Project Title:
A Distance Learning Application of the Solomon Islands People First Network (PFnet)

SASAMUNGA DISTANCE LEARNING RESEARCH PROJECT

FINAL TECHNICAL REPORT
31 September 2002

Partner Organization to Rural Development Division
Ministry of Provincial Government and Rural Development (MPG&RD)
L5, Anthony Saru Building
P.O.BOX G35, Honiara, Solomon Islands
Tel; (677) 26358; Fax (677) 26458
Email: sidapp@pipolfastaem.gov.sb, Web Site: http://www.peoplefirst.net.sb

I           Title Table

Name of Project:	A Distance Learning Application of the Solomon Islands People First Network (PFnet)
Project Number:	S006
Name of Organisation submitting the proposal:	Rural Development Volunteers Association (RDVA)
Country/Region where the Project will take place:	Solomon Islands / Sasamungga, Choiseul Province
Contact Person/Designation:	Alan Agassi, Chairman of the executive, RDVA David Leeming, Programme Manager and Technical Consultant to PFnet
Street Address:	Ministry of Provincial Government and Rural Development Anthony Saru Building, 5th Floor P.O.Box 919 Solomon Islands
Mailing Address: (if different from street)	Same as above
Telephone:	+677 26562
Fax:
E-Mail:	Alan Agassi: rdva@pipolfastaem.gov.sb David Leeming: leemingdg@commerce.gov.sb
URL:	http://www.peoplefirst.net.sb
Reporting Period:	04 June 2002 to 31st September 2002

II          Table of Content

Number	Subject Headings	Pages
	Title Table	3 - 3
01	Synthesis	4 - 4
02	Research Problem	5 - 6
03	Introduction	6 - 6
04	Research findings	6 - 23
05	Fulfillment of Objectives	23 - 25
06	Project design and Implementation	25 - 26
07	Project output and Dissemination	26 - 26
08	Capacity Building	27 - 27
09	Project Management	27 - 27
10	Impact	28 - 29
11	Overall Assessment	30 - 31
12	Recommendations	31 - 31
13	Annexes     Annex 1    - Programme Management Unit Annex 2    - Reports and Photographs Annex 3     - Schedule for evaluation	32 - 34 35 - 35 36 - 38 39 - 40

1.0    Synthesis

This project aims to utilize an existing rural Internet connection through the rural-development and peace ICT initiative PFnet, to pilot a distance learning facility in one of Solomon Islands' rural Community High Schools in partnership with the University of South Pacific (USP) Centre of Honiara.

The People First Network, or PFnet, was conceived and initiated by the UNDP/UNOPS project Solomon Islands Development Administration and Participatory Planning Programme (SIDAPP) in the Ministry of Provincial Government and Rural Development. It has already established a web site development portal, a successful Internet Café, conducted research and field testing of a robust, proven and sustainable technology that permits remote locations on islands across thousands of square kilometers to have access to Internet emails using a simple computer, short-wave radio, and solar power.

Consequently, in October 2001, the PFnet Internet gateway base station was established and the countrys first rural community email facility was opened at Sasamungga, Choiseul. This first station is well suited to develop pilot applications of the ICTs in various sectors, including education. It is later intended to expand this network to over 25 PFnet-managed and many more self-funding stations and therefore the pre-existence of good models will be invaluable.

This project will entail the design and application of a distance-learning programme especially designed to integrate with the PFnet facilities. It will create a computing centre at the community school close to the email station utilising existing solar power. Local capacity will be built to sustain the facility working in cooperation with the PFnet programme. The project will also study the impacts of the email station on the wider community, focusing on vulnerable groups particularly women and young people. In doing so, this project will provide invaluable baseline data for further expansion of PFnet to all rural areas of the country, and provide an excellent example of an application serving the needs of one information stakeholder group (i.e. education users and providers).

