COL International 
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EMAIL: colint@col.org 
 
 
 
 
 
 
 
 
FINAL REPORT 
 
      The Use of Information and 
  Communications Technology 
   (ICT) in Learning and 
   Distance Education 
 
 
      Prepared by Intelecon Research 
 
                    24 JANUARY 2000 
 
 
 
 
       
 
 
 
 
TABLE OF CONTENTS 
 
 
OVERVIEW REPORT 
 
1. Overview Report 1 
1.1 Introduction 1 
1.2 Learning and education - Definitions and Terms 2 
1.3 Technology trends 2 
1.4 Overview of country findings 9 
1.5 Multi-purpose Telecentres – Experience, Lessons & Trends 13 
1.6 The Policy environment for ICTs – lessons and needs 28 
 
2. SOUTH AFRICA 35 
2.1 General Context 38 
2.2 Environment and Function of ICT- based Distance Education 38 
2.3 Infrastructure and Technologies 42 
2.4 Policy 44 
2.5 Sponsors: Interest, Key Motivations and Strategies 51 
2.6 Country Evaluation 52 
2.7 Project Descriptions 52 
3. GHANA 79 
3.1 Ghana: General Context 82 
3.2 Environment and Function of ICT-based Distance Education 83 
3.3 Infrastructure and Technologies 84 
3.4 Policy 86 
3.6 Country Evaluation 93 
3.7 Project descriptions 93 
4. MOZAMBIQUE 105 
4.1 Mozambique: General Context 108 
4.2 Environment and Function of ICT-Based Distance Education 108 
4.3 Infrastructure and Technologies 111 
4.4 Policy 113 
4.5 Sponsors: Interests, Key Motivations and Strategies 117 
4.6 Country Evaluation 119 
4.7 Project descriptions 119 
5. FIJI 131 
5.1 Fiji: General Context 134 
5.2 Environment & Function of ICT-Based Distance Education 134 
5.3 Infrastructure and Technologies 134 
5.4 Policy 135 
5.5 Sponsors: Interest, Key Motivations & Strategies 137 
5.6 Country Evaluation 137 
5.7 Project Descriptions 138 
6. TRINIDAD & TOBAGO 143 
6.1 Trinidad & Tobago – General context 146 
6.2 Environment and function of ICT-based distance education 146 
6.3 Infrastructure and technologies 148 
6.4 Policy 150 
6.5 Sponsors: key motivations & strategies 152 
6.6 Country Evaluation 153 
6.7 Project Descriptions 154 
7.  CANADA 165 
7.1 Canada - General context 168 
7.2 Environment & function of ICT-based distance education 168 
7.3 Infrastructure and Technologies 171 
7.4 Policy 172 
7.5 Sponsors: Interests, key motivations & strategies 176 
7.6 Country evaluation 177 
7.7 Project descriptions 177 
 
3. ANNEXES   
 
    A: BASELINE DATA OF COMMONWEALTH COUNTRIES                         203 
    B: TELECENTRE SUMMARY TABLE                                                           211 
    C: KEY SOURCE MATERIALS 215 
    D: LIST OF CONTACTS 233 
  
 
 
 
COL INTERNATIONAL – USE OF ICTS FOR LEARNING & DISTANCE EDUCATION 
1. Overview Report 
1.1 Introduction 
 
This report on the use of information and communications technology (ICT) for 
learning and distance education in Commonwealth countries has been prepared 
on behalf of the Commonwealth of Learning, Vancouver, by Intelecon Research 
& Consultancy Ltd. The key objectives are: 
• to provide an appreciation of the current state of affairs regarding the level, 
range and diversity of ICTs in use for learning and distance education in 
Commonwealth countries 
• to highlight key policy and regulatory issues relating to telecommunications 
and media impacting the use of ICT for education and learning, the financing 
and operation of infrastructure services and the self-sustenance of projects 
• to examine the impact of technological trends on future use of ICT for learning 
and distance education, and  
• to review the experience to date of multi-purpose tele-centres in selected 
Commonwealth countries and provide basic guidelines for successful models 
 
Six country case studies were undertaken to examine ICT based learning and 
distance education across the Commonwealth. The countries were selected to 
be illustrative of the Commonwealth’s diversity, based on criteria such as 
geographic size, economy and region. It was realised early on that six countries 
would not be enough to capture or represent a full picture, but the selection does 
provide an indication of both the possibilities and the challenges faced by 
Commonwealth countries. A full set of baseline data for all 48 countries of the 
Commonwealth is provided in Annex A.   
 
The countries selected were Canada, Trinidad & Tobago, Fiji, South Africa, 
Mozambique and Ghana. Each country is presented in a standard format 
providing full socio-economic, policy and technological context, as follows:  
 
COUNTRY REPORTS 
BASELINE DATA ON COUNTRY ECONOMY, EDUCATION, IT & TELECOMMUNICATIONS 
GENERAL COUNTRY CONTEXT 
ENVIRONMENT & FUNCTION OF ICT-BASED DISTANCE EDUCATION 
INFRASTRUCTURE & TECHNOLOGIES 
OVERVIEW OF THE POLICY ENVIRONMENT IN THE RELEVANT SECTORS 
SPONSORS: INTERESTS, KEY MOTIVATIONS AND STRATEGIES 
COUNTRY EVALUATION 
SET OF ILLUSTRATIVE ICT PROJECTS IN STANDARDISED FORMAT 
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The information was gathered through a blend of desk-based research, using 
primarily Internet sources and published reports, and personal interviews carried 
out by e-mail and telephone with key organisational and country contacts. The 
consultants were in contact, on behalf of the COL, with other international 
organisations interested in ICT and distance education, such as the International 
Development Research Centre (IDRC), the ITU, the World Bank and UNESCO.  
1.2 Learning and education - Definitions and Terms 
 
This report is not restricted to one kind of education. The various types of 
learning noted by researchers and educators fall into three general categories: 
 
1. Formal learning takes place in schools and higher education institutions 
providing systematic education. 
2. Non-formal learning occurs outside the formal education system but is 
nevertheless an organised event with specific target groups or clients and 
learning objectives. This includes ‘continuing education’, ‘adult education’, 
‘professional training,’ ‘literacy programmes’ and other organised 
programmes. 
3. Informal learning is the individual acquisition of skills, knowledge and attitudes 
from the everyday experience and environment.   
 
While the term ‘distance education’ (DE) is most easily applied to the first two 
categories, the third is also becoming a major target area.  The term ‘lifelong 
learners’ is increasingly used of people who want to make use of learning tools 
and material which would traditionally be available in libraries but now are readily 
accessible via the Internet and through educational outreach programmes of 
major institutions. Many of these people, in Canada for example, are using 
‘Community Learning Networks’ (CLNs) to access information and materials. 
 
In this report, we have used the term ‘distance education’ (DE) broadly to include 
services and facilities available to all three categories of learner, as this best 
addresses the objective of the study which was to survey and report on the use 
of ICTs across the whole landscape. We therefore use the term ‘learning’ and 
‘education’ relatively indiscriminately to emphasise the inclusiveness of concepts 
and developments discussed.  
1.3 Technology trends 
1.3.1 Overview 
 
It is now commonly stated in development circles – and seems to be increasingly 
widely accepted – that advances in telecommunications and related information 
technologies offer exciting new possibilities for DE delivery that will also have an 
impact on educational strategies in developing countries.  The evidence that this 
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can eventually take place is available from observing developments in countries 
such as Canada, which this study has allowed. 
 
Given suitable conditions, DE schemes that have until recently relied mainly on 
the mailing of written materials, videos, cassette recordings, and radio or TV 
broadcasting techniques, can be augmented, enhanced or replaced by new on-
line tools and technologies which have the power to transform the learning 
environment. 
 
Several terms are now seen as descriptive of current trends, for example: 
• Convergence: the coming together of information, communications and media 
technologies, which promises seamless access to a full range of multi-media 
resources which educators, students and lifelong learners can use 
• Wireless and satellite: the delivery of communications services by new, go-
anywhere technologies which also promise lower costs  
• Leapfrogging: the opportunity for countries to jump to a new paradigm before 
problems associated with the delivery of high quality telecommunications or 
education services have been solved by traditional means 
• Privatisation & liberalisation: seen as the twin vehicles for accelerating and 
facilitating technological advance and access to the wide range of options 
increasingly available to people living in high income and advanced countries 
 
Allowing for the fact that descriptions of the new model all too often contain a 
huge amount of rhetoric and ‘hype’ as to how rapidly new technologies can be 
adopted or provide impacts, the trends are indeed unmistakable.  
 
1.3.2 The main trends and opportunities 
 
It is clear that technological developments are coming together which offer the 
following benefits: 
1. through the Internet and worldwide web, new and enlarged sources of 
information and knowledge that offer teachers and students opportunities for 
self-development as well as benefits from incorporation into classroom 
environments 
2. through e-mail and other Internet-related feedback mechanisms, greater 
opportunity to reduce the isolation and time delay associated with distance 
education 
3. through the extraordinary pace of software development, enriched teaching 
and learning with enhanced graphics, interaction, animation and visualisation  
4. through lowering telecommunications bandwidth costs and emergence of 
enhanced cable, wireless and satellite systems, greater opportunities for 
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basic access, video-conferencing, on-line interactive learning, and live 
interaction with the central place of a distance education programme, and 
5. through community access schemes, more potential to make the benefits of 
distance education eventually available to lower income people and rural 
communities.  
 
In summary, current trends are offering a combination of benefits that will truly 
improve cost-effectiveness and make DE an increasingly powerful alternative to 
the traditional classroom, even in developing countries.  
 
Importantly, this combination is also creating an ‘education market’ in the 
technology and internet service sectors which will, in turn, increase the level of 
core funding available from commercial companies who stand to benefit from the 
demand generated. This will supplement the funding from aid agencies, which 
have been promoting distance education for some while.  
 
The tables on the following pages summarise some relevant trends in computers 
and LANs, the Internet, telecommunications, public access systems and support 
systems such as electrical power.  
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Table 1 – Computers & LANs 
Category Trend Impact 
General Higher operating speeds  Pictures, graphics and powerful software 
packages can be used economically. DE 
Lower cost of memory can thus harness ever-improving graphics 
capabilities to improve interest and 
acceptability to learners.   
PC development Rapid pace of development will More equipment availability at marginal 
and marketing make more previous generation cost (this may not be ideal in the rapid 
equipment available to education paced developed country environment, 
establishments which can’t afford but could be significant at start-up level in 
their own. some developing countries). 
Software Enhanced educational software:  More effectively moderated & controlled 
• integrates several elements DE and learning programmes are 
seamlessly possible. 
• offers learners, teachers & 
administrators control over the 
learning environment, results, 
records, etc.   
Standards XML (extensible mark-up language) More inter-agency data and experience 
and IDML (Int’l Development sharing should improve the rate of 
Mark-up Language) will increase development of ICT based distance 
database sharing possibilities.  education. 
LINUX operating Promises rapid growth Impact on DE uncertain 
system 
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Table 2 – The Internet 
Category Trend Impact 
General growth of Becoming ubiquitous as a service On-line DE techniques available to more 
Internet in urban and sub-urban areas at and more students and lifelong learners. 
least, and becoming available in 
rural areas through various  
access strategies and 
technologies [see ‘public access’ 
Table 4]. 
Web-site Web based learning becoming Making incredible amount of information 
technology widespread resources, learning management, & 
student-system interaction available in 
very user-oriented fashion. 
Special access Low priced internet devices These will make internet based computer 
hardware use available to more and lower-income 
students, and facilitate more devices per 
classroom and more individualized usage. 
Growth of e- Internet will become increasingly Internet-based DE will have lower 
commerce essential to households and marginal access & technology costs. 
communities, and will finance 
both the internet access, devices Also, DE products will eventually be 
& even public access kiosks.  marketed on a similar, ‘priced & 
packaged’ and deliver basis as other 
products. 
IP Telephony Better integrated media learning Lower costs and greater affordability for 
tools will be available through IP all of the long distance communications 
systems components of DE.   
More seamless integrated learning 
packages and human interface possible.  
Desk-top video  Teachers and students can Easier and lower cost video-based lesson 
create & exchange real-time or materials, and non real-time video clips 
message based talking-head & will be sent by email, enhancing contact 
multimedia materials from their between teacher and learner.  
office, school room or telecentre, 
without expensive production 
studio.  
 
