DOORWAYS FOR OPEN AND DISTANCE E-LEARNING (ODEL) AND OPEN EDUCATION RESOURCES (OER) FOR PEACEKEEPING IN SOUTHERN AFRICA:

DOORWAYS FOR OPEN AND DISTANCE E-LEARNING (ODEL) AND OPEN EDUCATION RESOURCES (OER) FOR PEACEKEEPING IN SOUTHERN AFRICA: A CASE STUDY FOR THE KINGDOM OF LESOTHO --Kallie de Beer (South Africa) ABSTRACT In the spirit of good governance and subsequent conflict resolution for social justice, the Commonwealth of Learning (COL) at its biennial forum (University of London: 2008) stimulated new research on how to influence community leaders through Work-Integrated Learning (WIL) 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 political literacy (Civic Education) where all human livelihoods are respected – instead of solving conflicts through the sights of assault weaponry – ODEL and OER could provide a sustainable alternative within a holistic Civic Education (political literacy) project of COL‘s infrastructure and its international partners, e.g. UNESCO, in southern Africa. 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 conflicts in southern Africa with emphasis on the Kingdom of Lesotho because of the valuable strides towards conflict resolutions of local and international role players in this landlocked country. These research outputs could be generically adapted as contemporary real life examples in OER content with ODEL delivery modes in the way forward. It is especially important to enhance the initial outreaches to the deprived neighborhoods and villages with marginalized women and children through further Adult Basic Education and Training (ABET). The decision makers of societies in Southern African Development Communities (SADC) are as important targets to be influenced in peacekeeping training. Orientation: A 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. Yet to get an objective unity of impression of this 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 networks support systems to influence decision makers and community leaders is important, particular for persons involved with conflict resolution, The second theme to keep in mind is the deprived women and children who are in serious need of technological training. In comparing the suffering of women and children in conflicts all over the world, specifically 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, academic 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 political illiterate citizens, still poses a problem. Figure 1: Political Map of Southern Africa (Google, 2009) Training decision makers and community leaders: To reach government officials and decision makers, 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 of Prior Learning (RPL). The accumulated academic credits could be used for a qualification, say in conflict management, either to get a promotion or to become the best skilled person for the job. Adult Basic Education Training (ABET) on the other hand is aimed at writing and reading skills as well as academic language proficiency short courses at grass root level. For example, 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 centers became linked to the distance education programs of NUL at Roma and its Institute for Extra-mural Studies (IEMS) in the capital, Maseru (De Beer, 1995). Though it is at the grassroots level where traditional community leaders (read decision makers) represent the 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, ABET programs could be implemented to reach far-off communities with ODEL delivery systems and OER materials, like for example, the Christian Health Association of Liberia (Africa) works within the broader community and public health programs to deal with post-war trauma by reducing prejudice and enhancing community decision-making (Tladi, 2009:57). Cell phone communication for safety and security: Research consultations showed that ‘conflict resolution training 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 neighborhood watches (Cf. Neighborhood 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 theft of cattle, 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 organizations do not regard themselves as training institutions and are also very reluctant to share their intelligence with outsiders because it may become a risk factor according to their 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, however, 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 phones and peacekeeping training: Cell phone networks in Lesotho are more focused on the bigger urban areas but 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 research at the largest news paper clipping service in South Africa, namely SA media, at the University of the Free State, the manager, Hester Van der Bergh (2009), was unsuccessful to find any reference to the use of cell phone technology to train people for curbing political or any other sort of civil unrest in southern Africa. Further research at the South African National Defense (SANDF) College for Joint Training and Curriculum studies (COLET, 2009) also showed no relevant proof for the training of peacekeepers to implement cell phones for peacekeeping operations. 