2.0    Research Problem

One of the gravest obstacles to development in the Solomon Islands now is the difficulty in communicating between trusted family members and professional peers. It is precisely in deprived and remote areas that basic telecommunication has the most value and impact. For such locations, telecom­munic­ation is the only and vital link with the outside world, either to ensure health security, access to education, or essential contacts with family and professional peers. It is also a major block to investors, tourism and enterprise growth.

However, such telecommunications are very scarce outside of Honiara. The teledensity of 0.3 per 100 rural inhabitants is the lowest in the region and even those lines are concentrated only in a few provincial centres.

Since 1998, the social unrest has badly affected the country. The ethnic tension between Guadalcanal and Malaita, which has left approximately 100 people dead, decimated the economy and displaced thousands, has also badly eroded national solidarity. Three out of nine provinces have expressed their wish to break away as separate countries. Lack of trusted information, misinformation and the absence of reliable communication links have only served to heighten the misunderstanding and tension between communities.

To address this problem at the very grassroots level, the People First Network is an email service that facilitates communication and information flows to and from the remote provinces of the Solomon Islands. It was launched in February 2001 with the opening of an Internet Café in Honiara, which has been a resounding success and is already functioning in a self-sustainable way. This was followed in October 2001 with the establishment of the countrys first community-run rural email facility [Annex 1] at the remote village of Sasamungga in Choiseul Province and which will also serve as a model for future expansion.

PFnet uses an email system based on a robust, proven and sustainable technology that permits remote locations on islands across thousands of square kilometers to have access to Internet emails using a simple computer, short-wave radio, and solar power. It aims to:

-           Facilitate point-to-point communications to/from the remote provinces of the Solomon Islands;

-           Facilitate rural development and peace-related information flows among all social groups;

-           Facilitate the exchange of information between communities and development partners, NGOs, government offices, the media, businesses and other stakeholders.

PFnet is established as a not-for-profit organisation through the Ministry of Provincial Government and Rural Devel­opment. It had received funding and technical support from the Solomon Islands Devel­op­ment Administration and Participatory Plan­ning Programme (SIDAPP), a project of the United Nations Development Programme (UNDP) and the United Nations Office for Project Services (UNOPS). It had also received start-up funding capital from the governments of Britain, Japan and the Republic of China through their missions in Solomon Islands.

One of SIDAPP's final recommendations made to UNDP and Solomon Islands Government during the closing tripartite review meeting held in Honiara on 19^th November 2001 was for the National Government to give the [PFnet] top priority during the two-year reconstruction period as means to achieve national unity by facilitating the flow of development information and services to most of the countrys villages. In the recommendations, PFnet has been included as a vital component of the proposed National Integrated Rural and Provincial Development Programme (NIRPDP) that would ensure equitable development amongst the countries provinces and regions.

Both Government and UNDP have approved the NIRPDP, and the project is expected to commence in January 2003.

3.0    Introduction

This report outline the activities carried in the distance learning trial in Sasamunga, it presents how the research was carried out, who involve and the presentation of findings with recommendation for improvement.

In this instant the RDVA is thankful to the AMIC for the funding assistance provided towards the implementation of the research project.  Without the assistance, findings presented in this report would not have been possible.

4.0    Research Findings

Distance Learning Trials

The evaluation of the Distance Learning Trials at Sasamunga was done through a series of focus interviews with staff, students, Researchers and USP tutors. This was used as a means to evaluate the experiences of how it went, and to identify problems and issues that have arisen during the distance learning trials.

An internal evaluation summit was held after the trials to analyse and evaluate data and brainstorm on lessons learned from the project. The information and findings will help education institutions such as the University of the South Pacific and Solomon Islands College of Higher Education in improving delivery of distance education modules for our rural communities. Those who involved are the two researchers, PFnet, and USP.

Following this, another workshop was organized where the findings were tabled for further discussion by a larger group of key stakeholders from selected education institutions and authorities, USP, donor organizations, government ministries. The European Union STABEX Praogramme for Education organized the workshop. In this way there were collective and in-depth inputs for future distance learning applications. As a result of this a working group was set up to facilitate and work on a standardized approach to delivering distance education with reference to the use of ICTs.