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Table 3 – Telecommunications 
Category Trend Impact 
Radio & LMDS/LMCS broadband systems Will provide another, more enriched delivery 
wireless provide over-air video and data option for enhanced learning systems to 
and/or add two-way features to compete with traditional media delivery.  
traditional TV broadcast.  
 3G Mobile (2002+) & fixed-mobile Competitive service provision will lower 
convergence will provide broadband costs and make DE access available on a 
IP access to many sub-urban areas. more mobile or semi-fixed basis.  
Existing wire Digital subscriber loop (DSL) Will offer higher speed Internet access to 
facilities  more locations including those without cable 
TV or fibre access. 
Satellite VSAT technology with integrated Opens up remote areas and also provides 
video and IP applications such as cost-effective multiple-site networking. 
multi-casting. VSAT’s natural ‘star’ configuration is suited 
to many distance education environments.  
 
VSATs will enable evolution from the limited 
video-conferencing (comprising broadcast 
video with audio teleconferencing) into full 
and more enriched video-conferencing.    
 Digital satellite radio systems will This will facilitate low cost delivery of 
allow agencies to offer radio education programmes globally that have 
programmes direct to small traditionally been delivered only nationally or 
handsets anywhere on the globe. with lower quality. 
 MSS soon to provide voice+64 kbps MSS is a competitive, though probably 
data, then ultimately bandwidth-on- inferior alternative to VSAT & other geo-
demand (later - maybe not until stationary satellite techniques for DE 
2004+) anywhere on the globe. purposes until 2004+. 
Network & Various companies developing More seamless application of technology. 
lesson integrated systems for open learning Private telecom & technology companies 
management networks, e.g. Gilat’s LearnNet TM is more involved in the promotion of DE 
products designed to integrate VSAT, media, systems and services. 
learning tools with special software. 
Video Compression technologies Allows video to be delivered over a range of 
transmission improving. telecom facilities. 
 
Table 4 – Public Access systems 
Category Trend Impact 
Multi-purpose Many pilot systems will result in Makes computers, internet and email 
Community large number of MCCs, including in available to low-income people on a 
Telecentres rural communities. community basis. 
(MCCs) 
e-commerce Educational packages and Mass marketing of DE products 
centres materials could also be accessed 
on an order and collect basis.  
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Table 6 – Support systems 
Category Trend Impact 
Solar power The unit cost hasn’t changed as Onus is on technology equipment 
much as other technologies. manufacturers to reduce their power 
consumption. 
Wind-up Radios, cassette and video These make technology available to the very 
systems players that do not need external lowest income village communities. 
power source. 
 
1.3.3 Case example – Satellite systems 
 
To illustrate some changing issues with the deployment of ICTs we note, from 
one South African source1, cases where the use of satellite for live broadcasting 
was considered to be expensive and inappropriate. Sound pedagogical principles 
would increasingly dictate the need for a more interactive learning environment 
which is either difficult to achieve or adds considerably to cost. While satellite 
improves accessibility to the remotest areas, it was noted that its deployment for 
this type of delivery requires expensive satellite resources as well as an 
expensive face-to-face lecture and broadcast system running in parallel. 
Weaknesses observed were that: 
• learners are required to gather at a certain place at a certain time 
• learners have no control over the pacing of the broadcast 
• broadcasts tend to encourage passivity among learners (and strategies to 
overcome this weaknesses are very costly) 
• integrating other media is challenging and may lead to inefficient use of the 
video bandwidth 
• broadcasts tend to be organised in time packages that exceed the student’s 
ideal concentration span 
 
On the other hand, VSAT satellite systems are increasingly seen as a powerful 
distribution mechanism for Internet-based resources, with ready access to 
interactive learning tools and e-mail, especially when linked or packaged with key 
educational web-site sources, servers and services.  VSATs can overcome many 
of the bandwidth/ delivery speed limitations of terrestrial systems, particularly in 
developing countries, and can be especially economic when deployed in an 
asymmetric multi-casting mode in which high-speed ‘downlink’ capability is 
combined with slower speed ‘uplinking.’ These features, and the emergence of 
specially designed DE network management and learner software packages, are 
noted in Table 3.  
                                            
1 The possibilities & pitfalls of harnessing ICTs to accelerate social development 
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Also noted in the tables is the capacity for VSAT, combined with desk-top video 
and multi-media tools, to facilitate the emergence of relatively low cost video 
consultation and conferencing. This was also noted in the South Africa report2 as 
a potential growth area, especially to support discussion groups between 
teachers as a professional development tool. This form of interaction is also 
utilised effectively for health education, training and remote consultation in 
Canada.  It will increasingly become valuable as a means for regional, small 
centre and rural health development in lower income countries, as international 
organisations, commercial agencies and eventually governments see the 
potential and promote its use.  
 
1.3.4 Summary 
 
It is impossible to offer an exhaustive analysis of which technologies will have the 
most impact, or to be precise about the most important matters influencing 
adoption, namely: 
• cost: particularly cost per student, cost per graduate, or fixed versus ongoing 
operational costs, all of which require detailed case-by-case analysis, and  
• effectiveness: involving the all-important pedagogical principles, completion 
successes, etc.  
 
This is partly due to the fact that most of the available material is replete with 
evidence that the important lessons regarding use of ICTs in distance education 
are in the early stages of being learned in most countries, and especially in the 
developing world. With the exception of Canada, in the countries highlighted by 
this report the educational potential of ICTs is still largely unfulfilled, hence 
estimating the precise implication of the observable trends for them is hazardous 
at best. 
 
1.4 Overview of country findings 
1.4.1 General  
 
The six countries studied essentially provide a view of ‘two different planets,’ with 
South Africa currently making serious attempts to bridge the gulf between the 
advanced and developing world with the assistance of international 
organisations. It is often said that the developing world is in serious danger of 
falling further behind the advanced world in the information economy. 
Graphically, this is illustrated using just the single dimension of per-capita as 
follows: 
 
 
                                            
2 Ibid 
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 Canada 
 
 
 
 
 
 
  South Africa 
 ICT 
 use Trinidad & 
 Mozambique Tobago 
      Ghana           
                        Fiji 
 
 
 Per-capita income 
 
 
Clearly, the use of ICTs in distance education actually depends on at least five 
factors, not just one.  These are 
 
• Geographical size & situation 
Large countries with dispersed people and communities, such as Canada, or 
island nations such as Fiji or Trinidad & Tobago, have an additional drive or 
motivation to use communications to deliver some educational services cost-
effectively. 
• Policy on telecommunications, the Internet, IT and Education 
Privatisation and liberalisation of telecommunications and the Internet are 
improving quality, lowering costs and accelerating innovation around the 
world. Education policy is often key to raising awareness and providing 
leadership in educational use of ICTs.  
• Population & market size 
Small markets attract fewer investors and less competition, and offer fewer 
economies of scale which would lead to price reductions, while regional 
schemes can overcome that, aggregate market size and achieve scale 
economies. 
• Per-capita income 
The means to address start-up investment challenges and the market 
affordability to attract commercial players are all-important ingredients to ease 
the way to change and growth. 
 
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• Perceived educational or developmental needs 
These can relate to educational delivery challenges due to geographic or 
cultural isolation, or appreciation for the more systemic challenges – such as 
adapting to the demands of the information economy which can only be 
seriously addressed with ICTs.  
 
 
The latter two factors are, in fact, very much related but unfortunately the level of 
income often hinders the government’s freedom to act on perception of need. 
Many developing countries are facing fundamental problems with education 
delivery in which ICTs could assist, however they face a severe challenge 
garnishing the necessary skills and resources to address the opportunity. They 
may also find difficulty in putting into place a policy environment with which they 
are entirely comfortable. Meanwhile high income countries can afford to address 
a wide range of felt needs; not all their initiatives can be labelled as successes, 
but such countries can afford to experiment until they get it right.  
 
For example, Canada sees a need to address the educational and skills 
acquisition requirements of its whole labour force in the information age, as well 
as the special needs of its rural communities, native communities and language 
minorities. With high national income, forward looking policies, market 
liberalisation and heavy government investment, it can afford to address the 
needs and develop new opportunities for its citizens. Most of the other countries 
see the strategic importance, in lesser or greater degrees, but have comparably 
less financial resources to act unless they are assisted in doing so.  
 
The dilemma of developing countries is acute. Furthermore, many are justifiably 
worried that opening to new technology increases their dependency on outside 
resources.  Nevertheless, they will have even fewer options and fall even further 
behind unless they open their markets sufficiently to improve their Internet 
access, and adopt policies that encourage the entry of private sector investors 
and service providers as well as the indigenous use and development of 
electronic resources. 
 
1.4.2 Summary of projects, initiatives & technologies 
 
In Canada, we identified at least 11 Federal Programmes and many hundreds of 
‘electronic highway’ and distance education or learning initiatives using ICTs at 
the provincial level. Many of the latter are also programmes of provincial 
educational institutions offering their service nationwide.  Canada’s ICT initiatives 
have been summarised in the case study as including the following sectors: 
 
• ‘Kindergarten to Grade 12’ (K-12) elementary and secondary school networks 
• Tertiary education programmes including ‘Open Universities’ 
• Professional training and skills  
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COL INTERNATIONAL – USE OF ICTS FOR LEARNING & DISTANCE EDUCATION   
 
• Lifelong learning  
• Health education 
• Rural communities 
• Language minorities and native (‘First Nations’) 
 
ICT usage ranges all the way from financially assisted telephone dial accessed 
Internet connectivity for schools and rural communities to satellite based 
programmes and advanced fibre-linked ‘Skills Centres’ equipped with video-
conferencing for university courses and software job re-training packages.   
 
The other country projects portrayed are as follows:  
 
Country Projects Technologies 
South Africa SchoolNet PCs, Internet & website 
 Community Information Services  PCs, Internet, touchscreen kiosks, CD-
Roms, information delivery systems  
 TELISA Technology Enhanced PCs, LANs, Internet, scanners, 
Learning Centres   photocopiers & other office services  
 Distance Education Digital Learning Planning a wide range of open learning 
System technologies 
 African Virtual University (Regional) Satellite, video broadcast, PCs, website 
 Multipurpose Community Telecentres Telephone, PCs, fax, email, scanners, 
photocopiers, etc. 
Ghana African Virtual University (Regional) Satellite, video broadcast, PCs, website 
 ‘WorLD Links for Development’ PCs and Internet, broadcasting (radio & 
SchoolNet (International) video), CD-ROMs, databases, satellite 
 Multipurpose Community Centres Telephone, PCs, fax, email, scanners, 
photocopiers, etc. 
Mozambique ‘WorLD Links for Development’ PCs and Internet, broadcasting (radio & 
SchoolNet (International) video), CD-ROMs, databases, satellite 
 Multipurpose Community Telecentres PCs, fax, email, scanners, 
(pilots) photocopiers, etc. 
 University DE Programme Satellite broadcast, PCs, Internet, CD-
ROM 
Trinidad & University DE Centres  Print, video & audio tapes, PCs, Internet 
Tobago & Website, CD-ROMs, satellite, 
 Caribbean Univ. Network (Regional) Internet 
 Education and Health-Care Network Satellite, broadcast, video, Internet 
Fiji University of the South Pacific Satellite, Internet, video, CD-ROM, 
(Regional) audio, printed materials 
 
 
 
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1.5 Multi-purpose Telecentres – Experience, Lessons & Trends 
 
1.5.1 General introduction to the telecentre concept  
 
Telecentres are strategically located facilities providing community access to 
telecommunications and other information technologies. Telecentres are typically 
equipped with a combination of the following: 
• telecommunication services such as telephony, fax, e-mail and Internet (via 
dial-up or ISDN); 
• office equipment such as computers, CD-ROM, printers and photocopiers; 
• media services, including radio, TV, audio and video devices and multi-media 
hardware and software; and 
• meeting space for local business or community use, training or special 
purposes. 
 
Depending on the size and extent of services provided, the centres are usually 
managed by a small staff comprising a manager, who could be the owner-
operator, and some assistants. The concept emerged, first of all, out of the 
perceived need of rural and remote areas for better telecommunications access 
and computer technology. Created in Sweden around 1985, tele-centres, also 
known as "tele-cottages", experienced fairly rapid growth in Western Europe and 
other industrialised countries where rural isolation, lack of purchasing power, or 
low quality telecommunications facilities were seen to be a hindrance to 
participation in the information economy. By 1994, there were more than 230 
telecentres in at least 12 countries, including Australia, Austria, Canada, 
Denmark, Finland, Germany, Ireland, Japan, Norway, Sweden, UK and USA. 
 
