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

The interviews have shown a high demand for Information Technology (IT) training. Both the Distance Learning trials and the experience of PFnet in setting up community-run email stations have demonstrated the readiness and capacity of people of all educational standards to successfully adopt these new skills and technologies.

5.0 Fulfillment Of Objectives

Summary of project objective framework

Objective	Activity
Provide baseline research for the PFnet programme and a model for its further expansion	Study impact of the Sasamungga PFnet station on the general population, focusing on vulnerable groups
Provide improved educational opportunities for rural people by exploiting new possibilities arising from ICTs.	Design and field-test a distance-learning centre using appropriate technology integrated into PFnet and the local education system Develop procedures, activities, define capabilities, problem areas, etc. Monitor and evaluate.
Build rural and national capacity in the use of ICTs	Train teachers and students to use the centre and the email facility. Raise awareness of the ICTs through workshops and other activities centred on the community school and by attracting participation from teachers and students. Raise awareness and experience of the potential uses of PFnet and other ICTs in the national education providers community.
Build research capacity of the rural development community.	By participation.

Source: Distance learning research Application to AMIC 2002

Objective fulfillment

In considering the fulfillment of objectives, reference should be made to the Objectives Framework/Schedule for Evaluation presented in the project proposal and reproduced in annex 3.

The delivery of distance education through the existing rural PFnet email system is deemed a practical tool that can be used to provide improved and increased educational opportunities for rural people. This was proved to be a practical way of delivering distance education. Apart from providing educational opportunities, distance-learning facilities can also provide an avenue for enhancing community based economic activities, better coordination of activities for church organizations and improve delivery of medical services.

The Sasamunga distance learning trial has proved that using this mode for delivering distance education through out the Solomon Islands remote areas is possible and practical. There is a lot of potential because of its reliability and affordability.

In order to exploit the existing Sasamunga community email, the distance-learning centre was located at the Community High School, which has an existing solar power supply. While the ICT facilities installed are serving their purpose of facilitating Distance Learning, they are also used to provide basic support services to the School, Church organizations and Youth groups. The Distance Learning trials contributed in bridging the gap on educational opportunities available between urban centres and rural communities. Furthermore, they have contributed positively towards bridging the digital divide that existed in rural areas throughout the country.

Invaluable baseline data was collected, processed and analyzed. As part of the trials a series of interviews were conducted, a detail record of interactions between students and tutor were kept and focus group discussions were used to gather baseline data. These base line data were used as a basis for the future expansion of PFnet to other provinces and to build knowledge amongst the stakeholders in the education sector.

PFnet has certainly had an impact on the rural community, firstly, with the installation of the email facility in October 2001, and lately, the distance learning computer centre in June this year (2002). The majority of people in the sample interviewed become aware of email at the community when PFnet email station was first established. Sixty eight percent of respondents indicated that they want to study further through PFnet distance learning mode (refer to research results).

There is an existing gap between urban centres and rural communities in the use of ICTs, now that the email and the distance learning facilities are in place; this project has contributed positively in bridging that gap. Students enrolled for distance learning courses and participants who involve directly in the distance learning trial are now able to use computers and emails with confidence. Apparently, human resource development is happening right in the rural area as a result of the establishment of PFnet in the community. This is a classic example of capacity building for rural people and thus contributes to overall national capacity building.

The application of distance learning trials at Sasamunga proved to be a success. It facilitated a fast and easy way of sending and receiving assignments, queries and information. It provides students with an opportunity to acquire new skills in the use of new technology especially with computers and email. In other words, students are able to use the latest technology in a rural setting which was unthinkable before. It also enables students to contact and query their tutors on matters related to their courses, which was not possible before. It is almost like face-to-face interaction with the tutor from Honiara centre and main campus in Fiji. The initiative by PFnet is an appropriate way of delivering distance education through out the remote Provinces of Solomon Islands.

The results of the trials were presented to all stakeholders in the education sector at a workshop on 24^th September 2002. The participants judged the PFnet-USP trials a success and made recommendations as to how the knowledge that was transferred could be used in the Ministry of Educations EU-funded (STABEX) programme of emergency and strategic strengthening. Proposals were made by PFnet at the workshop for funding from the STABEX programme to build on the lessons learned during the trials by embarking on a programme of building rural learning centres, capacity to use them and strengthening and integrating the use if ICTs within the education system.