The Report on the workshop is attached in the annex.

The overall result is that participation of all the stakeholders has been achieved and ensuring that ongoing monitoring of the project is carried out and maintained.

 

A Summary Of How The Process Was Done

• The supervisors provide computer and email training for all the students. This enabled them to use the technology for the distance learning trials.

• Assignments sent electronically through the course Facilitator, then the local tutor marks those of two LLP13 students, the rest (LL114) are emailed to Suva. Marked assignments are returned in hard copy by mail

• Students contact the tutor weekly by email to ensure continuity of student-tutor relationship. The supervisors to find out the turn around time record all the interactions. This data is used to find out how effective and efficient this modular is in the delivery of distance education.

• Tutorials & Honiara based tutor prepare weekly tutorial guidelines and email them to students as a way of keeping the students on track with the time schedule for Assignments, tests and exams.

• Supervisors provide assistance for students queries and or doubts concerning usage of computers, course materials and assignments.

• Reference materials and informations needed by students  Honiara based students can access these in the library or search the Internet themselves. Distance students from Sasamunga refer their requests to USP which are passed on to PFnet for searching

Distance Learning Module Via Pfnet/Usp

University of the South Pacific

A. Evaluation of the Distance Learning Providers Experience of the Trials

USP was the provider and facilitator of the courses for the Distance Learning trials using PFnet at Sasamunga. The courses offered were: LLP13  Pre -tertiary English and LL114 English for all academic purposes. Out of the 19 students10 were selected to participate in the distance learning trials. Two LLP13 students and eight LL114 students.

A (i) Course Facilitator

Tasks

The task of the facilitator is to dispatch reference and course materials both in printed form and in response to students queries and Assignments. The facilitator receives assignments from students via email for recording purposes before passing it on to respective tutors/markers. The LLP13 assignments are printed at the Centre and submitted locally for marking while the LL114 assignments are recorded and emailed to Suva for marking. After marking the assignments were returned to the Centre for recording and sent back to the students.

Responses from Suva especially for LL114 students are sent via the Centre and then on to Sasamunga.

Progress

Generally, assignments were always submitted before the due date without delays. This implicates the effectiveness of using PFnet for distance learning.

Queries requiring information from the Internet were usually referred to PFnet to be searched. With email, assignments took less than an hour to reach Suva for marking. The turn-around time has been reduced compared to those assignments sent through post or mailbag.

Problems

Scanned assignments needed a lot of editing because the markers comments and corrections on the hardcopy caused distortion of sentences.

As a result of the HF Data Modem USP was limited to sending mainly text-based messages because scanned pages produced too large files to transmit. The

System for responding to students request for information needs improved coordination and definition

Recommendation 1

·        Marking should be done electronically both       locally and in Suva to avoid the problem with scanning.

• Some courses other than English should be offered.
• An Information Referral/Retrieval Assistant        should be trained specifically for the distance Learning programme. This is to avoid any delay on informations requested by students for assignments.

A (ii) Tutor

Tasks

The tutors tasks includes preparing a weekly tutorial guideline for students related to the course and give general comments on course content and expectations. The tutor is also responsible for marking of assignments and give feedback as well as reminding students of assignment due dates and tests.

Progress

The Sasamunga students doing LLP13 course are benefiting from this mode of distance learning. They have not had difficulties in terms of answering assignment questions accurately. They receive a weekly tutorial guideline to help them in this course. Questions were answered accordingly and accurately.

Success Rate of Students

The students doing this course are very successful. Both students got really high marks for Assignments one and two. Out of the two students on the distance-learning mode, the marks were 90% and 98%. This indicates that given this mode of delivering Distance learning, students in remote areas can do better in terms of education.

Face-to-face vs. PFnet  

In comparison to students at the center who attend weekly tutorials face-to-face there is lesser degree of self-reliance by the students using PFnet on the tutor.