The idea then spread and has become adapted to the needs of emerging 
markets and developing countries. Hungary is the first country in Central Europe 
to have a large number (over 100) of rural ‘Telehouses’ with a range of ICT 
equipment. Brazil has also piloted the European model while other countries 
such as Peru, South Africa, Indonesia, India and Bangladesh independently 
developed simpler models and ‘phone shops’ with a range of facilities. These 
naturally commenced in urban or larger rural communities that have a low level 
of private telephone penetration and/or a large enough market for public access 
businesses to be commercially viable.  They often comprise just a telephone, fax 
and, in some cases, a PC and peripherals. By 1996, India had about 10,200 such 
centres and by 1998, there were also more than 9,000 in Africa alone. In 
Senegal, 5% of all telephone lines serve phone shops and telecentres. 
 
In summary, telecentres vary a great deal. Some provide only basic 
telecommunications services and are best referred as phone-shops, while others  
provide a full range of IT services, including video-conferencing, tele-health 
imaging equipment, etc. Some are mobile or transportable (containerised) units. 
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In some cases, the telecentre is the only access point to basic services in a 
village, whereas in other cases it complements the local telecommunication 
network. 
 
1.5.2 Multi-purpose Community Telecentres (MCTs) 
 
The telecentre has also now become a potential vehicle to provide a wide variety 
of services, including distance education and health services. The advanced 
concept as developed and promoted by the International Telecommunications 
Union (ITU), called Multi-purpose Community Telecentres, includes additional 
facilities such as a library, workshop and teaching rooms. MCTs take advantage 
of the growing availability and access speed options for Internet service, along 
with the variety of uses, including 2-way teleconferencing and multi-media, to 
offer distance education and medical consultations, as well as to act as delivery 
points for government information. The equipment and specialised staff can also 
be used to train people on computer use and the Internet. 
 
MCTs also function as community information centres, providing access to 
databases and receive and post information of general interest such as 
government notices, information on spread of diseases, weather information, 
prices of farm products, educational opportunities, etc. Thus the purposes of 
MCTs include: 
• expanding access to ICTs  
• extending the reach of basic services such as education, health and training 
• providing information of general interest to the local community, including 
businesses, and 
• providing access to infrastructure for the development of business (virtual 
offices, banking, tele-customer care) 
 
One of the advantages of MCTs is thus of providing a means to deliver both 
public and private services to rural and remote locations without incurring 
immediate large investments in infrastructure. If fulfilling these goals, MCTs are 
expected to have a positive impact on the socio-economic development of the 
communities they serve, helping to: 
• develop rural and remote infrastructure; 
• provide rural regions with better public services such as education, health, 
and administration, including the paper work of government procedures; 
• generate employment; 
• integrate relatively isolated communities into the national and international 
information network and thus accelerate exchange of private goods and 
services; 
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• transfer expertise in a number of areas, such as agriculture, to and from the 
community; and 
• give local producers access to information on the market, thus reducing the 
need of middle men and increasing rural incomes. 
 
In this study, 43 MCTs projects involving key organisations were identified. MCT 
projects have been initiated in at least 21 developing countries, namely: 
Suriname, South Africa, India, Mozambique, Uganda, Philippines, Egypt, Ghana, 
Mali, Bhutan, Benin, Honduras, Tanzania, Mexico, Brazil, Hungary, Estonia, 
Romania, Haiti, Maldives and Vietnam. 
 
Annex B lists the main MCT projects identified for this study, along with their 
main features such as stage of implementation, sustainability, services and uses 
offered, as well as operational issues. Most MCTs are still in the planning or pilot 
stage. In addition, the ITU has set aside funding for the implementation of MCT 
pilots in Burkina Faso, Egypt, Philippines, Trinidad and Tobago, and Zimbabwe.  
 
Annex B shows that while facilities and usage vary across MCTs, most include 
basic telecommunication equipment, reflecting the intention to address the need 
for basic telecommunications access.  The enhanced facilities depend on the 
situation, need and focus of the associated development programme. Annex B 
also gives a brief description of the issues that many pilot projects have faced in 
testing the concept.  
 
Experience with services, usage, sustainability, and the problems, issues and 
achievements of MCTs in both industrialised and developing countries are 
described in the next section. 
 
1.5.3 MCT Experience and evaluation 
 
Evaluation of MCTs in developing countries, especially in terms of impact 
assessment on socio-economic development, are so far non-existent. This can 
be attributed to the very early stages of most of the projects. However, 
systematic evaluation frameworks and methodologies are currently emerging and 
more efforts are made to their development.3 
 
Evidence of performance in developing countries is still very limited. It must also 
be borne in mind that cases vary according to the nature of the location, year of 
development and regulatory environment, among other factors. Thus, 
generalisations can be made only very cautiously at this stage. 
 
 
 
                                            
3 See "Telecentre Evaluation – A Global Perspective; Report of an International Meeting on 
Telecentre Evaluation", IDRC (Ed. R. Gomez and P. Hunt) Canada 1999 
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Services 
MCTs are geared to provide more sophisticated services beyond basic access to 
telephone services, such as: 
 
Tele-medicine - consisting of consultation and, in the cases of MCTs equipped 
with clinical diagnostic terminals connected to an ISDN interface, included image 
transfer, interactive remote consultation and the transfer of data (patient history 
and records).  
 
Tele-administration - relating to public administration, including welfare and 
employment applications, grievance filing via e-mail, etc., and also includes 
government information to be posted in a bulletin board.  
 
Tele-education - ranging from administrative paperwork such as school 
calendars, syllabus and admissions to virtual lectures and video-teleconferences. 
 
Tele-trading - referring to agriculture produce auctioning, with farmers securing 
better deals by contacting buyers directly, and other e-commerce applications. 
 
Tele-customer service - including connection registration and bill collection for 
public services such as water, electricity, etc.   
 
Other uses of MCTs include tele-banking, tele-work such as word processing and 
virtual office (use of office equipment for business purposes).  
 
Priorities in uses of the equipment made available by MCTs vary according to the 
degree of development of the country. For example, a summary published by the 
ITU on MCTs in Ireland indicates that 50% or more offered access to computers 
and the Internet, word processing, photocopying, desktop publishing, and 
computer and Internet training. More than 20% offered some web-site 
development. MCTs in Ireland are clearly geared towards assisting small 
business development. Access to basic telecommunications is a secondary 
objective. 
 
Usage 
In contrast, out of the 43 MCTs in developing countries to date listed in this 
study, virtually all have basic telecom equipment for public use which also 
represents the primary demand. 
 
A recent study4 of 8 telecentres established by the Universal Service Agency in 
South Africa shows clearly that the strongest demand and usage is for the 
following type of services: 
• phone calls and faxes 
                                            
4 Unpublished Masters of Communications Thesis, New York 2000 
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COL INTERNATIONAL – USE OF ICTS FOR LEARNING & DISTANCE EDUCATION   
 
• photocopying 
• printing documents 
• typing services 
• bookkeeping services for micro-businesses 
 
In addition, it seems there is a considerable demand for computer training and IT 
skills since it is seen as increasing the employment opportunities. However, most 
telecentres are not yet able to cater effectively to this market e.g. they do not 
provide certificates which makes the courses less useful for people looking for 
employment. 
 
However, in order to justify the deployment of MCTs it needs to provide services 
beyond basic access to telecom and office equipment, which can be, and mostly 
is better provided by simpler phone shops. Evidence for this is the increasing 
number of PCO-type operations in emerging markets and developing countries 
which are deployed by incumbents and new entrants alike. 5 
 
Although praised as a crucial development tool and with no doubt a considerable 
potential, the information available on rural Internet demand and usage in MCTs 
gives mixed evidence today in developing countries and emerging markets. 
 
The operational telecentres of the Universal Service Agency (USA) in South 
Africa found that PCs and the Internet are severely under-utilised. The reasons 
are thought to be the following: 
 
• illiteracy in general and computer illiteracy in particular; 
• language problems due to the fact that the Internet is mostly in English 
but there are many local languages; 
• lack of awareness and culture about usage and benefits of ICT; 
• high cost for Internet connection through long-distance calls due to 
lack of local Points-of-Presence (POPs); and  
• poor quality of telecom connections. 
 
Apparently, also computer training has increased the PC usage only minimally. 
The experience of low Internet & PC usage of the South African telecentres 
seems to reflect the general trend. 
 
 
                                            
5 Well-known examples are Senegal's Sonatel with about 10,000 PCO franchisees, Indonesia's 
Wartels, the Grameen phone-ladies in Bangladesh, PCOs in India, and the franchised PCOs in 
South Africa by the mobile operator Vodacom and MTN, and MTN in Uganda. 
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Local content 
Another major key issue explaining the under-utilisation of the Internet mentioned 
by telecentre practitioners and people involved in telecentre discussion is that 
there is hardly any content on the Internet which is relevant and worth accessing 
for rural people in Africa. Therefore, more recent telecentre initiatives have the 
element of local content development in-built and actively seek partners that can 
contribute to that such as local farmers organisation, local or international 
universities and many NGOs.  
 
An example of local information demand and local content creation can be found 
in 4 'Infoshops' in Pondicherry India, in an area with around 20,000 inhabitants. It 
was demonstrated that rural villagers have a demand for information that is 
relevant and useful to them. On top of the list of info requirements were 
government programmes and entitlements for social welfare etc. The trial period 
also showed that farmers requested the following information: 
• cost and availability of inputs such as seeds, fertiliser and pesticides 
• grain prices in different markets in the region 
 
Volunteers in the villages created a local database with the following types of 
information: 
• government programmes for low income rural families 
• directory of insurance plans for crops and families 
• pest management plans for rice and sugar cane 
• directory of local hospitals, medical practitioners and their specialities 
• regional timetable for buses and trains 
• directory of local veterinarians, cattle and animal husbandry programmes 
 
Without consideration of the local content component to drive Internet usage 
telecentres will have limited success. 
 
Whereas examples for e-commerce applications especially in rural Africa are 
very limited to date, the development of Internet based transactional services in 
MCTs is coming more and more into focus.  
 
An example of emerging e-commerce applications in rural areas in developing 
countries is the online ordering of vanilla from rural Uganda. With support and 
funds from USAID and its Agribusiness Development Centre, a web-site for the 
Uganda National Vanilla Association (UNVA) has been developed. The UNVA is 
a private sector association of small farmers and processors that grow vanilla 
beans in addition to other crops as a supplement to their usually low income. 
 
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The web-site has an on-line store where it is possible to order the vanilla with a 
credit card. The proceeds go back to the UNVA, but are currently more a means 
of supporting the further development of the association then a serious business. 
However, the web-site also provides contact for commercial importers with an 
interest in larger quantities. 
 
1.5.4 Financing, sustainability and ownership models 
 
Financing 
Given their potential as a means to accelerate socio-economic development, 
MCTs initiatives are financed and supported, often in partnerships, by: 
• international and regional organisations such as the International 
Telecommunications Union (ITU), UNDP, the World Bank, FAO, and OAS 
among others; 
• national international development agencies, e.g. International Development 
and Research Centre (IDRC), CIDA, USAID, DANIDA, SIDA; and 
• educational and cultural institutions, e.g. UNESCO, the British Council and 
the University of West Indies. 
 
The commercial private sector involvement in MCTs so far is rather limited and 
comprises mostly in-kind contributions. International and local NGOs play a 
considerable role in implementing MCTs. 
 
In contrast, small-scale phone shops or Public Call Offices (PCOs) are 
overwhelmingly privately financed and run. Sometimes a form of licence or 
franchised brand name is also introduced to standardise appearance or regulate 
the number of outlets, though this is sometimes more of a hindrance than help to 
the development of the market, offering more opportunities for official control 
than are necessary. 
 
PCOs tend to emerge where a sustainable and profitable market exists. It is 
noteworthy though that many PCO type operations have been induced by 
specific obligations on operators – on the incumbent, the second national 
operator or even cellular operators. Examples are:  
 
• Vodacom and MTN in South Africa which run PCO franchises and subsidise 
the call rates; 
• PT Telkom's Wartels in Indonesia; 
• Sonatel in Senegal; and 
• Teleboutiques in Morocco.  
 
But it is not only these obligations that have created a favourable market and the 
expansion of PCOs in order to provide access to telecom for the poor and the 
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rural population. Through 'rural funds' or universal service/ universal access 
funds commercial operator have been incentivised to provide services to rural 
and under-served areas. Operators can receive or bid in competition with other 
operators for a subsidy to provide service to rural areas. These rural funds often 
receive their finance from a 1% contribution of all telecom providers in a country. 
Successful and prominent examples are Chile and Peru. 
 
Sustainability 
MCTs are expected to be sustainable in the long term, as their socio-economic 
impact and the opportunity cost of alternate modes of delivering the services they 
can offer are realised. At the moment, almost all MCTs thus combine public 
involvement with ‘an eye’ towards eventual self-sustainability.  
 