The report from the workshop is reproduced in annex 1. To summarise here, the results of the workshop are:

1.                  The distance trial at Sasamungga was judged successful and could be replicated on a national scale provided that sufficient financial and material resources were made available. Given current budget constraints such resources could only come from the donor community.

2.                  The Workshop recommended that the Ministry of Education establish a National Co-ordinating Committee for Distance Education. This would encompass all stakeholders and co-ordinate the development of a national programme for distance education incorporating the needs of school leavers and push outs, post secondary students, in service training on a multi sectoral basis and collaboration with overseas institutions.

6.0    Project design and implementation

AMIC assistance has enabled RDVA to undertake this project implementation and the mobilization of RDVA team to conduct the interim report.  It has also enable to association to install the computers, build the computer room and other related activities in the successful implementation of this project. 

With the help of the National Parliament representative of Sasamunga area through his provision of short term scholarship arrangement to distance learning students, the project was able to identify 10 distance learning student to pilot the implementation of this distance learning research project.  The number of distance learning student selected for this project was based on the limited number of computer available and the two hours per person per day allocation can only accommodate 10 student starting at 8.00am until 6.00pm. 

Another reason for this limitation may be is due to the nature of the course undertaken by student, for example, the student who are taking mathematics may not be able to type their assignment in a computer.

Specifically the two researchers have performed the following duties during this first part of this research programme in Sasamunga village;

• Provide IT training for USP distance learning students
• Provide technical support to students using laptop computers
• Facilitate the use of email by students to complete their courses
• Log the use of the email by students and innovate to maximize benefits
• Conduct interviews (3 series 1. baseline 2. customer exit 3. wrap-up)
• Assess the performance of the email system in distance learning
• Report and make recommendations to USP and RDVA

7.0    Project Output and Dissemination

All interview materials completed by two researchers are sent via rural email station to Honiara base and inputted into a data base displayed in the people first website, and can be viewed by clicking on this, http://www.peoplefirst.net.sb/General/Distance_Learning.htm Weekly progress report of the two researchers detailing the weekly activities carried out can also be seen in the website by clicking the above.  Student weekly contact to tutors was also encouraged, this was made possible through the rural email station, student type their enquiries in the distance learning computer room, save them in floppy disk and get them to the rural email for them to be sent to their tutor who is in Honiara.  Likewise the student assignments were disseminated through the same procedure.

Any message in reply to student enquiries was saved to a floppy disk by the rural email operator and passed to respective student, who will use the computer room to open their message in the disk.

Project out put can be summarized as follows;

· Completion of the computer room
· Training of 19 distance learning student, staff and individuals
· Weekly contact of student to tutors
· Completion of course assignments and submission through the use of rural email station to appropriate tutors
· Receipt of feedbacks from tutors on student enquiries
· Conduct of 120 baseline data interviews with Sasamunga community by the two researchers and digitally sent via rural email to Honiara base
· Conduct of 20 exit interviews with rural email users
· Completion of weekly reports and digitally sent to Honiara base
· Continues awareness to Sasamunga community on the distance learning opportunity and the rural email station and its use.
· Capacity building on the use of computer amongst distance learning student and the two researchers in terms of building individual capacity as community development workers

8.0    Capacity Building

In terms of capacity building as a direct out of this distance learning project, it has been admitted by the two researchers that they themselves has become very confident while performing their role as researchers in this project. It was confirmed that their involvement in this project have given them opportunity to talk, discuss and learn from rural people what they may have not been able to obtain, other then part of this project.

Distance learning student who have gone through this project have all speak highly of the benefit they have obtain from the project. All of the student undertook computer training has not had any experience or touched a computer before until the implementation of the project. That in it-self is a great achievement in building capacity amongst these distance learning student, a new knowledge that will be with the student for a long time.

Sasamunga Community High School Teachers who were part of this training will now become better equip teachers to train student basic computing skills as an extra curricular to their student.