Some students who attend tutorials at the centre did not do well in both assignments. Eighteen percent (18%) of  face-to-face students got more than 85% in Assignments one and two compared to 100% of the email students.

Problems encountered with Distance Learning students

The L114 Students were unaware of change of tutors in Honiara and this caused confusion. They keep on referring their queries to the LLP13 tutor who is not prepared to attend to their queries.

Another problem experienced is sending tutorials as attachments. 

LLP13 students do not email and confirm whether or not weekly tutorials are received. Furthermore,

not being able to help students with Internet research due to lack of a Private computer and time limitation affect this mode of learning.

 

Successes

Weekly tutorials sent via email allow students to be on track with course requirements.

 Student-Tutor relationship through email is good as it provides an avenue for queries and problems to be communicated and clarified, unlike in the past where students are left on their on without assistance.

Recommendation 2

• Assign resource persons for Information Referral and Retrieval and use a standard request form so that students requests for information are not delayed.

• Agree to a protocol for sending/acknowledging email
  
  
• Orientation for students and supervisors on the use of the email query system.

• PFnet to train USP staff in specific areas relating to Distance Learning education.

A (iii) Students, Staff and Supervisors

Tasks as a Supervisor

The tasks of the supervisors are to oversee the whole research activities on the field which include, providing computer training for the Distance Learning Students as well as monitor their use of the computers.

The supervisors also assist students with USP course materials. They provide support if students have any difficulties relating to their courses or advice them to contact their tutors. They record all student- tutor interactions as this enables the supervisors to collect data relating to distance learning trials. They are responsible for conducting the three sets of Research interviews and record other relevant data, which are used to assess the impact of the email communication system in a rural community. At the same time they liaise any problems or issues arising from the research with PFnet, USP and RDVA and report the progress of the research activities to the Joint Management Team (JMT) through weekly reports

Problems Experienced in the Supervision of Students

Since all the students live in the village other commitments besides study like gardening and family commitments seldom affect computer training. Coupled with this the timetable for computer use is often overlooked. This cause inconvenience to other students because other students occupy their allocated time. However, this was easily resolved through better organization.During the first month of project implementation all the students were quite slow to use the technology. This is expected solely on the rational that all the students have never used computers up to the stage.

Problems experienced by students in using ICTs

Minor technical faults with Laptops is not easily identified and solved by students due to fear that they might spoil or damage the computers. However, this problem was resolved through training on how to correct minor technical problems with the laptops at the later stages of the project.

Eighty percent of students contact their tutor for supplementary information on assignments to be searched on the Internet and or library. These searches are not always successful. Thus, students seldom question the reliability of such an arrangement.

Prolonged bad weather during the first month of the project caused power shortage because it is solar power operated.

Lack of training on other relevant programmes like excel and software like the one for maths affect students who wish to use these modes for assignments.

Positive Aspects of Distance Education using PFnet

It is fast, easy and affordable to send and receive assignments, and query tutor on course related matters.

It vastly improved communication by rural based students with education providers. Prior to this mode it was not possible to contact tutors and receive feedbacks. The students only have access to their course materials and are left on their own to complete their courses without further assistance. With the use of PFnet this problem is solved, now students can communicate their problems with tutors. It is almost like discussing queries and issues with the tutor face-to-face.

Provide students with the opportunity to acquire Information and Communication Technology (ITC) skills especially with the use of computers and email. It also enables students to be aware and exploit new possibilities arising from ICTs.

Worst aspects of Distance Education using PFnet

One of the obvious aspects is not getting feedback to queries from tutor or PFnet relating to information search on the Internet and library for assignments. This creates a lot of inconvenience for students who wait for these informations to complete assignments. However, it is important to note that no particular person is assigned to carry out this task. Coupled with these students do not have direct access to Internet.