Some MCTs also have the potential to be self-sustaining in the medium to long 
term. In the early stages, however, many MCTs require a certain amount of 
public investment to offset the high start-up costs and piloting of new ideas. 
 
MCTs allow public agencies and private IT companies to assess the demand for 
products and services while creating the market through exposing the public to 
the applications. MCTs thus provide a means to explore rural locations as 
potential new markets for IT companies. 
 
Experience in the UK suggests that profitability is possible, however this has not 
been universally so.  Many telecentres have not been able to move beyond the 
stage where they are dependent on institutional or volunteer support and 
donations of equipment, as shown below. 
  
 
Source: ITU, December 1998 
 
 
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It can be observed that about 25% of MCTs in the UK are profitable while about 
one third experienced losses. This has been the typical experience of telecentre 
projects in European countries. 
 
Experience on sustainability of MCTs in developing countries is very limited, as 
most of the projects are young and are not expected to be self-sustaining until 
after 3-4 years in operation. 
 
The financial advantages which MCTs could enjoy in developing countries, 
compared to advanced countries, is that: 
• a larger income can be made from basic telecommunications access in case 
they are the only provider, by extending the infrastructure to as of yet 
unserved areas e.g. using satellite or wireless technology (otherwise it is at 
the expense of smaller businesses and shops being able to operate a basic 
phone shop profitably in the absence of an MCT). 
• block funding from the education, health and administrative ministries of 
government could provide substantial income if MCTs are recognised (as 
they should be) as a cost-effective means of delivering services which would 
otherwise not be provided, and therefore paid reasonable fees. 
 
The ITU6 suggested that after initial investments are made, telecentres could 
provide annual pre-tax profits of US$71,300, about 60% of total annual revenues.   
 
However, caution is necessary, as the (few) financial analyses carried out by 
some international agencies use hypothetical or optimistic revenues, which 
cannot be achieved unless managers are astute commercial entrepreneurs. 
Some of the analyses also do not take full account of the need for rapid 
depreciation and amortisation of equipment common to the commercial ICT 
environment.  
 
Currently there is no MCT in a developing country which has proven to be self-
sustaining. The reasons are many-fold, but the most evident reason is that many 
have been operational for only a short time and have been challenged with all 
sorts of teething problems.  
 
However, judging from the limited data available on financial performance of 
MCTs and practitioners and expert opinions, the prospect of MCTs becoming 
self-sustaining is considered rather dim. A look at the ownership and operating 
model as well as the typical size of MCTs can shed some light on the reasons for 
this not so optimistic outlook, but will also show emerging trends and solutions for 
different approaches. 
 
 
                                            
6 Ernberg, Johan "Universal Service by Means of Multipurpose Community Telecentres", 1997 
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Ownership and operating models 
While MCTs vary in many aspects, one common characteristic is that hardly 
none of them has been either initiated by the private sector nor any individual 
MCT is run by a local entrepreneur on a commercial basis. MCTs are pre-
dominantly initiated by development agencies and often run by local NGOs.7 
 
This ownership model is naturally reflected in many elements of the operating 
model and some problems related to it. The objectives of many local NGOs 
responsible for operating the MCT are to foster their individual and specific 
development purposes. The MCT is just a tool to facilitate specific development 
efforts. Thus, a main characteristic is that those NGOs, as non-profit civil 
associations, have mostly no primary intent to make profit using the MCT and are 
often not commercially minded and skilled. 
 
Consequences in many cases, though there are obviously also exceptions, have 
been problems with: 
• Pricing – pricing strategies and guidelines are often missing, and prices do 
not reflect the cost of providing the services. 
• Market analysis & business plan – proper demand studies prior to the 
establishment and planning of MCTs are often missing as is the case for 
business planning. 
• Competition – there are two threats relating to competition in places with 
existing infrastructure, first local entrepreneurs can compete with the MCT 
which is not bad in itself but many MCTs are not prepared for this, and 
second, if MCTs provide subsidised services they distort the market for 
emerging local entrepreneurs who provide telecom access and business 
services etc. 
• Human resources – many MCTs rely on volunteer work and managers 
often do not get compensated with an appropriate salary; this results in 
difficulties of retaining motivated staff long-term. 
 
MCTs are therefore often seen as 'supply-driven'. Due to these difficulties there 
is an emerging trend that calls for 'demand-driven' models. 
 
 
 
                                            
7 Examples are the info-shops in India Pondicherry, funded by IDRC and implemented by the 
M.S. Swaminathan Research Foundation; the Universal Service Agency's telecentres in South 
Africa, awarded to 'Community Based Organisations' (CBOs); Uganda National Council for 
Science and Technology (UNCST) for the MCTs in Nabweru and Buwama, funded by IDRC; 
Nakaseke MCT in Uganda is financed and supported by UNESCO, UNECA, IDRC, ITU and 
World Bank 
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1.5.5 Recommendations and Guidelines for implementation of MCTs 
 
In this section we suggest an approach for COL and international organisations 
to pursue in the development, promotion and support of telecentres. Our  
recommendations incorporate three important principles: 
 
1. Basic telephony services can be delivered commercially without major outside 
investments, if the basic telecom access infrastructure exists. MCTs should 
not compete with or be planned in such a way as to reduce the viability of an 
already developing basic telecommunications retail business involving local 
agents and entrepreneurs. 
2. Despite some variety, there is room for more types of telecentres, in particular 
those involving the private sector. Explore models which are in size between 
a PCO and a MCT, which are privately run and commercially oriented, and 
provide also more advanced ICT services that foster socio-economic 
development through smart-subsidy mechanism and other incentives. 
3. Larger MCTs could be used more as a laboratory and incubator for services 
and ICT applications fostering rural socio-economic development than as the 
model for replication itself. Only economically successful models are likely to 
replicate themselves in larger numbers and can spread the benefits beyond 
singular locations. Still the costs and financial performance of the more 
advanced internet based ICT services in MCTs should be accounted for, 
financed and supported separately, taking every step possible to maximise 
their revenue generating capacity and ultimate self-sufficiency. 
4. The cooperation and contribution of government (national and local) must be 
enlisted to:  
a) create supporting regulations and allow pricing for effective operation, and  
b) generate revenue from the beneficiaries (including government 
departments) of those ICTs which cost-effectively deliver social 
infrastructure services, such as education, health and public information. 
 
General recommendations 
The general implementation strategy recommended by Intelecon is as follows: 
 
1. Government regulators should be strongly encouraged to: 
• liberalise the reselling of basic telephony service at the local retail level, 
and to remove all bureaucratic obstacles which discourage private 
entrepreneurs from operating phone shops and small telecentres, and  
• work with incumbent and/or other telecom operators and ISPs to devise 
reliable and local-call-charged points of presence (POPs) in all localities 
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likely to have MCTs, in order to optimise their operational performance 
and help create successful implementations. 
2. Various financial options should be offered by international organisations 
seeking to develop telecentres, depending on local market conditions, e.g.: 
• Micro-loans (say up to US$15,000) to enable entrepreneurs and phone 
shop operators to purchase PC equipment and advanced communications 
services, to establish small privately owned and operated telecentres.  
• Seed finance (US$100,000 maximum) on matching basis for qualifying co-
operative or community owned MCT projects. It is suggested that part of 
the community contribution to capital and/or operating cost may be in kind. 
3. Enhanced MCT services –i.e. the ‘non-basic’ services such as internet, tele-
learning, tele-health, tele-administration, PC training, meeting room rental – 
should usually be organised and developed separately from telephony and 
fax, but according to an approved business plan. They may be financed by 
contributions from international agencies, government, community 
cooperative groups and service or technology suppliers. MCTs should 
however have definite goals and targets for self-sufficiency, and clear bases 
on which self-sufficiency – financial or socio-economic - is calculated. 
4. Best standardised telecom access for the ICT services in MCTs and smaller 
telecentres might, in some situations, be achieved with a satellite based 
VSAT service. It is recommended that this be considered where the 
regulatory and operator environment is suitable, and that the co-sponsorship 
of a VSAT operator or supplier and ISP be sought. 
5. Preference should be given to telecentre marketing & management solutions 
which have a ‘franchise’ element – name branding, standardised look and 
methods, standard payment vehicles (e.g. pre-pay cards), quality control and 
training package – in order to increase their recognition nationally and their 
presence in both urban and rural localities. This will tend to increase their 
quality and also the chances that urban dwellers would purchase pre-pay 
cards or otherwise finance participation by their rural friends and relatives. 
6. Sponsoring agencies must have a standard ‘application procedure’ for each 
of the micro-loan and MCT financial package. The micro-loan procedure will 
be much simpler than that of the MCT package, since the primary objective is 
to assess the borrower’s marketing plan and financial viability, whereas larger 
MCT projects will have much more complex relationships and dependencies. 
The lead funding agency should also provide consulting assistance to help 
the application procedure.  
 
Business Planning  
A good business plan, as part of the financial application documentation, is 
critical. It must provide a clear vision of the need, services and expected 
performance of the project or commercial venture. It must also create confidence 
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COL INTERNATIONAL – USE OF ICTS FOR LEARNING & DISTANCE EDUCATION   
 
and clarity among the owner/participants, sponsors and financiers of the project. 
The plan also serves as an ongoing reference for owner, financiers, management 
and staff and provides the basis for continual or periodic assessments of the 
strategic and financial health of the project.  
 
Although micro-loan applications will be simpler than full MCT applications, all 
business plans should contain the following [micro-loan exceptions noted]: 
• A mission statement and programme description. 
• A clear outline of the ownership structure and participants in the project, and 
whether the centre will be a franchised or independent business, a community 
co-operative, an arm of local government, etc. Preferably the centre should 
be, from the outset, a commercial entity, even if parts – to be clearly identified 
- are known to need subsidisation.    
• A demand assessment (community demographics, interests and affordability). 
The assessment should include a market study that assesses the availability 
of telecommunications, the presence of other suppliers in the location (e.g. 
phone shops, schools, hospitals) and the specific needs of the region 
(including the kind of information needed by the local community). 
• [Mainly for MCTs] an assessment of the site’s access to telecom 
infrastructure, the local topography, and the best access technology and other 
systems (e.g. power) required for the centre. This assessment should suggest 
the technology that best fits the characteristics of the site. 
• A financial proforma should contain start-up expenses and start-up costs, as 
well as projections of number of users, fees/prices, revenues, expenses, 
financing costs, operational costs and salaries/profit, depreciation and 
amortisation of equipment, marketing costs, etc.  
• Sample schedules, showing costs and revenues for each major department 
or service - e.g., telephone, fax, computer, training, photocopying, tele-health, 
tele-administration, etc. - allowing management to make periodic assessment 
of the performance of the centre against the plan. 
• Financial ‘bottom line’ performance must be shown and any variations from 
profitability explained, justified and projected into the future to show how the 
situation will improve.  
• Summary of funding requirements and of financial or in-kind contributions 
from all sources. The scale of the investment and the scope of services 
proposed must be justified. 
• An operational plan (organisational chart, staffing plan, equipment and facility 
plans and assessment of possible problems and solutions) [Mainly for MCTs]. 
• For MCTs mainly, an assessment of support from the local community (to 
confirm that benefits of the MCT to are understood by the local entrepreneurs 
and residents) and for commercial telecentres a marketing plan. 
 
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A business plan should be realistic and be elaborated after a careful assessment 
of the characteristics of the location to be served. 
 
Management & human resources of MCTs 
Basic principle: On balance it is best for the MCT to be planned and run on a 
commercial basis, with a clear outline of the role, rationale and contribution of 
community and other public organisations. The success of MCTs relies heavily 
on the skills and entrepreneurial spirit of the local manager, and the backing he 
receives. Recruitment should target local and ‘highly spirited’ entrepreneurs 
capable of developing a management and monitoring system.  
 
Form of business control and management assistance: Some forms of business 
structure – e.g., a franchise relationship – carry the advantage of providing 
standards of recruitment, training, and support in the form of a start-up package, 
operating manual, quality standards, etc. Allowing for the fact that MCTs will 
have a range of structures, sound principles of recruitment, training and support 
should be established and adhered to. 
 
Recruitment of manager: Ideally the manager-entrepreneur should be recruited 
before the form and final scale of the MCT investment is decided.  Large visions 
should not be imposed from outside, but astute local business people should be 
able to sense where good opportunities exist and help to maximise both the 
scale and viability of an MCT. Preferably, the entrepreneur-manager should be 
known and respected in the locality.  
 
Training: Managers should have proper training as part of their engagement. 
They should help to train their staff, local users and volunteers in the use of the 
equipment, customer service and provide clarity on responsibilities.  
 