In total the project have directly build capacity to 19 distance learning student, staff and individuals and 2 project researchers who in turn will spread the benefit to others associated with the project

9.0    Project Management

The Project Coordinator was Alan Agassi, Chairman, Rural Development Volunteers Association. He oversees the overall implementation of the project. Research Coordinator was Dr. Glynn Galo, Director, USP Centre, Honiara who provided technical and management support to the Researchers. PFnet Coordinator was David Leeming, Technical Advisor to PFnet. He provided technical support, training and facilitate the use of the ICTs and provided input into the research and evaluative components.

Two RDVs conducted the research. The RDVs supported the distance learning students, conducted research and evaluation and write up of the final report with the other coordinators. The Sasamungga Community High School (and Primary School) is the host center of this Distance Learning project activity and the Principal and Teachers participated in the project. At the end of the research activity, an interim agreement has been reached between RDVA, School Committee and the school principal on the sustainable management of the facility (copy of the interim agreement is in appendix 4)

10.0 Impact

Impacts on the Education Sector

By demonstrating the potentials of using ICTs for distance education, the education providers (some of who were in a moribund state as a result of the effects of the ethnic conflict) have been reinvigorated. Through the participatory workshop and their integration into a future STABEX funded programme, education providers can now restart their programs. Existing providers like USP now have a template with which to develop a standardised system.

Using ICTs to improve access to Distance Education

The impacts of delivering distance education in the Solomon Islands using ICTs including email can be summarized as follows:

1. The quality of the services provided is greatly improved and more effective;

2. The ICTs greatly assist in the monitoring and evaluation of the services and their impacts;

There is a very high degree of interaction between rural based students and their tutors. It facilitated improved communication that was not possible prior to the project. Students are now able to contact their tutors and get responses just like students at the centre. This will greatly encourage and motivate intending and existing students to pursue distance learning in the future.

Using this mode assignments were submitted on time before the due date with out delays. This greatly reduced the turnaround time for assignments and queries between USP and the students. Obviously this allows students to get feedbacks and suggestions from markers and tutors regarding assignments.

Sixty eight percent of respondents want to study further. This indicates that people want to take up distance learning courses through the PFnet distance-learning mode. The inclusion of computer and email training in this mode of distance learning is a catalyst for students showing interest in taking up further studies.

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.

Staff and Administrators of Sasamunga Community High and Primary School now have access to computers, which will help them learn basic computing skills and prepare lessons/assignments/tests using computers.

The project has paved the way for education providers to reach out in the rural and remote areas through this mode and make distance education more readily accessible to 85% of Solomon Islanders living in rural areas. It also provide an example of an application serving the needs of education users and providers

Other Sectors

As well as benefiting the education sector, the ICTs have been shown to benefit other sectors:

Medical Services

The email station help the people of Sasamunga and nearby communities have access to better medical services from the hospital as a result of better communication linkage and coordination by the local hospital with other health providers.

Existing hospital-upgrading projects funded by Ausaid, Japanese Government and other organizations progress so well, the PFnet email provided an effective channel for communication, which allow better coordination of such rural projects.

Wider Community

The distance learning, apart from the community email has further contributed to bridging the digital divide that existed in the rural communities. They come to value and appreciate such an establishment, which aimed at improving the provision of distance learning in the remote areas like Sasamunga.

Provide easy and affordable communication to individuals, communities, local businesses, and organization. It also helps promote communities to the outside world and provide a channel for rural people to voice out their concerns 

Overall there is a high level of awareness with the email and its uses. Heightened awareness on the use and benefits of ICTs was also achieved in the process.

As a result of the research programme majority of people interviewed have developed interest and indicated that they were interested in taking up distance courses and basic computer training inclusive of email.

Local business houses actively use the email station to contact their suppliers, making cargo orders, checking current prices of goods from different suppliers and doing basic banking, such as checking for their accounts balance.

Communication between rural people and their relatives and friends in other urban centres within the country and abroad has been greatly improved through the use of email.

11.0 Overall Assessment

Overall the whole research project has been successful in that all the aims and objectives specified have been fulfilled. Despite the delay in the implementation of the project according to the implementation schedule it continued to fulfill its intended outcome.

The project has provided a model or template of how ICTs can benefit the education sector. Education providers in partnership can now further develop this model with PFnet within an integrated programme proposed by the Ministry of Education with funding from the EU STABEX 99 Fund. All stakeholders have been consulted through a workshop and agreement has been achieved.