Non-availability of a resource center like a small library does affect students access to additional information and material. Since there are no resource centers in such settings students often struggle to find relevant materials to complete their assignments.

Overall Experience of Distance Education using PFnet

All the students described it as a great experience. After 3 months of the research trial all the students are now confident in the use of computers and email. This will greatly help and motivate them in studying by distance in the future. It was also exciting as it help broaden their knowledge and skills in the use of ICTs for educational purposes.

Possibility of studying by Distance using PFnet in the future

All the students implied that they are willing to do distance learning in the future because the existing email and distance learning facilities will make it possible. It will enable them to retain and maintain their computing and emailing skills. Besides these it is an affordable modular for education suited to students residing in the rural areas.

Recommendation 3

· Direct Internet access should be made available to aid them in their search for supplementary informations related to assignments
· A separate email facility for distance learning should be set up so that it will not affect the one used by the community and other entities.

· USP Resource Center should be established and manned by a full time supervisor to assist distance-learning students with their courses.

· The establishment of the distance learning facility has sparked widespread interest in the community. Currently, with two laptop computers it is not sufficient should the number of students increase, therefore additional computers are needed.

· The University of the South Pacific needs to assign a full time staff to respond to students' queries for additional information to be searched on the Internet and the library. This is to avoid the problem of students having to wait longer for response.

· Make available other computer softwares such as the one for maths as well as training on how to use them.

· Students also need to be trained on the use of other programmes like Microsoft excel. This will help students where tables, graphs and charts are required in an assignment.

Issues brought up by other Participants

The issue of whether or not the facilities installed will serve its purpose of facilitating Distance Education using PFnet is highlighted. The fear is that the facility may be predominantly used for other purposes outside of facilitating Education. However, this issue is resolved by the fact that all stakeholders have signed an agreement making sure that the facility is used what it was meant for.

Another issue raised by participants is the computer training of new Distance learning students. Who will be responsible for training these students and provide technical assistance if this it is to be maintained and continued.  

Setting up a Sub-Center in a remote location like Sasamunga will greatly help a lot of remote students to successfully do courses. This will indirectly motivate students to undertake studies to improve themselves.Fees are an issue raised. In light of the current financial problems facing the country this is one of the main obstacles to doing distance Education. Therefore will there be scholarships provided or will they be subsidized.The use of Email Facility by Distance Learning students is another issue to tackle. Should the use of the email be maintained, will it be free or subsidized.

Baseline Research And Research Into Impacts Of Email

Research Interview Results

The purpose of the research interviews is to collect baseline data on the impacts of ICTs on a representative rural community and their readiness to embrace ICTs for educational purposes.

Basic Demographics

The sample size was 120 people covering all groups. The sample was randomly selected from the five main villages that make up Sasamunga Community. The sample was deemed to be representative of gender, age, and education level

By Gender and Age Group

Table 1. Gender and Age groups

	Female	Male	Total
All Ages	64	56	120
< 20	16	11	27
20-29	22	22	44
30-39	10	9	19
40-49	11	13	24
50+	5	1	6

Source: Distance learning research June August 2002

There is an even distribution of ages across the sample. The sample includes people of all age groups and gender wise the sample is fairly even. This indicates that the population is evenly represented. This was by design.

By Education and Gender

Table 2. Education and Gender

	Female	Male	Total
Primary	25	22	47
Jr. Secondary	16	16	32
Sr. Secondary	13	7	20
College	9	9	18
University	1	2	3

Source: Distance learning research June August 2002

The sample is spread across all education levels from Primary to tertiary. Gender wise the education of male and female is surprisingly similar.

Exposure To Distance Education

Access to distance education

From the sample, 11% had studied by Distance Education prior to the implementation of the research project, of which 31% were women. This indicates that women still have access to distance education in the rural areas despite their traditional roles. Obviously, the most popular provider for distance learning is USP.

Subjects Studied:

For those who have studied by distance education, the subject studied were education, English, Geography, maths with one person doing Computing. These subjects are particularly chosen because the materials provided are sufficient to ensure successful completion. Person studying computing has no record of what facilities were used.