Senior staff in large MCTs: In relatively large MCTs, it is advised that two senior 
people have responsibility.  One would be a project co-ordinator who is in charge 
of business development, including the co-ordination with other participants and 
creation of awareness of the MCT. The other would be a competent site manager 
who foresees daily operations.  
 
Partnerships: Given the nature of MCTs to provide social benefits while being 
sustainable, it is often suggested that they should include participation from both 
private and public organisations. Thus, in a number of cases, such as South 
Africa, it is recommended to adopt a “3P” (private-public partnership programme) 
strategy.   
 
Monitoring: It is useful to set a performance criteria of all kinds and to set a 
timetable, with milestones, to monitor the operational and financial performance 
of the centre, in order to confirm operational policies.  
 
 
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Marketing & financial matters 
Awareness: MCT managers should create awareness of the MCT and its 
benefits through presentations and demonstrations. The location of the MCT is 
important. So is ‘branding’ – one of the advantages of franchising - such that a 
similar name and logo appears across the country.   
 
Image & location:  It is useful to keep the image of the site local and familiar. It 
has been observed that local image lessens the risk to vandalism and theft. 
Being close to a market or main square provides visibility of the site. 
 
Operating hours: These should allow accessibility to the full potential demand 
 
Appropriate tariff policy: A good, cost-related pricing scheme should ensure 
sustainability of the MCT and be practical. Clear guidance on tariffs and price 
setting should be given to staff, and appropriate peak and off-peak rates offered. 
 
Business development: It is advisable to constantly make optimal use of 
resources to produce money. For instance, where possible a MCT manager 
could offer to establish or arrange for web-site development promoting, for 
example, a local farming co-operative, etc. 
 
Ongoing commitment of sponsors: It is important to keep sponsors and 
participants informed of the performance and achievements of the MCT to 
ensure their ongoing commitment. It also important to continue to build a local 
business network. 
 
Equipment Management 
Power supply: The quality and reliability of the local power supply is an issue. It is 
important to have power break, surge and lightning protection, battery back-up, 
etc. as well as a source of replacement supplies.  
 
Appropriate and useful software: Workstations should be loaded with software 
useful to the residents, to avoid sub-optimal use. Equipment should be adapted 
to the local needs and thus it is important to make an assessment of what is 
necessary and most suitable to service local residents. 
 
Modularity and flexibility: Managers should implement a systematic modular 
approach to the equipment and services contained and offered in telecentres, so 
that investment and expansion can be staged. Equipment should be easily 
upgradable and compatible with peripherals. Equipment capacity should be 
planned according to the demand. It is important to adopt state-of-the-art 
technologies and also be prepared to evolve as technology and local needs 
change or develop.  
 
 
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Optimisation of use: Strategies should be developed to take advantage of 
equipment in off-peak hours (e.g. by offering telecom-intensive and word 
processing services at those times or prices which maximise use and efficiency). 
 
1.6 The Policy environment for ICTs – lessons and needs  
 
In this section we identify and summarise important favourable conditions for ICT 
based distance education.  We draw on international experience and discuss the 
six countries of this report: South Africa, Ghana, Mozambique, Fiji, Trinidad & 
Tobago and Canada. 
 
First we will discuss the policy environment which is favourable to the 
development of the telecommunications and Internet infrastructure, and second 
how elements of education policy can help the use of ICT in distance education. 
 
1.6.1 Policy affecting infrastructure, information technology & the Internet 
 
Distance education using information and communications technology is, to a 
large extent, dependent on the reach and quality of a country’s existing 
telecommunications infrastructure. For example, telephone density either limits or 
allows people to have access to the Internet, and the quality, and capacity of the 
network determines the potential for DE multi-media applications. Another key 
condition is the cost of access; high cost telecommunications can severely limit 
the take-up of DE initiatives. 
 
1.6.2 Privatisation and liberalisation 
 
It is now widely understood that privatisation and liberalisation are important 
steps in the telecommunications sector reform process, resulting in accelerated 
infrastructure development. 
 
Privatisation typically injects needed capital into the sector. In developing 
countries this often means foreign capital injection. The private investment allows 
a more speedy network upgrade and roll-out than the state-owned cash-strapped 
former monopoly operator could accomplish. National policies need not only to 
privatise their incumbent operators but also ensure that the investment climate is 
secure and attractive. With privatisation comes a more entrepreneurial and 
efficient management to the telecom operation.  
 
The introduction of competition is the next step and an important condition for 
network development. Whereas privatisation brought needed investment to the 
sector and the efficient management of the operator, competition is the factor 
that drives the prices down for telecommunications services.  
 
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Except for Canada which has just recently also opened its local loop market to 
competition, none of the six case study countries has a fully liberalised 
telecommunications sector. Ghana created a duopoly by issuing a licence for a 
private second operator in 1997, but the operator could commence operation 
only at the beginning of 1999, due to regulatory difficulties. The duopoly expires 
in 2001. 
 
None of the other countries has liberalised their basic fixed service market and 
only South Africa has provided a fixed date for the liberalisation. However, all of 
the operators except Mozambique’s are partly privatised.  
 
1.6.3 Effective regulation 
 
Although telecommunications sector reform is called deregulation, it is 
misleading to think regulation is no longer needed in a liberalised and competitive 
market, or that the market simply regulates itself. Governments faced with the 
need to liberalise often fear that national objectives and development goals are 
neglected by the market, assuming that liberalisation is synonymous with the 
absence of regulation. This is not the case if effective regulation is in place, as 
the section below on rural telecommunications will show. 
 
Deregulation means mainly that the government stops influencing the operation 
of telecommunications networks. Often the ministry responsible for 
telecommunications is the policy setting body, the regulator and the operator. 
This needs to end with privatisation and liberalisation. Effective liberalisation 
requires an independent regulatory outside of the ministry responsible for 
telecommunications, since the ministry often still has an ownership interest in the 
former monopoly operator. The privatisation process usually takes place over 
several years, with the government retaining a majority or minority share during 
that period. 
 
A recurrent key problem is that the former monopoly operator uses its market 
dominance to hinder the new entrant. The regulator's role is to ensure a level 
playing field and fair competition. One of the most common problems is the 
question of interconnection between the incumbent's network and the new 
entrant. The former monopolist can delay the start in operation of the new entrant 
through delaying agreement to interconnect arrangements. Competitive service 
provision is virtually impossible if interconnect is delayed or the interconnection 
tariffs are overprized and not cost-related. 
 
Ghana, although partly liberalised (duopoly), has experienced exactly this 
problem. Although the independent regulator, the National Communications 
Authority (NCA), was established in 1996 according to recent reports adequate 
qualified staff for the NCA have yet to be appointed. This has partly caused long 
delays in competitive network roll-out by the new entrant, due to interconnection 
disagreements with the incumbent operator. The new entrant could only 
 29
COL INTERNATIONAL – USE OF ICTS FOR LEARNING & DISTANCE EDUCATION   
 
commence its operation two years after the license award. Clear interconnection 
regulation, enforced by an independent regulator acting as arbitrator in case of 
conflict, is essential for effective competition. 
 
1.6.4 Rural programmes  
 
Distance education is often most needed in rural and remote areas, where it is 
economically challenging to provide for a small number of residents the same 
depth and range of education opportunities as cities enjoy. Distance education 
can enhance and complement local resources. Also, the need for economic 
development in rural areas makes education all the more crucial. 
 
Unfortunately, in terms of telecommunications infrastructure, rural and poor areas 
are the most neglected part of the country, making ICT based distance education 
difficult.  
 
Favourable conditions for ICT based distance education can be found in 
countries that have special programmes for telecommunications network 
development in rural areas. There is a wide range of possible rural policy plans 
and actions, some of the most common of which are listed below: 
• obligation attached to licenses requiring a certain roll-out target in rural areas 
(this could be individual lines, payphones, or – most effective in developing 
countries – private-run phone shops or small telecentres) 
• special rural licenses which are auctioned to the bidder asking for the least 
subsidy 
• the set-up of a rural subsidy fund to supply the above subsidy, levying a small 
% of revenues from all telecom operators to finance rural network expansion  
 
Ghana has only postulated teledensity goals, but they are not coupled with 
concrete plans or a mechanism for implementation, although a rural fund is under 
discussion. Mozambique has no policy or plans on rural access at all.  
 
South Africa is the outstanding example having a very definite policy and 
institutions to foster access to telecommunications services in rural and 
disadvantaged communities.  In 1996 the government created the unique 
Universal Service Agency (USA), a statuary body which has the function of 
promoting, fostering and overseeing the provision of universal access (defined as 
telecommunications services within walking distance for everybody) and later 
universal service (affordable individual service). 
 
The USA has initiated a telecentre programme to improve access to 
telecommunications in the country, and a Universal Service Fund (USF) was also 
 30
COL INTERNATIONAL – USE OF ICTS FOR LEARNING & DISTANCE EDUCATION   
 
created to help finance the telecentres. The USF receives its money from a levy 
taxed on all telecom operators, as well as from international donations. 
 
In addition, the fixed network operator and the two mobile operators have 
obligations to provide services to disadvantaged urban and rural areas. For 
example, the mobile operators Vodacom and MTN have an obligation to roll out 
22,000 and 7,500 community service phones respectively by 1999.  
 
In Canada, with its vast territory and low population density, the incumbent 
telecommunications carriers have the obligation to provide universal service, i.e., 
affordable telephone service to every person regardless of location. As can be 
seen later, Canada has initiatives such as the Community Access Programme 
(CAP) which are unique in ensuring that rural communities also have access to 
the Internet. 
 
Mozambique, Fiji and Trinidad & Tobago have no special provisions for their rural 
areas. 
 
1.6.5 Internet and IT 
 
The Internet plays an important part in ICT based distance education, and most 
applications are dependent on using the Internet. Therefore, in addition to the 
policy focused on the telecommunications infrastructure supporting the Internet, 
the policies and laws directly regulating the Internet have an impact on the 
potential of ICT based distance education. 
 
The following policy principles and regulations are important: 
• Liberalisation of Internet Service Providers (ISPs): The majority of countries 
seem to be following this principle, including developing countries. 
• General "hands off" approach towards Internet regulation: This approach 
recognises the fact that the Internet has developed so rapidly, largely owing 
to the fact that it was free of hindering regulation. Although still in debate, a 
view seems to be evolving that the common law should be sufficient to 
regulate activities on the Internet (i.e., the commerce law for e-commerce, 
criminal law for Internet pornography, etc.). 
• Promoting broadband and advanced communications: This can be achieved 
by allowing competition to flourish and the government remaining 'technology 
neutral.' 
• Low import tax on computer hardware and software: This applies also to 
telecommunications equipment. 
 31
COL INTERNATIONAL – USE OF ICTS FOR LEARNING & DISTANCE EDUCATION   
 
• Ensuring that transmission capacity pricing is low and cost-based: Otherwise 
ISPs cannot offer affordable consumer prices to achieve a mass market. 
Again, competition is an important prerequisite for lower prices. 
 
Similarly crucial is the pricing of local dial-up access to ISPs, which determines 
the speed of Internet take-up. There is an African policy initiative to guarantee 
local call prices for access to ISPs nationally, however only 13 countries have 
thus far subscribed to the concept. 
 
All six countries have liberalised ISPs, but with various success if measured by 
the number of ISPs. Canada, not surprisingly, has a huge number of ISPs: 210 in 
1998, followed by South Africa which had 75 ISPs in 1998, then doubling in 
number to 150 by 1999.  
 
Ghana and Mozambique had nine and six ISPs respectively in 1998, reflecting a 
slow take-up and regulatory problems.  
 
The two island countries, Fiji and Trinidad & Tobago, had two ISPs each. 
However, this not only results from less decisive Internet policies but is due also 
to a naturally limited market. 
 
1.6.6 Education policy 
 
From the observation of the six case studies, it seems that the following policy 
initiatives are important conditions and facilitators of ICT based learning and 
distance education: 
 
1. Government awareness of the importance of ICTs for national education  
 
This demands understanding that a) information and communications 
technology are vitally important to the development of the economy and to 
participation in the global information society, with a corresponding need to 
develop appropriate skills, and b) ICT based learning and distance education 
can play a crucial role in broadening access to education for the whole 
society. 
 
2. A strategic plan or policy  
 
This must be based on an analysis of needs and priorities for the use of ICT 
to improve education. Key elements and concrete steps of such a strategic 
plan are: 
• ICT skills integration in national curricula 
• equipping schools with computers 
• teacher training on ICT 
 32
COL INTERNATIONAL – USE OF ICTS FOR LEARNING & DISTANCE EDUCATION   
 
• initiatives and programmes which invite and attract private sector 
involvement 
Two other conditions are important for the success of ICT based distance 
education.  These are 1) the presence of local participation and initiative, and 2) 
serious considerations regarding the self-sustainability of projects. 
 