Valuable baseline data on the impacts of the distance-learning center, and the general impact of the email facility on the wider community is deemed to be used in the future expansion of PFnet. The results will be used to improve and expand distance education to achieve maximum national benefit, if a standardized and well-defined strategy were set up and implemented.

The time of 3 months allocated to conduct the research activities was sufficient. It clearly shows that within that period of time the training of students to use computers and the email is possible. It also clearly shows the demand and capacities of rural people, especially the large number of school leavers or push-outs, to embrace such programmes and technologies to improve themselves and their communities. This is an essential outcome if the peace process is to succeed, following the ethnic conflict and the negative economic aftermath, which ensued.

At the same time the conduct of a series of interviews within the time frame was achieved. Coupled with these the time and effort put into the conduct of the distance learning research was considerable to ensure that all the requirements are fulfilled. The timing and execution of the project on the field was sufficient. The project has demonstrated capabilities and capacities that will be of great benefit in future research activities.

The success and importance of the project is illustrated by the fact that all 19 students who took part in training on how to use computers are now confident computer and email users. It helps build and sustain rural capacity in the use of ICTs especially in the education sector. This clearly demonstrated that people in rural areas are ready and capable to successfully adopt these new skills and technologies for education and other purposes.

The successful completion of the distance learning trials and research findings culminated in a series of summits and workshops between the stakeholders to find ways to improve and maintain such a modular for distance learning. It provided a benchmark for further expansion of the programme in the future. Already a working committee has been set up to facilitate how distance education using PFnet can be utilized to maximize national benefit.

The pilot study illustrated the need for more research to be carried out if rural connectivity and distance education is to improve the 85% of Solomon Islanders living in the rural areas. Access to first hand information will help facilitate better planning and effective implementation of policies aimed at reaching and improving the rural population.

Minor problems were experienced particularly with the distance learning trials. These are problems and issues that can be easily resolved if a standardised approach on the part of the distance education provider and PFnet is set up.  However, these issues and problems have been identified in the summit and workshop and will be used as a basis for improving the delivery of distance education modules.

12.0 Recommendations

Solomon Islands Government to consider a priority the integration of ICTs into all areas of policy and strategy in the education sector.

The Ministry of Education should consider PFnets proposals for funding under the Stabex 99 Fund to further develop infrastructure, capabilities and capacity which would allow stakeholders in the education sector to develop systems and procedures for the use of ICTs to provide access to formal and vocational education programmes in rural areas.

Stakeholders should coordinate through a National Coordinating Committee.

IDRC and APDIP to increase the amount of funds released on each installment to ensure smooth implementation of project activities. The current project required the majority of the funds in advance as substantial equipment and travel costs had to be paid in advance.

IDRC and APDIP to provide further assistance for possible expansion or setting up of similar projects in other remote communities in the Solomon Islands. RDVA and PFnet have successfully demonstrated capabilities and capacities in research and ICT. There are many applications of ICTs in rural areas in other sectors than education. As an affiliate organisation of the Ministry of Provincial Government, RDVA is the appropriate vehicle for implementation.

A representative from the Centre, IDRC and APDIP to visit project location to see the impact of the project first hand.

Annex 1.

PROGRAMME MANAGEMENT UNIT
P.O.Box 1765, SOLOMON ISLANDS
GOVERNMENT

E.U. Funded Projects from Stabex 99

Technical Adviser
Email :stabex99@Solomon.com.sb
Richard Dalgarno M.A.
Telephone: (677) 28807
Facsimile : (677) 28805

1. The Workshop had 28 participants with most stakeholders and all donors being represented (list attached).

2. The Workshop had two objectives and two anticipated outcomes:

i. A presentation of the developing national network of RDVA/PFNet Rural E-mail Stations and of the results of the distance education trial between RDVA/PFNet and USP Extension Centre at Sasamunga Rural E-mail station, Choiseul. This would demonstrate the suitability of this technology as a platform for distance education in the Solomons

ii. To facilitate a discussion between all indigenous and donor stakeholders on the potential of distance education in a time of economic and educational crisis. The anticipated outcome of this exercise was agreement on a mechanism to encourage and develop co-ordination of distance education initiatives

