lesotho. From the conflict resolutions in Lesotho, universal truths also obtruded, namely that when core values and norms are ignored, deadlocks enforce itself on the rest of the process. A lesson learnt from the research is that the following fundamental issues seem to stem the tide for OER-content:  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  Stereotypes: Often conflict in the community level is precipitated by inaccurate stereotypes. “The father of fear is the grandfather of ignorance (illiteracy)” (Cf. Dugan, 2004). In e-mail correspondence with C. Spies (Spies, 2009) regarding this quote, 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, says Spies (2009). 6.2 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 comic event happened when the Meraka computer was installed in Lesotho and the girls complained that the games on the computer were too “boyish” while the boys charged some money from ignorant school mates to use the machine! ( Digital Doorway…2009). 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… A Basotho women by the name of Potlako Ntsekhe-Nzima, took the lead in her little community near the capitol, Maseru, to eventually establish the very first Digital Doorway of the Meraka Institute and Commonwealth Secretariat from her non profitable Motataisi Foundation. Although it is a humble breakthrough, this project forms the foundation for further initiatives, e.g. to load the machines with Civic Education programmes to train the trainers of Conflict Management and peacekeeping. It already resulted into further training workshops of the Wireless Africa Initiative (Digital Doorway…,2009). Some form of intervention in Lesotho started when the ICT policy for Lesotho (2005;46)) which states clearly that ICT’s provide means and ways both for women and children to empower them and furnish them with skills to become decision makers. 6.3 ODEL infrastructure in Lesotho 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). 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). Therefore, to reach the community, other technology such as solar energy and batteries is needed in the ODEL approaches. At this point in time, 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). And, 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 planning to overcome the aforementioned obstacles, the government of Lesotho embarked on an ICT policy (Government of Lesotho, 2005). Three years later, very important progress have been made when the Meraka Institute of the CSIR got involved in Lesotho. On the initiative of the Motataisi Foundation, a Public-Private and Non-profit Organization, consisting out of Basotho women and men under their coordinator, Ms P Ntsekhe-Nzima, consulted with the Meraka Institute to extend their digital doorway project into Lesotho. After the Meraka Institute obtained funding from the Commonwealth Secretariat for the Government of Lesotho’s policy, “Education for All” (Ntsekhe-Nzima, 2009). The Commonwealth Connects Programme in collaboration with the Meraka Institute launched a pilot project in this little Ha Tsolo community during 2008 and is the only Digital Doorway Computer Literacy project of the CSIR in Lesotho (Koorbanally, 2009). In globalised terms, the Digital Doorway project adheres to the United Nations Millenium Development Goals for 2020 (UNDP) on relevant topics like distance learning and for our interest, Local Government Policies. Both the South African Department of Science and Technology and the Commonwealth Secretariat are operating on a bi-lateral basis with one another and multi-laterally with Lesotho with the objective to support networks and online information resources that enhance the potential of illiterate people as well as local government education (Digital Doorway Computer Literacy Through Unassisted Learning Project-Lesotho,2009). The official launch at Motataisi on 2008-08-29 by Mr. A. Ming of the Commonwealth Secretariat and the representative of the Meraka Institute, Mrs. N. Koorbanally, as well as representatives of the Ministries of Education, Tourism and Local Government, NUL, Telecom Lesotho and the traditional community leader. In the community needs assessment for the project it is noteworthy that most families are steered by women who are single parents as well as by widows. Everyone knows telephone or cell phone but do not always possess one. Their social status is poor and they are striving to better livelihoods. Sustainability depends on further research and to establish capacity and expertise. In the risk analysis it states the need for donor support to expand the project as well as the lack of economics of scale in comparing only one 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 to keep the learning content relevant. Questions were also raised by the citizens of Lesotho --who recently experienced a military intervention of the SANDF-- whether this machine is not a political ploy to buy votes or whether it is part of some obscure intelligence operations. On the other hand, substantial progress were reported to the Commonwealth Secretariat on the completed milestones, as well as completion dates of the Digital Doorway Implementation, Basic Training in Accessing Content and the sustainability of the project. (Digital Doorway…,2009). In her report presented to the Commonwealth Secretariat and the Meraka Institute in February 2009, the coordinator, Ms. Ntsekhe-Nzima, refered 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 governments; and  Issues about birth certificates and social services provided by government. These few examples in the report are typical Civic Education content that the people of Motataisi want on their Meraka computers to counteract illiteracy. Notably in the report, literacy programmes are prioritized on the list of needs (Ntsekhe-Nzima,2009). When assessing her report only within our research focus, namely Civic Education with e-learning conflict modules, it becomes evident that the target groups in all the rural areas are in need of customized (read Africanised Political Literacy) programmes. That is to equip them with adequate skills how to deal with political literacy issues on the long term. The content development should meet the needs of the Tsolo community that is compaitable with the rest of the country. 