Respondents who wanted to study further

68% want to study further

Sixty eight percent of respondents want to study further. This clearly indicates that people in this rural community are showing great interest to doing further studies to improve themselves. Distance Learning was seen as a bridge to attaining higher education and eventually to jobs.

Many have realized the importance of English in getting employment. Perhaps that explains why English appear a popular choice for many respondents.

Many school-dropouts want to get back into formal education. The countrys education system produced a lot of school leavers and pushouts. Lack of continuing education provision for this group culminated in many not getting further formal education.  Therefore, many see distance learning as an opportunity to further their education and qualification.

Interestingly two chiefs want to better their education to help them in their leadership roles. Village leaders have come to realize the importance of good leadership in their communities and education is seen as the vehicle for attaining such qualities.

Respondents who do not want to study further

27% dont want to study further:

Twenty seven percent of the sample does not want to study further. These are mostly women (66%). The reasons are that womens traditional roles seen as a barrier and fees were seen as a barrier especially for family people. Such people do yet perceive the new opportunities that may arise from the ICTs. Many see old age as a means to an end doing any further studies.

Subjects people want to study by Distance Education

In order of popularity

The main subjects that people want to study in order of popularity are English and education. The range of subjects selected reflects the nature of peoples needs to attain further education to improve and or maintain themselves. English is particularly popular due to its emphasis on providing a foundation for attaining jobs.

Exposure To Information Technology

People with computing experience

With regards to respondents with computing experience more than 10% had used computers. Most of these had only primary or junior secondary education. It shows that access to Information Technology (IT) is not the privilege of an elite and at the same time it shows that many people are ready for IT in the rural areas.

Type of computing experience

Source: Distance learning research June August 2002

Word-processing seems to be the common programme used by 50% of those with computing experience. Others (28%) mainly use computers for games and the remainder used other programmes. This indicates that people are already aware of the potentials provided by IT.

Level of computing experience

Two people were experienced in office computing. One is the email station operator and the other is out of practice. Most of the rest have some experience of typing or word processing while some just use it for games

Reasons why others have no IT training

88% have no IT training

The obvious reason why 88% have no IT training is predominantly due to lack of access to computers. People who live in rural areas have no access to the technology thus do not know how to use it. At the same time many assume it as only appropriate for urban centres. This implies that the technology is yet to penetrate many rural settings in the Solomon Islands. Couple with this non-availability of training is another factor. Interestingly only 3 out of 120 indicated fear of the technology

What will help them to use Computers

To help them use computers, 51% of respondents need basic training and 18% indicated that access to a computing facility would enable them to use computers. Two people have identified including computing in the school syllabus. This will provide an avenue for more people to have access and to use the technology.  It is assumed that will help heighten awareness in the use of ICTs and lessen the digital divide. Several suggested having a computing facility at the school

Computer skills people want training in

Predominantly, more than 50% of responses want training on word processing and 21% want training on how to us email. The data indicates that there are ranges of skills that people want training in.

Awareness of Email in the Community

Source: Distance learning research June August 2002

Forty six percent of responses described email as a way of sending and receiving messages. Two people mentioned that it was used for communication with rural areas/out in the provinces. Some described it as similar to fax but much faster and cheaper. Responses dont know sometimes means that the person cannot express the answer. Overall it shows a high a high level of awareness of email and its uses.

When and where people become aware of email

Source: Distance learning research June August 2002

Many people become aware of email at the community when the PFnet email station was established in 2001. However, 68% made no response of when they become aware of email.