3. During the Workshop it was noted that:

· 2003 was going to be a difficult year for education as SIG budget constraints would continue and that committed donor support, particularly from E.U. Stabex 99, was currently blocked and would continue to be so until the ' Law and Order' situation was resolved. This implies continuing deterioration in the quality of delivery and of access to all levels of education

· Judging by the minimal non salary recurrent budget releases made by SIG to Education and the low priority given to meeting teacher's payroll it must be assumed that Education has low SIG priority at present despite statements to the contrary in the 2002 Budget Guidelines

· This scenario will have serious negative effects upon the ability of the Ministry of Education to continue financing overseas post secondary scholarships and SICHE at recent historical levels. The Ministry's priority is basic education and magnitude of the probable non salary

· Recurrent subvention in 2003 (at a maximum of SBD 18 million) precludes financing even that properly

· The necessity of finding local solutions to post secondary training becomes important in this context. In addition distance education, properly resourced and organized, could assist in reversing the accelerating trend of an increasing number of school ' pushouts' and drop outs throughout the educational system

· The developing PFNet network is achieving national dimensions and is being supported by the governments of Japan, Australia, Britain, the European Commission and UNDP. Its usefulness for rural connectivity is proven and, increasingly, new stations coming on line are also institutional i.e. educational (Community High Schools and Vanga Teacher's College), agricultural (Kastom Garden) and Fisheries stations.

· PFNet is now under the umbrella of the Rural Development Volunteers Association
(RDVA) and this organization is proving to be very efficient in providing local technical and support personnel.

· It should be noted that PFNet/RDVA are approaching the limit of current capacity and both will require institutional strengthening in the near future

PFNet Distance Trial

· 19 USP extension students participated in the trial at Sasamungga Rural Email Station.

· The trial was judged successful by USP staff and tutors and the model could be extended. Certain technical limitations of the equipment such as the lack of direct access to internet will have to be addressed eventually but is anticipated this will be solved as more advanced technology becomes accessible and affordable

· It was noted that the turnaround time between student's work and tutor response was cut to days rather than up to six weeks with the former correspondence model

· Distance education based upon PFNet Rural Learning Centres should also encompass other media such as video and radio

Distance Education

· The Workshop noted that a distance education initiative called Solomon Islands Distance Education Network (SIDEN) was started before the tension involving co-operation between SICHE and USP Centre; but was abandoned in 1999.

· It was agreed that this idea should be revived using the PFNet technology as a base

· For the present resources would have to come from donors. The pace of proposal funding would be dependent upon resolution of ' law and order', governance and macro-economic issues beyond the jurisdiction of the participants

· The development of a distance education network was within the framework of the approved Education Strategic Plan and would be fully supported by the Ministry of Education. The Ministry and the EU are discussing a proposal for a pilot project of six Rural Learning Centres based in rural Community High Schools with Stabex 99 funding, once released.

· The next immediate step would be to establish a co-ordination mechanism so that

Ø a National Policy on Distance Education can be developed in collaboration with the Ministry of Education,

Ø co-ordination between a restructured SICHE and USP Centre can be established and areas of jurisdiction defined, material and capacity building needs identified etc, and

Ø a mechanism for donor co-ordination developed between educational providers and RDVA/PFNet

Results

1. The distance trial at Sasamungga was judged successful and could be replicated on a national scale provided that sufficient financial and material resources were made available. Given current budget constraints such resources could only come from the donor community.

2. The Workshop recommended that the Ministry of Education establish a National Co-ordinating Committee for Distance Education. This would encompass all stakeholders and co-ordinate the development of a national programme for distance education incorporating the needs of school leavers and pushouts, post secondary students, in service training on a multi sectoral basis and collaboration with overseas institutions.