From its review Intelecon gained the impression that in developing countries the 
more modest projects are the most successful because they are better able to 
secure sufficient funding to sustain themselves. Also, it seems that the less 
ambitious and more concrete projects find it easier to secure private sector 
contributions.  
 
The large scale projects are often still in the process of securing and negotiating 
funding and it remains unclear how operating and recurrent costs will be covered 
in the long run. In order to develop sustainable ICT based distance education in 
developing countries, models of financing need to be devised which provide for 
transition from initial dependency on the international donor agencies to self-
sustaining and continuing institutions. 
 
Some initial ideas encountered in our case studies are the following: 
• Fee-based usage of ICTs for distance education: Even small charges help to 
finance ongoing operating costs. E.g., in Ghana schools charge an additional 
monthly fee to sustain computer labs; funding could be arranged for pupils 
who definitely cannot afford even the most modest charge. 
• Universal service fund or equivalent as ‘seed capital’: In South Africa the USF 
which supports the establishment of telecentres is secured from a small levy 
on telecommunications operators. Also, the projects are sufficiently modest 
that many centres promise to become self-sustaining in the medium term if 
the operational glitches are ironed out. 
• Multi-user concepts in facilities usage: e.g., in Ghana some schools in the 
WorLD programme charge for evening use of their computer lab for adult 
teaching of software skills. 
• Regionalisation: This seems to be the best answer for large-scale projects, 
especially in small markets (e.g., the African Virtual University or the 
University of the South Pacific).  
• Private sector sponsorship: In the projects reviewed evidence exists of 
considerable willingness by a broad range of private sector companies (even 
many non-IT companies) to make cash or in-kind contributions, including 
computer equipment for schoolNets, and discounts on services to well-
defined projects. National governments and international agencies can broker 
such partnerships; the WorLD programme is a very successful example of 
such a strategy. 
 33
COL INTERNATIONAL – USE OF ICTS FOR LEARNING & DISTANCE EDUCATION   
 
In conclusion, it was noted in the Canada case study that most rapid progress in 
policy development seems to be made when various ministries and departments 
– e.g., telecommunications, industry, human resources and regional 
development – are all convinced of the need for leadership and co-operate on 
jointly developing ICT strategy.  This reflects common conviction, in Canada at 
least, that a policy on ICT in education is just one facet of preparing the 
population and workforce in all parts of the country to be productive, competitive 
and at-ease in the information economy. 
 
Hence all of the policy concepts presented in Sections 1.6.1 – 1.6.6 should be 
considered as a whole if the use of ICT is to be encouraged and facilitated to the 
optimum extent. 
 
 34
 
                                      2. SOUTH AFRICA 
 
 
Country Characteristics 
 
      Government type        Republic 
 Territory          1.22 Million Km2 
 Population (1997)             40.6 Millions 
 Annual population growth (expected 1997-2015)       1.1% 
 Urban population     20.3 Million (50%) 
 Population density          33 People/Km2 
 Major villages and towns          6,000 approx. 
 Average village size               3,400 inhab 
 
• Administrative divisions: nine provinces: Eastern Cape, Free State, 
Gauteng, KwaZulu-Natal, Mpumalanga, North-West, Northern 
Cape, Northern Province, Western Cape 
• Culture: Heterogeneous, with four ethnic groups (black 75.2%, 
white 13.6%, coloured 8.6%, Indian 2.6%) and 11 official 
languages, including Afrikaans and English 
• Topography: 60% Mountain, 20% Prairie, 15% Desert and 5% 
Steppe 
• Climate: mostly semiarid with subtropical along the east coast 
 
 
Education 
 
Adult illiteracy rate 18% Illiteracy rate, 1997         18% 
Public Spending on Education (GNP Share)     7.9% 
Universities           NA 
 
• Gross enrolment ratio (% of relevant age group)1, 1996: Primary 
131%, Secondary 94% and Tertiary 19% 
1Percentages may exceed 100% since enrolment includes repeaters and 
over-aged. Tertiary enrolment includes non-university diploma studies and 
programmes requiring secondary-education certificates. 
35  
COL International – Use of ICT for distance education - South Africa  
 
  
Economy 
 
GDP (USD Billions)
73.6 GNP, 1997      US$ 130.2 Billion 
50.3 GNP/Cap, 1997     US$ 3,400 
31.0 GNP/Cap PPP, 1997    US$ 7,500 
GDP Growth, 1998     1% 
6.5
 
Output (Share of GDP2), 1997: 
Agriculture      5% 
Manufacturing               24% 
Industry                39% 
Services                57% 
2Sum of shares may surpass 100% due to output overlaps 
3Services output includes public services 
 
• Government Revenues: (Share of GDP), 1996:          29% 
• Industries: mining (world's largest producer of platinum, gold, 
chromium), automobile assembly, machinery, textile, iron and 
steel, chemical and fertilizer. 
• Agriculture products: corn, wheat, sugarcane, fruits, vegetables, 
beef, poultry, mutton, wool and dairy products. 
 
Information and Communications Technology 
 
Mainlines per 100 inhab. Telephony 
12.0
CAGR: 5.7%  
11.5  Main Telephone Lines: 11.0
existing, 1998:          5.1 Million 
10.7
10.0  expected, 2000:          5.9 Million 
10.1
9.7  Compound Average Growth Rate, 1995-98:    8.2% 
9.0
 
 Main Telephone Lines per 100 inhab: 
existing, 1998:        11.5 
 expected, 2000:        12.5 
in urban areas, 1995:        12.9 
 in rural areas, 1995:          5.2 
 Compound Average Growth Rate, 1995-98:     5.7% 
36 
Agriculture
1995 Manufacturing
1996 Industry
1997 Services
1998
COL International – Use of ICT for distance education - South Africa  
 
 Quality and Investment 
 
Digitalisation, 1998        82% 
 Telecom Investment, 1998            US$  2.7 Billion 
 Telecom Revenue, 1998            US$  6.0 Billion 
 Reinvestment Ratio (Investment/Revenues):     50% 
 
 Internet and Media 
 
Ave. Annual Growth 1995-98 PCs, 1998     2.1 Million 
PCs per 100 inhab, 1998            4.74 
44%
PCs per 100 CAGR4, 1995-98           24% 
24% Internet Users, 1998             1.26 Million 
8% 9% Internet Users per 100 inhab, 1998           3.31 
Internet Users CAGR4, 1995-98           40% 
Internet Hosts, 1998       144,500 
Internet Hosts per 100 inhab 1998         0.326 
Internet Hosts CAGR4            44% 
ISPs, 1998      75 
 TVs, 1998     5.4 Million 
TVs per 100 inhab, 1998            12.5 
TVs CAGR4, 1995-98               9% 
TV Broadcast Stations, 1997 (incl. 144 repeaters)  700 
Radios, 1997     7.5 Million 
Radios per 100 inhab, 1997    20 
 Radio Broadcast Stations, 1997            180 
 4CAGR = Compound Average Growth Rate 
37 
Main Telephone 
Lines
TV Sets
PCs
Internet Hosts
COL International – Use of ICT for distance education - South Africa  
 
2.1 General Context 
 
South Africa is the fourth largest country in the Commonwealth and has the sixth 
largest population. With 50% of its population living in urban areas, South Africa 
has a higher urbanisation rate than most of the Sub-Saharan countries. However, 
some of the huge and disadvantaged townships are included in this urbanisation 
rate. 
 
Within Africa, South Africa’s population density of 33.3 persons per km2 falls 
between that of Mozambique which has 21.2 persons per km2 and Ghana's with 
78.9. With a GNP per capita of US$ 3,400 in 1997, South Africa is the richest 
country among the three African countries selected for this study and has, with 
5%, a very low percentage of its economy dependent on agriculture. 
 
South Africa, with its history of apartheid, has an outstanding commitment for 
changing its legacy of inequalities in freedom, access to information, wealth and 
opportunity based on race. The country is strongly devoted to overcome and 
mitigate disadvantages for large parts of the society resulting from past policies: 
Access to information and communications as well as education, freed from the 
crippling and discriminating concept of Bantu education, are crucial elements and 
building blocks for the so-called 'empowerment.' 
 
2.2 Environment and Function of ICT- based Distance          
Education 
 
The baseline data gathered on South Africa show the following features of the 
education situation: 
 
• With gross enrolment ratios of 131%8 for primary and 94% for secondary, it 
appears that South Africa has successfully managed the delivery of education 
to these age groups. 
• A lower enrolment ratio of 19% can be found in tertiary education, however 
compared to the U.K.'s 48% with its GNP six times higher than that of South 
Africa, this seems to be a relatively high enrolment ratio for a middle income 
country.  Within the African Commonwealth countries, South Africa's GNP per 
capita compares approximately with that of Botswana (US$ 3,260) which has 
a tertiary enrolment ratio of 6%. 
• With nearly a fifth (18%) of the population illiterate, adult education and 
continuing education are still major issues in South Africa. (Botswana has an 
adult illiteracy of 30%.) 
                                            
8 Percentages sometimes exceed 100% since enrolment includes repeaters and over-aged 
students 
38 
COL International – Use of ICT for distance education - South Africa  
 
 
In South Africa, the following important projects were identified and used to gain 
an appreciation of the use of ICT in distance education.  
 
• SchoolNet 
• Mamelodi Community Information Services (MACIS) 
• Technology Enhanced Learning Initiative of Southern Africa (TELISA) 
• Distance Education Digital Learning System (DEDLS) – in planning stage  
• the African Virtual University (AVU) – pilot stage completed 
• the Universal Service Agencies telecentres 
 
In regards to the focus of those projects there are clearly two concentrations, 
namely tertiary education and community projects. 
 
The African Virtual University, which has just completed its pilot phase, is not 
only focussed on tertiary education but also on continuing education for 
professionals from the private sector. The Distance Education Digital Learning 
System (DEDLS) is still in the planning stage but its first pilot is intended to 
create content which can be digitally transmitted using different delivery 
technologies. Its main target audience is post-secondary learners. 
 
The third project aimed at tertiary education is the Technology Enhanced 
Learning Initiative of Southern Africa (TELISA) which already has one ICT centre 
operating in South Africa. One of its objectives is to improve the access to tertiary 
education. The TELISA initiative also has a focus on the community: its ICT 
centres are located or planned in a community setting, serving the needs of the 
community in general and the business community. 
39 
COL International – Use of ICT for distance education - South Africa  
 
 
The following tables give an overview of the functions and environments of ICT 
based distance education of the six initiatives examined: 
 
 TELISA DEDLS SchoolNet MACIS AVU USA 
telecentres 
Function of DE       
Primary       
(literacy, numeracy) 
Secondary   √    
Tertiary √ √   √  
Postgraduate research       
Profession oriented        
Teacher training √  √    
Continuing education       
Computer literacy √  √ √  √ 
Health Education       
 TELISA DEDLS SchoolNet MACIS AVU USA 
telecentres 
Environment of DE       
Community √  √ √  √ 
Rural/ remote √ √    √ 
Content production √ √ √    
Access to education √    √  
Access to technology √ √ √ √  √ 
 
 
One other initiative in South Africa has a major emphasis on the community. The 
Telecommunications Act of 1996 has established the statutory body of the 
Universal Service Agency (USA). It is responsible for promoting, enabling and 
overseeing the provision of universal access to all South Africans, especially 
those in remote and disadvantaged communities. Universal access is defined as 
access to a telephone within 30 minutes’ walking distance. The Universal Service 
Agency is using the implementation of telecentres as a major tool to provide 
universal access to communities.  
 
Telecentres are operated and managed by franchisees which need to be 
approved by the USA. By fiscal year 1997/1998 it had approved more than 60 
telecentres. The Agency has a five-year target which aims to have one 
40 
COL International – Use of ICT for distance education - South Africa  
 
telecentre-type facility in each community (villages, townships, farm community 
and other) by 2004. 
 
One of the telecentres approved by the USA is the Mamelodi Community 
Information Services (MACIS). MACIS is run by and situated in a community of 
around 750,000 residents.  Though it was launched in 1995 before the USA had 
been established, it is now financed by the Agency. 
 
SchoolNet South Africa is geared towards providing ICTs for secondary 
education. As in the school-net in Ghana, some of the schools have acted as ICT 
centres for their community. In Ghana this was part of the effort to self-sustain 
the computer labs. 
 
Naturally, ICT based distance education and learning projects provide access to 
ICT technology and infrastructure. However, the primary goal for some is to 
provide access to ICT, while for others it is to provide access to certain specific 
educational content, using ICT as a tool for delivery. 
 