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 experience 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). Cell phone statistics: 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). Cellular phones will have soon the processing possibilities of current desktop PC’s. Equipped with powerful digital cameras and interactive features it will be able to display digital video and audio files. The fastest growth of cell 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). Cell phone statistics in South Africa does not reflect the current percentages in the rest of southern Africa, including Lesotho (Cf. Eighty20’s Fact-a-Day, 2009). Subsequently, empirical research had to be done with a political scientist at the National University of Lesotho (NUL). Dr Oscar Mwangi, e-mailed: ”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; mobile-cellular telephone system is expanding. Maseru district accounts for 71 percent of the main telephone lines, leaving the other nine districts to share the remaining 29 percent. 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 broadcasting stations and one state-owned television broadcast 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 percent of the country with the larger percentage in the urban areas. In the last decade Government has issued a number of radio licenses for private radio stations that have extended listeners’ choice considerably (KOL, 2006: 49-50; CIA, 2009)” (Mwangi,2009). On-line access and training: My 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 for Civic Education (read political literacy) programs with conflict resolution modules that could be downloaded all over southern Africa as OER. Unfortunately these courses are not accredited with the South Africa Qualifications Authority (SAQA) and consequently HEIS cannot claim subsidies for short community courses. Even the public sector who want to do in service training (WIL) of their staff cannot claim for state subsidies under the Skills and Development Levy Act for community conflict programs in South Africa.. Realizing this fact, Dr. P. J. 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 uploaded on the African Higher Education Research On-line (AHERO, 2009) of the University of the Western Cape, South Africa. It was already visited 157 times on-line and down loaded from another 24 hits. Conflict management information is but only a single relevant source on AHERO, but was also visited several times (Cf. AHERO, 2009). It proves that there is interest in this area. However, to reach a wider audience than on-line courses, 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 cell 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 program from scratch, says Munro ( 2009). 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 but the fact remains that this fast growing technology will become highly popular, also in Lesotho, says Baird (2008). For learners in remote areas of Lesotho it is 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 is available. This technology will enable the citizens also to participate in the political process. Transparecy and accountability to the rule of Law could be enhanced through such an E-Government system. (Cf. ICT Policy for Lesotho, 2005: 16:36:37) and ( Cf. The Motataisi Foundation Digital Doorway Lesotho Refer to Appendix: A.. The vision of Motataisi roll-out in Lesotho ( Ntesekhe, 2009). 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 program, writes Mishelle Ordosgoitia (2009) on ELAP Support at the Peace Operations Training Institute in Williamsburg, United Staes of America. 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 Kingdom of Lesotho. ELAP modules have also been downloaded by some local South African Air force helicopter pilots at the Bloemspruit Air force Base, near to our university in Bloemfontein. Cell phone technology was used between the government officials of Lesotho and the South African National Defence Force (SANDF) only as early warning systems like in other conflict zones on the African continent. The Digital Doorway of Motataisi and Mraka: A most interesting example for a case study in Lesotho, is that of the Meraka Institute’s Digital Doorway project 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, particularly 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. Subsequently, 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 frequency signals) to computers contained 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. 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 website. Although it is not linked to the internet, these robust machines have an immense potential for programs 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). Figure2:Example of a solar powered MERAKA model (www.digiataldoorway.co.za) Internationalization: While getting involved in ODEL and OER in southern Africa, serious note should be taken of the following local organizations and international networking constitutions to achieve the 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); • United Nations Institute for Training and Research Peacekeeping Operations Correspondence Instruction (UNITAR POCI) E-Learning for African Peacekeepers (ELAP); • UNESCO; • Commonwealth of Learning (COL) and • Motataisi Foundation. For one example; on their turn COL has established links with the International Council for Adult Education (ICAE) which is linked to UNESCO inter alia for: • Promoting peace; • Advancement of women; and • Canadian math competitions for lower grades form part of the ICAE programs (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. COL is already supporting numerous representatives from Lesotho in attending professional development programs, forums and policy development initiatives. In supporting active participation from Lesotho in the Virtual University for Small states of the Commonwealth (VUSSC) initiatives they try to achieve education objectives in Lesotho as a regional partner in SADC and to develop ODEL. It is also condoned by Botswana (COL,2006). 