Annex 2. References

Reports and Photographs of the project are available on the PFnet web site:

http://www.peoplefirst.net.sb/general/distance_learning.htm

Description of the PFnet Project and latest news:

http://www.peoplefirst.net.sb/general/pfnet.htm

About RDVA:

http://www.peoplefirst.net.sb/general/RDVA_association.asp

APDIP Pan Asia Grants Description of the PFnet Project and latest news:

http://www.panasia.org.sg/grants/awards/0201a1.htm

ANNEX 3: Schedule for Evaluation

	Objective	Activities	Indicators	Evaluation methods	Timing
1.0	Provide baseline research for the PFNet programme and a model for its further expansion	·         Study impacts of the Sasamungga PFNet station on the general population, with particular reference to vulnerable groups	·         Research on impacts of PFNet station undertaken ·         Baseline and monitoring data collected and sent to base via e-mail station ·         Interim report completed ·         Evaluation and final report completed ·         Model for further expansion developed	·         Participatory qualitative interviews with catchment community members conducted by RDVs, with particular attention paid to the experience of vulnerable groups ·         Analysis of quantitative data on PFNet system use (as is already being collected)	·         Interviews to be conducted and data analysed March-May 2002 ·         Data collection on PFNet system use on going throughout the duration of the project. ·         Interim report April 2002 ·         Evaluation and final report written June 2002 ·         Draft model for further expansion developed June 2002
2.0	Provide improved educational opportunities for rural people by exploiting new possibilities arising from ICTs	·         Design and field test a distance learning centre ·         Develop procedures, activities, define capabilities, problem areas etc. ·         Monitor and evaluate	·         Distance learning centre designed and implemented ·         Procedures, activities etc. developed and documented ·         Evaluation completed	·         Participatory qualitative interviews with staff, students and RDVs ·         Review documents detailing procedures, activities etc. ·         Preparation and submission of evaluation report	·         Interviews to be conducted May 2002 ·         Review documents May 2002 ·         Submission of evaluation report at the completion of the project
	Sub-objectives for the development of USP extension offerings: 2.1.1 extension students to have access to computers to word process assignments and transmit them electronically through the Centre 2.1.2 reduce the turn around time of assignments 2.1.3 improve access to USP courses and study opportunities for potential students within the PFNet catchment area 2.1.4 to improve contact between students and USP to resolve problems, provide counselling etc.	·         Activities as in 2.0 above.	·         Number of students who have access to computers for assignments ·         Number of assignments submitted through electronic medium ·         Length of time for turn a round of assignments ·         Number of students from the catchment area undertaking distance courses through the USP Centre using the PFNet ·         Number of contacts made between students and USP staff using PFNet ·         Turn around time for responses	·         Quantitative data on number & demographic profile of students enrolled in USP courses, performance indicators, length or turn-around-time and contact-response time prior to implementation of PFNet (from existing USP records) ·         Number of students enrolled in USP courses (including demographic data) ·         Courses enrolled for ·         Number of assignments word processed & non-word processed ·         Number of assignments submitted via PFNet and via post ·         Turn-around-time for marking of assignments by mode of submission ·         Performance indictors (attrition rates, grades, enrollment for subsequent courses) ·         Course evaluation questionnaire [1]	·         To be collated and analysed February 2002. ·         Student, assignment and contact data to be collected throughout the project duration. ·         Performance indictors to be collated and analysed in May 2002 ·         Students to complete course evaluation questionnaires early May 2002

	Build rural and national capacity in the use of ICTs	·         Train teachers and students to use technology ·         Raise awareness of the ICTs through workshops and other activities ·         Raise awareness and experience of the potential users of PFNet and other ICTs in the national education providers community	·         Number of training sessions offered ·         Number of students and teachers attending training sessions ·         Number of ICTs workshops & other activities offered ·         Attendance at workshops & other activities ·         Heightened awareness of PFNet & other ICTs in the education providers community	·         Quantitative data on number of courses, workshops, attendance etc. ·         Participant evaluations of courses/workshops ·         Participatory qualitative interviews with education providers in the community (can be incorporated as part of evaluation for objective 1.0)	·         Data on training & workshop participation to be collected and analysed throughout the project duration. ·         Interviews with education providers to be undertaken March-May 2002
Build research capacity of the rural development community	·         Through participation.	·         Attendance at training for research participants ·         Participation in data collection ·         Participation in mid-project and final evaluation of the project ·         Research report writing	·         Number of members of the rural development community participating in training ·         Number of members of the rural development community participating in research ·         Qualitative interviews as part of de-briefing (Item 17 on time-line)	·         Data on training & research participation to be collected and analysed throughout the project duration. ·         Interviews to be undertaken June 2002