The Pfnet Email Station

How many are using PFnet

Table 3. Number of people using the PFnet email station

	Total
Several members of family	32 (27%)
The Interviewees only	14 (12%)
Other family members	30 (25%)
No-one in family	44 (37%)

Source: Distance learning research June August 2002

Sixty four percent of respondents had someone in the family who used the PFnet email station. Thirty eight percent of this random sample uses the email station themselves. This demonstrates that the community to effectively and cheaply communicate has utilized the PFnet email station

Profile of email station users

Table 4. Number of email station users by education level and gender

Education Level	Female	Male	Total
Primary	5	8	13 (47)
Jr. Secondary	4	7	11 (32)
Sr. Secondary	2	2	4 (20)
College	9	6	15 (18)
University	1	2	3 (3)

Source: Distance learning research June August 2002

Usage by gender is fairly balanced. Usage by education level is fairly even, people of all educational levels use the station, but proportionally to the sample, fewer people with primary and secondary use it (see the sample size in brackets). Nearly all the tertiary educated people use it

Profile of email station users

Table 5. Number of email station users by age group and gender

Age Group	Female	Male	Total
< 20	2	2	4 (27)
20-29	9	5	14 (44)
30-39	3	7	10 (19)
40-49	5	10	15 (24)
50+	2	1	3 (6)

Source: Distance learning research June August 2002

In terms of how often people use the email station, again there is a fairly even spread across the age groups. Looking at the sample size in brackets, it is clear that older people have relatively more confidence in using the email because they have more reason to use it. Proportionately, older women use it less than older men, but women often ask their husbands to do their communicating.

Reasons people do not use PFnet email

Source: Distance learning research June August 2002

The main reason people do not use PFnet email is that they perceive no need to do so, or only have people to contact in areas without access. Only 9% of the 74 respondents who did not use the email station did not know how to do so. This demonstrates that the email technology and the community management of it are accessible to most people. The monitoring data from all the networked email stations shows that most users (about 70-80%) are male. However, the interviews reveal that in fact many women ask their husbands or other family members to send their messages for them.

Main reasons people send email messages

Source: Distance learning research June August 2002

One of the main needs why people send email messages is for family correspondence. This is mainly contacting family in Honiara, Gizo and other places of access including PFnet stations. They also Contact family especially students overseas (some rural people have managed to communicate with long lost relatives within hours of email station opening, after years of no contact).

Secondly, another reason for use is education. This is mainly for arranging school fees for themselves and family members. Teachers use it to contact the Ministry of education and other professional institutions. The Distance learning students use it to communicate with tutors and sending assignments. 

Thirdly, they use it for business purposes ordering cargoes from suppliers as most village storeowners make orders by email. Furthermore, they use it for health reasons such as ordering medical supplies and contacting Ministry of Education

How people say PFnet benefits them

Source: Distance learning research June August 2002

The main benefit is that it allows affordable and efficient communication. Many people saw the indirect benefits that it helps them as it helps the essential services such as health, helping the hospital make orders for drugs and other supplies. People saw the PFnet as more than communications as some pointed out that it provides information and news, as well as communications.

Benefits to the whole community

Source: Distance learning research June August 2002

The email station has benefited the whole community in a range of ways. It enables community to be better informed, through access to trusted, current news and information. It supports the local economy by reducing costs and the need to travel to town. It supports health services by making it easier to order supplies, drugs and make emergency calls, therefore it improves health security. It empowers the community by giving them a way to better provide input into public debates and to influence decision makers. The above a rephrased summaries of a 100 or more responses, but all these benefits were identified by the interviewees themselves.

What people know about PFnet

Source: Distance learning research June August 2002

A staggering 78% said they did not know anything about PFnet. This could be due to the open-ended nature of the interview question. Most people do seem to be aware of the nature of PFnet and total ignorance is not consistence with the responses to other questions. Most of the other responses are intelligent, well phrased, with the key elements of development and priority to rural and grassroots communities as well as provision of communications.

Information and communications needs not yet met by PFnet

Over 90% of respondents have no information and communication needs. This indicates that the current services provided by PFnet are sufficient in meeting the current demand. Several respondents (5%) mentioned the need to communicate with people in other rural places. This indicates demand for more rural stations

General Comments by Respondents