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 all over 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). The Kingdom of Lesotho: Lesotho (Basutoland) use to be a protectorate of the British Government together with Botswana (Bechuanaland) and Swaziland. It became independent when Great Britain de-colonized 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 was challenged by political conflict on resources, electoral systems, behavior of the political elite, youth alienation, questioning the legitimacy of government and incompetent management of civil military relations (Tladi, 2009). After this conflict, the situation eased down to turn into a post-conflict sate of affairs. Reviewers of COL’s Forum for 2008 recommended to researchers in Governance, Conflict and Social Justice that they should keep post-conflict regions in mind, i.e. sustainability, as well as workable examples (De Beer & De Montfort, 2008). 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). Sustainable Civic Education is currently necessary to assure long lasting peace and prosperity because “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 the rule of Law Murithi, 2006:250). Insights into the nature of the Lesotho conflict: One of the problems 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 kingdom was isolated too such an extent by the former South African regime that it inherited a huge poverty back lock. According to a political scientist at NUL, Dr Oscar Mwangi, Lesotho became increasingly subjected to pressure because of sheltering and protecting the South African African National Congress (ANC) activists, who are now in the current South Africa government, and refugees as well as establishing ties with Communist countries. The ANC and communist countries were perceived as direct political threats to the Apartheid regime. 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: 31; Mbeki and Nkosi, 1992: 78-79; Mwangi, 2007: 8-9)” (E-mail correspondence og.mwangi@nul.ls). In further e-mail correspondence, Mwangi confirms Civic Education and some forms of conflict management: :” 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 (LCN, 2007: 6-13; Kapa, 2008: 129-134)” (Mwangi ,2009). The Partners in Conflict in Lesotho Project: Dr Mwangi explaines in a following up correspondence (2009) why the respective conflict resolutions eventually lost momentum. According to him, the Partners in Conflict in Lesotho Project, a sustained program 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 U.S. Government's Education for Democracy and Development Initiative (EDDI). Persistent political problems that have adversely affected Lesotho’s transition toward, and consolidation of, democratic governance were at the heart of the rationale for the initiation of this Project. These were, and to a significant extent still are, the following: persistence of inter-party conflicts, born of a focus more on adversarial relationship, and on personalities and power, and less on substantive policy debate; persistence of intra-party conflict leading to splits and factionalization 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 had to be redefined; and tensions between principal chiefs and political parties in parliament, as the relationship between the two still needed creative elaboration. In Lesotho the Project continued to be managed by the Project Director, the Head of Department of Political and Administrative Studies of NUL., supported by an interdisciplinary team of professionals representing the Departments of Education, Law and Sociology and Political and Administrative Studies of NUL. The Project Director linked the Project to the National University Administration, various NGO’s, multilateral and bilateral organizations, the Lesotho government, political actors such as political party leaders and chiefs. During its first two years of operation the Project 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. (Shale, et al, 2004: 1-2). The Project, however, collapsed due to a number of administrative reasons says Dr. Mwangi (2009). Gender issues: Pursuing the question about the emancipation of women, the traditional perception of the Basuto 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 comical event happened when the Meraka outdoor computer was installed in Lesotho when 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 Computer…2009). A most interesting historical example of the emancipation of women in the former Basutoland, is that of Mantsopa’s grave, a Basuto 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 at Modderpoort, Free State, South Africa. The inscription on her grave tells the story of the first Basuto woman who dared to air her political feelings against the former kings of Basutoland. 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 Basuto 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 Basuto 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 for historical education purposes. Another contemporary historical event occurred when a Basuto 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 out of 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 programs 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 substantial intervention in Lesotho on IT actually started with the Government’s ICT policy (2005;46) which clearly states that ICT’s provide means and ways both for women and children to empower them and furnish them with skills to become decision makers. 