• The primary goal of MACIS and the USA telecentres is to provide access for 
the community or secondary students to ICT, enabling them to use it to their 
benefit. 
 
• The AVU, DEDSL and TELISA all aim to broaden the access to specific 
tertiary education (diplomas, degrees and certificates etc.) by the means of 
ICT, making ICT access the tool for education delivery, not the main goal. 
 
• SchoolNet features to some extent in the middle, since its main goal is school 
connectivity but it also stresses online content and curriculum development. 
 
Three of the six projects portrayed also have a focus on content production. 
Similar to SchoolNet, TELISA has a strong focus on content. It plans a series of 
internet-based information servers in order to provide appropriate support 
material to existing educational institutions, lecturers, teachers and businesses.  
 
One of these servers is already in place: www.africaeducation.org. It is a special 
web-page for education, development and lifelong learning in Africa. It has not 
only curriculum content and resources and information on other distance 
education projects and school projects, but also hosts the ‘Africa Digital Library.’ 
It has been available since November 1999 and offers a growing book selection 
(3,000 to 4,000 currently) free of charge to African residents. 
 
The planned DEDLS project seems to focus on developing distance education 
content which is independent of the delivery system as long as it is digitally 
based. The idea is to develop content which is not produced with a specific 
medium for transmission in mind but which can be transmitted via a range of 
alternative technologies. 
41 
COL International – Use of ICT for distance education - South Africa  
 
 
Within the six initiatives only two were found which specifically included teacher 
training:  the TELISA initiative and SchoolNet SA. Educator training is part of 
their strategy with the intention to train academic staff and secondary teachers 
respectively on how to use computers and the Internet for educational purposes. 
 
2.3 Infrastructure and Technologies 
 
With an average of 11.46 main lines per inhabitant, South Africa has the highest 
telephone penetration in Sub-Saharan Africa except for Mauritius. However, 
there are large disparities between provinces, and between urban and rural 
telephone penetration. In 1995 the rural telephone penetration was less than half 
of the urban teledensity. This has since improved significantly, but the disparity is 
still high. 
 
Gauteng and the Western Cape both had a teledensity above 20 per 100 
inhabitants in 1995, whereas Mpumalanga, the Eastern Cape, and the Northern 
provinces had a teledensity just above 5 per 100 or even below. 
 
With a GNP per capita almost 10 times that of Ghana, and over 36 times that of 
Mozambique, South Africa also has a computer and Internet penetration many 
times higher than the other two countries. There are approximately 3.31 Internet 
users per 100 inhabitants whereas Ghana and Mozambique have just 0.03 and 
0.02 respectively. South Africa had 75 Internet Service Providers (ISPs) in 1998 
and more than 144,000 Internet hosts, compared to 192 in Ghana and 141 in 
Mozambique. A huge difference can also be found regarding the PC penetration: 
In South Africa the ratio is nearly 5 PCs per 100 inhabitants. Mozambique and 
Ghana both have a ratio of 0.16 per 100 inhabitants.  
 
In traditional media, South Africa has a TV penetration of 12.5 TVs per 100 
inhabitants and 20 for radio receivers. 
 
The projects can be broadly divided into those which have only user technology 
in mind and those which also provide or include the infrastructure and 
transmission technology to deliver education. 
 
Both the AVU and TELISA use satellite broadcasting to deliver education and 
establish their own transmission facilities. Also, telecentres funded by the 
Universal Service Agency focus on infrastructure provision to underserved, 
remote and rural communities, using landlines and cellular technology (the latter 
through obligations on the two mobile operators, MTN and Vodacom).  
 
Another key infrastructure initiative not portrayed here is Uninet, a provider of 
national network backbone to its member institutions which are tertiary education 
institutions, research institutes and some school networks. 
42 
COL International – Use of ICT for distance education - South Africa  
 
 
DEDLS focuses neither on the infrastructure nor on the technology for the end-
user, but on digital content packaging, which allows it to be adapted to whatever 
transmission technology or end-user technology is available.  
 
The following tables give an overview of technologies used in the six projects 
examined: 
 
 TELISA DEDLS SchoolNet MACIS AVU USA  
tele-centres 
End-user equipment       
PC √  √ √ √ √ (in some) 
LAN √  √ √ √ √ (in some) 
Telephone √     √ 
Internet connection √  √ √ √ √ 
E-mail √    √ √ 
Touch screen info- kiosk    √   
 
 
 TELISA DEDLS SchoolNet MACIS AVU USA  
tele-centres 
Transmission       
technology 
Satellite broadcasting √    √  
Wireless     √  √ 
Fixed networks √  √ √  √ 
Content platform       
Web-page hosting √    √  
CD-Roms    √   
Electronic DB    √   
 
MACIS and SchoolNet focus on equipping the end user, the student and the 
community with technology and the connection to the infrastructure which 
provides access to worldwide information. 
 
AVU and TELISA, as projects which are more focused on education content 
delivery than merely on access to IT, both consequently also host information 
web-pages, providing access to specific information regarding education. 
 
MACIS, geared towards the community, includes touch-screen information 
kiosks, which can be used by computer illiterate people. 
43 
COL International – Use of ICT for distance education - South Africa  
 
 
These examples of ICT based distance education projects illustrate that in South 
Africa a wide variety of technologies is used to facilitate or deliver education.  
 
It seems that there are two determining factors for technology choice: 
 
• the available supporting infrastructure in the country 
• the appropriateness for the purpose and end-user of a distance 
education initiative 
2.4 Policy 
 
Starting with basic statistics, there are two important factors in South Africa which 
reflect underlying policy decisions and strategy:  
 
1. The 1998 investment in the telecom sector equals approximately 50% of the 
telecom revenue in the same year, showing a commitment to expand the 
infrastructure for the future. 
2. In 1996, public spending on education was at 7.9% of GNP. In the 
Commonwealth there are only six countries with higher relative expenditure 
on education (Botswana, Maldives, Namibia, Saint Lucia, Swaziland and 
Zimbabwe). 
 
The following sections look in detail into various policies which affect the use of 
ICT based distance education in South Africa and examine their impact. 
 
2.4.1 Telecommunications and IT 
 
Fixed basic services including international - not liberalised 
The sole fixed-line operator (PTO), Telkom SA, has a five-year period of 
exclusivity to supply local, national and international telephony, ending in 2002. 
Telkom has the prospect of a sixth year if it achieves 90% of the five-year total 
line target by the fourth year of its licence and 80% of its five-year line target.  
News articles in mid 1999 seem to suggest that it is not likely that Telkom SA will 
meet the target to obtain an additional year of exclusivity.  
 
A second fixed-line operator licence will likely be issued in 2000 or 2001. The 
second operator will need time to roll out its network in order to come on line as 
soon as Telkom's period of exclusivity ends in 2002 or 2003. 
44 
COL International – Use of ICT for distance education - South Africa  
 
Internet Service Providers (ISPs) – liberalised 
 
In 1999 there are about 150 ISPs. Approximately 10 are large and more than 120 
are ‘second-tiered’ (virtual ISPs). The 10 ‘top level’ (first-tier) ISPs in South Africa 
have their own international leased line links.  
 
• Telecommunications regulator SATRA ruled that the Internet was in 
the competitive domain and falls under the Value Added Network 
Services (VANS) licence, not the voice network licence. This ruling 
was in response to Telkom's challenge that its monopoly over 
telecommunications services extended to Internet access. Internet 
access is provided under a VANS licence under section 40 of South 
Africa's Telecommunications Act. 
 
SATRA has created an Internet regulatory environment based on the following 
principles: 
• universal service obligations on ISPs 
• a common ‘peering point’ (or node), neutrally located and run by a Steering 
Committee composed of ISPs 
• keeping Internet traffic within the country to avoid having to communicate 
locally via international gateways, thus minimising the need for international 
bandwidth 
• overcoming the lack of interconnection of Internet networks. 
 
In addition, ISPs in countries which share borders with South Africa benefit from 
the low tariff policies instituted by the South African telecom operator for 
international links to neighbouring countries. As a result, South Africa acts as a 
hub for some of its neighbours - Lesotho, Namibia and Swaziland.  
 
South Africa has ISPs or local points of presence (POPs) in 70 locations. Unlike 
the majority of African countries, South Africa has Internet connectivity outside its 
capital city in most other cities and areas, however there is no low cost local 
access method in areas outside cities, so the issue of local connectivity is still 
problematic. 
 
Plans, programmes or policy for rural access or universal service 
The South African Telecommunications Act No.103 of 1996 provides a summary 
of objectives for the regulation and control of telecommunications matters in the 
public interest. They include 
• to promote Universal Service and affordable telecommunications service, 
including advocacy to raise awareness of telecommunications 
• to increase the provision of telecommunication services through rollout and 
infrastructure provision 
45 
COL International – Use of ICT for distance education - South Africa  
 
• to promote the innovative development of telecommunications services 
responsive to consumer/ user needs 
• to ensure the needs of local communities and areas are taken into account in 
relation to the provision of telecommunications services 
 
The Universal Service Agency 
The Universal Service Agency (USA) is a unique statutory body established by 
the South African Telecommunications Act of 1996. It will promote affordable 
Universal Access and Universal Service in Information and Communication 
Technologies (ICTs) for disadvantaged communities in South Africa to facilitate 
development, empowerment and economic growth. Its short to medium term 
objective is to facilitate the provision of telecommunication services where 
everyone can access them, i.e., within a reasonable distance, which means 30 
minutes' travelling.  
 
The USA manages a Universal Service Fund (USF) which was established to 
finance needy telecommunications users in terms of the Telecommunications Act 
of 1996. A portion of it will be used to subsidise the initial funding of telecentres. 
The USF is built up by contributions from telecommunications service providers 
and donor organisations.  
 
The Universal Service Agency launched a Telecentre Pilot Project with the 
objective of providing universal access to telecommunications in South Africa. 
These telecentres are managed and operated by approved franchisees and are 
located in disadvantaged communities, particularly rural areas. The objective of 
the Telecentre Project is to provide universal access through public facilities: 
telecommunications, facsimile, e-mail and telephone. Some will provide access 
to the Internet. 
 
The Agency's aim is to develop a model of how to run telecentres effectively in 
disadvantaged areas which can then be reproduced, such that they will not need 
continued funding from the Agency. This will also promote community ownership 
and control. 
 
Operator obligations 
All fixed-line and mobile operators have community service obligations laid down 
in their licences. SATRA has also imposed universal service obligations on ISPs. 
Among other things, this means that they have to provide services to rural areas.  
 
Mobile operators Vodacom and MTN have an obligation to roll out 22,000 and 
7,500 community service phones (rural telephones) respectively by 1999. These 
community service targets were originally put forward by Vodacom and MTN in 
their licence applications. Phones will operate at a subsidized rate costing 
approximately 40% of a normal cellular phone call.  
 
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Vodacom has franchised members from previously disadvantaged communities 
to become ‘phoneshop’ operators in order to provide telecommunication in these 
communities. MTN has also introduced phoneshops in black townships, 
consisting of cargo shipping containers with 10 telephone booths installed inside. 
 
A third mobile licensee will also be required to provide affordable cellular services 
to under-serviced areas. 
 
In order to promote universal and affordable service, Telkom SA was granted a 
period of exclusivity in exchange for stringent rollout dates. The exclusive licence 
was issued to Telkom in May 1997. Telkom and its strategic equity partners, SBC 
and Telkom Malaysia, are to double the network in five years. They are 
particularly required to ensure that villages, schools and clinics receive priority. 
 
In order to accelerate the pace of line rollout to fulfil its obligation to provide 
universal telecommunications service, Telkom introduced its Vision 2000 
programme in March 1996.  
 
• Vision 2000 is a five-year network expansion and modernisation programme, 
where up to 3 million lines will be added to the network (a 75% increase) 
while another 1 million lines will be replaced. 
• Of the 3 million additional lines, an estimated 2 million will be aimed at 
increasing telephone penetration in under-serviced urban and rural areas, 
with the remaining 1 million lines catering for growth in developed areas. 
 
Information society initiatives or information superhighway policies 
The Department of Communications (DOC) has established the Commission for 
Information Technology (CITA) which will form the initiating platform for public 
and private partnerships in ICTs, with specific emphasis on creating an 
Information Technology hub in South Africa. CITA will promote the ideal of a 
knowledge-based society throughout Africa.  
 
The Department of Arts, Culture, Science and Technology has established a 
Science and Technology Innovation Fund to support large projects (R1-5 million) 
in three priority areas, one of which is the development of an information society. 
 