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 implementation plan of the Digital Doorway project is to put the outdoor computers on visible sites while the content e.g. Local Government issues will be created in partnership with NUL and expertise of South Africa. Solar power and batteries are part of the implementation and if the site has no cellular signals, the nearest point will be pinpointed. The current Meraka computer is installed at the gate of the coordinator’s home. The coordinator also attended workshops of Wireless Africa Initiative to build further capacity (Digital Doorway…,2009). This point may also be taken in account for further collaboration with OLSET which broadcasts all over southern Africa. The Vodacom network is accessible in all 10 districts, key towns and settlements around the country. Providing network coverage to our customers is foremost with Vodacom Lesotho and we believe it is extremely important to expand our existing coverage into new areas and provide the population of Lesotho with access to our world class telecommunications infrastructure. With expansion in mind, in 2007/2008, Vodacom Lesotho built 12 new base stations (Khanyane, Makhoroana, Marakabei, Mantsonyane - 2 Siites, Ha Qaba, Ha Lejone, Mafeteng, Motimposo, Mamohau, Kao/ Liqhobong Mines, Mahlasela and Sekake) Vodacom Lesotho will continue this expansion into 2008/2009 with the construction of a further nine sites in and around Lesotho and the upgrading and improving of a further four capacity sites. The following map shows both the areas already covered by Vodacom Lesotho and our future network coverage. Please bear in mind that this map will be updated as new areas are covered. Should you have any queries, please dial our Customer Care on 114. Home | Terms & Conditions | Disclaimer | Contact Us | Help 5 The way forward: By reviewing the above evidence based research outputs, it is evident that COL and a number of international partners are involved with this world wide need for training peacekeepers and community leaders in conflict management. The intervention of cell phone technology and mobile learning modes for conflict resolution is about to emerge. Finally the following matters should not be ignored in the way forward: Accreditation of peacekeeping modules Accreditation of UNITAR POCI for HEIS or vocational colleges in southern Africa is one of the very first priorities in the way forward. De Montfort. already compiled the UNITAR POCI peacekeeping operation (PSO) modules in the required format of the South African Qualifications Authority, SAQA His research is also available as an OER on the AHERO website with evidence of more than 150 hits from African users It shows that a real need for development, especially in political literacy exists. Lack of Civic Education may be the impetus to most conflicts. However, broader conflict resolution skills are a real need to solve disputes and conflicts to for come that they do not result in violence and corruption. Especially at grassroots levels. (Cf. www.ahero.uvwc.ac.za and http://oerwiki.iiep-unesco .org) 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 recognized for promotion to government officials, for example Correctional Service staff (De Beer, Fredericks and Bohloko, 2008). Bi- and multilateral diplomacy: COL as a neutral and international partner can play an immense role to train community leaders in the principles of conflict management. Bi-lateral and multi-lateral diplomacy. between and among southern African countries are as important as the international status of the Commonwealth Countries itself. COL, UNESCO and the AAU could facilitate the use of cell phones and radio broadcasts for Cvic Education training as a sustainable and long term solution for the conflicts inj the respective regionss of SADC. Conflict resolution, especially when outsiders are coming in, honest diplomacy is of the utmost importance. Subsequently to possible COL involvement, it is also very late in the day for SADC to uphold the values and principles that promote human security and harness the principles of democracy and transparent governance, as enshrined in the SADC Protocol of the Organ for Politics, Defence and Security of 1996, which states that, “the Organ shall be to promote the development of democratic institutions and practices within the territories of the State Parties and encourage the observance of Universal Human Rights as provided for in the Charters and Conventions of the Organisations of African Unity and the United Nations respectively (SADC, 1996:10). 5.3 The Motataisi Foundation The way forward with the Meraka Institute’s Digital Doorway will be to involve the UNDP to take Civic Education to the remote parts of Lesotho (Digital Doorway…,2009).OLSET in South Africa should also be invited to planning sessions of the Meraka Institute on Wireless Africa. Fragmented actions of Desk-South Africa and Desk-Lesotho at the Commonwealth in collaboration with the Canadian International Development Research Centre (IDRC) plus the US Peace Corps Lesotho and UNICEF have to be combined into a focused effort to involve all the mentioned role players. Radio Learning Programmes of the Open Learning Systems Education Trust (OLSET) is also an excellent opportunity to partner with the Motataisi Foundation. 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 (olset@co.za) Kontrole 6. REFERENCES African Council for Distance Education, 2005. 11th AAU-conference. Cape Town. African Higher Education Research Online, 2009. www.ahero.uwc.ac.za (retrieved 2009-04-04) Afrobarometer. 2006. Afrobarometer Surveys. www.afrobarometer.org (Retrieved on 2009-02-09) Amaefule, E. 2009. 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Bloemfontein: UFS (governance.HUM@ufs.ac.za:2009) UNESCO. http://oerwiki.iiep-unesco.org (Retrieved 2009-02-9) UNITAR POCI. 2009. www.peaceopstraining.org (Retrieved on 2009/01/14) >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>