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) formerly of the University of South Africa (UNISA) and 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. Unfortunately, this project failed due to lack of sustainable financial support (Mostert, 2009). Momentum was still ongoing when the Nepad e-Learning project was 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. Three years later after the ICT policy was initiated in Lesotho substantial progress was 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 Basuto women and men under their coordinator, 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 globalize terms, the Digital Doorway project adheres to the United Nations Millennium Development Goals for 2020 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…,2009). The official launch at Motataisi on 2008-08-29 by Mr. A. Ming of the Commonwealth Secretariat was attended by 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 when comparing 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 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 was 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, 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 programs 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 Africanized Political Literacy) programs. That means to equip them with adequate skills and how to deal with political literacy issues on the long term. The content development should meet the needs of the Tsolo community that is compatible 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 for down loading purposes. 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 Computer…, 2009). This point may also be taken in future account for further collaboration with the Open Learning System Education Trust (OLSET) which broadcasts all over southern Africa. The way forward: The ideal will be to merge following up actions of forums, conferences and workshops on this very important and sensitive issue quoted associations and to link it with the “good Governance” aims of COL as “Civic Education online” to assist not only Lesotho, but the rest of SADC in particular private institutions and ordinary citizens to expand the scope of ODEL including OER self-learning text materials, radio, DVD’s SMS, internet and audio formats. COL priorities the participation of deprived women and children. Therefore the plan will be to “infiltrate” the social structures an to reach the decision makers in the non-government sector, as well as elected officials, with WIL and life long learning modes, re:  Decision making processes and structures:  Leadership skills; and  Roles and responsibilities. Gender mainstreaming have to be continuously part and parcel of:  Capacity development and facilitates participation;  Strengthening linkages to connect communities to larges networks;  Empowerment of girls and women in SADC communities at large (Cf. COL, 2006) ;and  SADC should uphold their Protocol of the Organ for Politics, Defense and Security of 1996, which states that “the Organ shall 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 Organizations of African Unity and the United Nations respectively” (SADC, 1996:10). 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 Services staff (De Beer, Fredericks and Bohloko, 2008). The Motataisi Foundation: The way forward with the Meraka Institute’s Digital Doorway and the Motataisi Foundation will be to involve the 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 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 relevant role players, such as OLSET. It will be an excellent opportunity to partner with the Motataisi Foundation and Wireless Africa.. Negotiations will be welcomed, for Civic Education with conflict and peacekeeping modules, said the executive director, Gordon Naidoo at the 2008 Pan Commonwealth Forum at the Open University of London (van@mail.ngo.za and www.olset.org.za). Except for OLSET, Intelsat 10 at 68.5E with Frequency 12,562 Ghz with horizontal polarization (symbol 26,657, FEC ½) is a Free Open Television Channel and African stations, e.g. View Africa with educational programs could be viewed anywhere in southern Africa. Their free education programs could also broadcast Civic Education programs with conflict resolution modules at any level. All what is needed is a decoder and a dish for horizontal polarization (cost: $ 100 US). Many open church broadcasts can be viewed at no cost day and night for seven days per week. Best practices quality Civic Education content: This OER teaching and learning material should be unbiased without political indoctrination and should inter alia promote 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  Stereotypes: Too often conflict in the community level is precipitated by inaccurate stereotypes, e.g. the hypothesis that the increased knowledge resulting from increased contact between rival parties will reduce prejudice levels. The hypothesis 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. If fear is the father of prejudice, ignorance is its grandfather’ (Stephan & Stephan, 2000:38 in Spies, 2009). REFERENCES Association of African Universities, 2005. 11th AAU-Conference. Cape Town. 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 2009-02-09). Amaefule, E. 2009. Chinese company to replace Nigeria’s failed satellite. CIPACO, 22 January 2009. http://www.cipaco.org/spip.php?article1968&lang=en. Baird,N. 2009. Podcasting in Higher Education. http://www.clicsa.com/ (Retrieved 2009-04-13). Bateleur911. www.bateleur911.co.za (Retrieved 2009-04-04). BLUEtub Design and Production ((http://www.bluetub.co.za/product.php?chapter=6 for more info) (Retrieved 2009-04-10). COL (Commonwealth of Learning). 2006. COL Activities in 2003-2006: Lesotho. www.col.org/SiteCollectionDocuments/Lesotho_03_06.pdf (Retrieved 2009-02-09). COLET, 2009.E-mail correspondence foundation.sandfcolet@telkomsa.net. De Beer, K.J. 1995. Distance (contact) teaching at the Technikon OFS branches. Selected Conference Papers of the 17th World Conference of the International Council for Distance Education. Birmingham, UK, 26-30 June 1995. De Beer, K.J. & De Montfort, P.J. 2008. Community Needs for Co-operative Peacekeeping Training with Open and Distance e-Learning (ODEL) Modes and Open Education Resources (OER) in Africa. Paper presented at the Pan-Commonwealth Forum, University of London, UK, 13-17 July 2008. De Beer, K.J. (2006) Fredericks, B. and Bohloko, G. (2006) The In-Service Training of Correctional Services Staff At The Satellite Campus and Regional Learning Centre, Kroonstad. INTERIM. Interdisciplinary Journal. Year 5. Number 2. (ISSN 1684-498X). Deutsch, M. 1991. Subjective feature of conflict resolution: Psychological, social and cultural influences. In: R. Vayrynen (Ed.). New Directions in Conflict Theory. London: Wales Press, pp. 26-56. Digital Doorway Computer Literacy trough unassisted Learning project of the Meraka Institute. Council for Science and Industrial Research (CSIR), 2009. Pretoria. South Africa. Dugan, M.A. 2004. Prejudice. In: G. Burgess & H. Burgess (Eds.). Beyond Intractability. Boulder, CO: University of Colorado, Conflict Research Consortium. http://www.beyondintractability.org/essay/prejudice/ (Retrieved 2009-02-16). EdTechNews,2009 in Connections. (14) (1). Commonwealth of Learning. Eighty20’s Fact-a-Day, 2009. Eighty20 Consumer Information Portal (Retrieved 2009-03-20). Global Trends in Higher Education Adult and Distance Learning, 2009. International Conference on Distance Education. South African Institute for Distance Education SAIDE News Letter. Johannesburg. Google. 2009. Political Map of Southern Africa. http://www.google.co.za/search?hl=en&q=Political+maps+southern+Africa&btnG=Google+Search&meta= (Retrieved 2009/01/13). Government of Lesotho. 2005. ICT Policy for Lesotho. www.lesotho.gov.ls/documents/Lesotho_ICT_Policy_Final.pdfMaseru. ICAE Today, 2009. (43)(4) April4 portal.unesco.org/education/en/ev.php-URL_ID=22872&URL_DO=DO (Retrieved 2009-04-6). INTELSAT 10, 2009.View Africa 68.5E. http://viewAfrica.com/ (Retrieved 2009-04-13). Koorbanally, 2009. E-mail correspondence nkoorbanally@csir.co.za. Meraka Institute. 2009. www.meraka.org.za/ and www.digitaldoorway.org.za (Retrieved 2009-04-04). Mostert, J. 2009. Economic Advisor to the Northern Cape Provincial Government. jacomostert@absamail.co.za. Munro, T. 2008, Discussion Sessions on Governance, Conflict and Social justice. Pan-Commonwealth Forum, University of London, 13-17 July 2008. http://www.pcf5.london.ac.uk/pdfs/Forum%20Programme%20at%209%20July%202008.pdf (Retrieved 2009/01/12). Munro,T.2009.E-mail correspondence tmunro@col.org. Murithi, T. 2006. Towards a symbiotic partnership: The UN Peace-building Commission and the Evolving African Union/NEPAD Post-conflict Reconstruction Framework. In: A. Adebajo & H. Scanlon (Eds.). Dialogue of the Deaf. Johannesburg: Jacana Media, pp. 243-260. Mwangi, O. 2009. E-mail correspondence og.mwangi@nul.ls. Naidoo, G.2009. E-mail correspondence van@mail.ngo.za and www.olset.org.za. Neighborhood Watch, www.doringkloof.co.za (Retrieved 2009-04-04). Ntsekhe-Nzima, P. 2009 The Motataisi Foundation. The Lesotho Digital Doorways. Evaluation report presented to: The Commonwealth secretariat and Meraka Institute. Neighborhood Watch,2009. www.doringkloof.co.za (Retrieved 2009-04-04). Ochieng, Z. 2007. NEPAD’s e-Learning Project Faces Major Obstacles. http://www.nationmedia.com/eastafrican/current/News/news04060714.htm (Retrieved 2009-02-11). OLSET,2009. www.olset.org.za (Retrieved 2009-04-02). Ordosgoita, M. 2009. E-Learning for African Peacekeepers. E-mail correspondence ordosgoita@peaceopstraining.org. Ross, C. 2009. E-mail correspondence chros@iafrica.com. SA Media,2009. University of the Free State Newspaper Clipping Service Cell phones and conflict management /Mantsopa se graf / Plaasmoorde http://www.samedia.uovs.ac.za Please refer to http://www.ufs.ac.za/disclaimer for full details. (Retrieved 2009-04-03). SADC (Southern African Development Community). 1996. SADC History and Background: Protocol on Politics, Defence, and Security Co-operation. http://www.sadcreview.com/sadc/sadc_profile.html (Retrieved on 2007/11/18). Schmid, H. 1968. Peace research and politics. Journal of Peace Research, 5(3): 217-232. Spies, C. 2009. Radio Broadcast on Conflict Resolution. South African Broadcasting Corporation. spiesc@gmail.com January 5. Tladi, T. 2009. A Critical Analysis of Conflict Transformation in Lesotho: An Application of Paul Lederach’s Pyramid Model. Unpublished MA Dissertation, University of the Free State, Bloemfontein. UNESCO. http://oerwiki.iiep-unesco.org (Retrieved 2009-02-9). UNITAR POCI. 2009. www.peaceopstraining.org (Retrieved 2009/01/14). Van der Berg, H. 2009. E-mail correspondence VDBergH.BIB@ufs.ac.za. Vodacom, 2009. http://www.vodacom.co.ls/ls/packages/coverage.jsp (Retrieved 2009-04-10). >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> APPENDIX A: The Vision of Motataisi Roll-out in Lesotho