In March 1998, the South African cabinet approved a proposal to develop a 
national information and communication technology strategy. The key elements 
of the strategy include consolidating all existing government networks in one 
‘Intranet’ and offering the public a ‘one-stop shop’ through the use of smart cards 
and public access points. Features of this initiative are: 
• Telkom will build the Intranet, which is based on a high-speed fibre optic 
backbone.  
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• The public will be able to obtain identity documents and driver’s licences as 
well as information on tenders and health and welfare services through the 
new system (PITs). 
• The Department of Communications will involve various government 
departments with the aim of preparing legislation for e-commerce, digital 
signature, multimedia convergence, and encryption.  
 
The former communications minister of South Africa, Jay Naidoo, heralded an 
intensive public awareness campaign on the evolving information society and the 
need for information superhighways across the continent. He undertook an 
‘African Connection Rally’ from March-April 1999: this was a 16,000 km journey 
through Tunisia, Libya, Egypt, Sudan, Ethiopia, Kenya, Tanzania, Malawi, 
Zambia, Zimbabwe and South Africa, where he visited telecommunication 
centres in remote areas, inspected facilities, and met with ministers of 
telecommunications and other government officials. 
 
In summary, the South African government actively plans, encourages, and 
supports the development of necessary information and telecommunications 
infrastructure and has a unique focus and tools for providing telecommunications 
services to rural and disadvantaged communities. 
 
2.4.2 Media 
 
The Broadcasting Division of South Africa's Department of Communications 
subscribes also to the vision of establishing an information and knowledge-based 
society in South Africa. It allocated R1 million at the end of 1998 to provide much 
needed financial support for broadcasting programmes aimed specifically at the 
needs of children in the poorer rural areas of the country. 
 
It was decided that all funds will initially be concentrated on radio programming 
and particularly on community radio programmes because of the limited amount 
of funding available. This project was a huge success and reaffirmed the 
enormous need for and the positive impact of educational and entertaining 
community programmes. 
 
South Africa has one public broadcaster, SABC, which has three TV stations, 
and two private broadcasters. The country is covered by a network transmitting 
the TV stations, as well as some FW, AM, and shortwave radio stations. 
 
The two private broadcasters are MNET and ETV. MNET uses terrestrial and 
digital satellite broadcasts and its satellite footprints cover large areas of Africa. 
This operator has also broadcast the TV signals of the three SABC stations since 
October 1998. ETV is a commercial free-to-air broadcaster that has been 
awarded the licence to broadcast in South Africa. 
 
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There are many small local radio stations all over the country, rendering local 
service in many indigenous languages. 
 
A Community Radio Broadcasting Service, the first in South Africa, was 
introduced especially to meet the needs of previously neglected rural and 
disadvantaged communities. The Danish Government Aid Agency (DANIDA) 
offered to donate R3.1 million for the development of community radio 
broadcasting with the provision that the South African government match the 
donation. In response to this, the South African government approved a similar 
amount to fund the Development of Community Radio Project, which resulted 
from initiatives taken by the National Community Radio Forum. 
 
2.4.3 Education 
 
By 1996 the Ministry of Education had appointed an investigation team to explore 
technology-enhanced learning and develop a national strategic plan. Two of the 
foci were infrastructure and partnerships between the education sector and other 
stakeholders. Some of the main recommendations of the group were as follows:9 
• establishment of a clearing house for information on technology-enhanced 
learning 
• inclusion of ‘technology-enhanced learning’ perspective in teacher 
development 
• integration of IT into national qualifications framework (i.e., school curricula 
and universities) 
• content development 
• inclusion of IT in management and administration of education institutions 
• co-ordination between ministry and provincial departments 
 
In January 1997 South Africa produced a draft policy document on technology-
enhanced learning, setting a framework for planners, decision-makers, 
administrators and educators.10  The document recognises the need for enabling 
conditions and a framework for technology-enhanced education, and it names 
decision making capabilities and instruments, information, educational 
infrastructure, physical infrastructure, human capacity and course material as 
necessary resources. 
 
The outflow of the policy document was a strategic plan, which also concerned 
itself with funding, and six lead projects which are: 
 
                                            
9 South Africa, Department of Education. (1996). Technology Enhanced Learning Investigation in 
South Africa. Discussion document. Pretoria. 
10 South Africa, Department of Education. (1997). The Use of Technologies in Education and 
Training: A Policy Statement. Draft document. Pretoria. 
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1. curriculum development and delivery in three areas at grade eight 
2. technically oriented vocational education in three areas of national priority 
3. generic IT course for use in schools, community centres, and other locations 
4. development of educators in use of IT for education and training 
5. training of managers of learning centres 
6. provincial pilot project to test new technologies for education management 
and administration support 
 
Another important policy document on continuing education11 promotes the 
concept of an open learning society and highlights the use of IT, such as the 
Internet, and the access it provides to learning on the web or to a network of 
education providers.  
 
Key also is teacher education, which has a separate policy document.12 It is 
sought as a necessary element of the national curricula development for 
students, outlined and reflected in the national qualifications framework (NQF), 
the South African Qualifications Authority (SAQA) and new education legislation 
such as Curriculum 2000. 
 
The technology literacy requirements for teachers include certain skills and 
capabilities for dealing with the information society in which they live, processing 
of data, and computer literacy including Internet and e-mail. 
 
The Department of Education plans and focuses on computer and Internet 
connectivity for schools, and it works closely with SchoolNet SA.  
 
2.4.4 Policy conclusion 
 
The review of the policy in the telecommunications and IT field, in media and 
education demonstrates impressively that in all those areas 
• there is an awareness by the government of the issues 
• there are national policies and strategies in place aimed at creating 
favourable conditions, with a huge level of achievement 
• the government itself is leading major concrete initiatives  
 
In the case of South Africa, there thus appears to be a well-integrated set of 
strategies which has resulted in major initiatives, although most are still in relative 
infancy and results are not easily gauged at this stage. 
 
                                            
11 South Africa, Department of Education. (1998). Education White Paper No.4: A Programme for 
the Transformation of Further Education and Training. Pretoria 
12 South Africa, Department of Education. (1997). Norms and Standards for Teacher Education, 
Training and Development. Discussion document. Pretoria. 
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2.5 Sponsors: Interest, Key Motivations and Strategies 
 
It is interesting to see that in South Africa ICT based distance education is 
sponsored by a range of local organisations and commercial sponsors. Five of 
the six projects portrayed in this report were initiated by South African 
organisations (TELISA by Technikon SA, DEDSL by COLISA/ UNISA), by people 
directly concerned with the issues (SchoolNet SA, MACIS) and the government 
(Universal Service Agency). The exception is the AVU which is a regional 
initiative led by the World Bank. 
 
Three of the five local initiatives are also sponsored by South African based 
commercial organisations. The exceptions are the government-led telecentres 
(according to the latest information from 1998) and DEDLS, which is still in the 
planning stage. The commercial sponsors range from technology and 
infrastructure providers (Telkom SA, the incumbent PSTN operator; Dimension 
Data Holding, one of South Africa’s largest IT integration companies) to 
companies in unrelated sectors such as an insurance company and breweries. 
 
The World Bank and the IDRC are each sponsoring three of the projects. Other 
sponsors are national governments, the EU and a special funding trust for South 
Africa. International commercial sponsors are all large corporations in the IT field, 
such as Microsoft, Siemens and many others which are part of the WorLD global 
partnership, which is involved in SchoolNet SA. 
South Africa thus possesses the advantage of having strong national leadership, 
as well as a large potential market, which attracts major corporate interest. 
 
The DEDLS initiative has no sponsors yet but is expecting to attract sponsors 
which are interested in experimenting with the design of a content delivery 
system and content platforms. 
 
The interests of the MACIS sponsors are focussed around economic 
development and political empowerment. Sponsors are keen to support the 
development of the community, provide high quality computer literacy, and foster 
the creation of employment and employers. 
 
The government through the Universal Service Agency is also motivated to 
support the economic development and empowerment of the people through its 
telecentres. It is interested in attaining economically sustainable telecentres and 
focuses its efforts on the least developed communities. 
 
The AVU is a project designed to address two key problems of tertiary education 
in Africa: lack of access for many students and insufficient quality. It is seen as 
an innovative way to address these problems. 
 
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The vision of SchoolNet's sponsors is to create an ‘information backbone’ of 
South African Education. The interests of commercial sponsors are understood 
to be threefold: 
• boosting the public image and take part in building the future of the country 
• introducing their products to future potential users 
• contributing to creation of an educated and computer skilled workforce, thus 
boosting market size for their products. 
 
Similar motivations and interests of sponsors apply to TELISA. 
 
2.6 Country Evaluation  
 
South Africa is a country where ICT-based distance education projects and 
initiatives flourish and a large number of international donor agencies and 
agencies involved in distance education are present which initiate or participate 
in those projects. 
 
However, most impressive is the leadership and support of local organisations, 
education providers and companies in using ICT to deliver and broaden the 
access to education.  
 
The success of so much activity in the ICT-based distance education field can be 
largely accounted for by an extremely supportive policy environment. In all three 
areas, telecommunications and IT, media and education, the government has not 
only formulated policies which clearly identify and determine the role of ICT and 
education in its future economy and society, but has also created the tools and 
initiated concrete steps to foster and achieve its goals. 
 
2.7 Project Descriptions 
 
2.7.1 African Virtual University (AVU) 
 
A) Short description of purpose 
 
The objective of AVU is to build human capacity and support economic 
development by leveraging the power of modern information and 
communications technology to provide world-class tertiary education and training 
programmes to students and professionals in sub-Saharan Africa. 
 
It is a first-of-its-kind interactive instructional telecommunications network. AVU 
uses interactive satellite and computer-based technologies to make academic 
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COL International – Use of ICT for distance education - South Africa  
 
faculty, library resources and laboratory experiences available simultaneously to 
a network of sites across Africa.  
 
Since 1997, AVU has broadcast over 2,000 hours of interactive instruction. More 
than 9,000 students have completed semester-long courses in the sciences and 
over 2,000 participants have attended seminars on topics such as e-commerce, 
accounting and Y2K issues. 
 
As of July 1999, the AVU has a digital library that enables users to access 
thousands of journals from various countries. 
 
B) Initiator (lead agency) 
 
The World Bank 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
The World Bank has provided financing through its Information for Development 
Programme (InfoDev), the Development Grant Facility (DGF), several 
Institutional Development Grants, and through the use of a number of IDA credits 
to African countries. A small core team at the World Bank manages the AVU. 
 
The European Union and the governments of Belgium, Canada, Ireland, Norway, 
Sweden, and the United States have provided funding for AVU. 
 
Approximately 30 institutions in North America and Europe, mainly universities 
and training institutions, have provided course content. 
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
INTELSAT provides AVU with satellite capacity and it had initially, in 1997, 
sponsored free services. INTELSAT is operated as an international commercial 
cooperative, with 143 member countries. As a wholesaler of satellite 
communications, it owns and operates a global communications satellite system 
providing capacity for voice, video, corporate/ private networks and Internet in 
more than 200 countries and territories. 
 
E) General key motivation/ interest of sponsors and strategic view of 
developments in these areas 
 
Test an innovative way to address the main constraints of higher education in 
Africa, i.e., lack of access and insufficient quality. 
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F) Other participants 
 
The AVU has formed partnerships with 24 universities in 15 sub-Saharan 
countries. Partner institutions in Africa provide academic, administrative, 
technical and student support services and infrastructure required to implement 
AVU operations in-country. 
 
Specifically, the three participating universities in Ghana are (a) University of 
Accra, (b) University of Cape Coast, and (c) University of Science and 
Technology, while the two participating universities in South Africa are (a) 
Technikon Southern Africa and (b) University of Pretoria. 
 
AVU is supported by international consultants with experience in academic 
matters, distance learning, library systems, ICT, business planning and 
marketing. 
 
G) Type of users (description of users) 
 
• Main target audience is undergraduate students.  
• Additional audiences are high school students or graduates wishing to enrol 
in AVU degrees (remedial instruction for students not qualified to enter 
technical, medical, or scientific fields of study). 
• Professionals from the public or private sector including teachers (continuing 
education) 
 
H) Function and environment of usage 
 
Higher education for students and professionals. The main areas of focus are 
degree courses in computer science, computer engineering and electrical 
engineering (currently being developed), IT certificates and courses, language 
training, and continuing education for professionals from the private sector. AVU 
offers courses in English and in French. 
 
AVU soon plans to offer undergraduate degrees as well as teacher training, 
executive business education, and IT training. 
 
I) Technology used 
 
• Satellite 
• Broadcasting/video 
• PC 
• Internet AVU website that provides access to e-mail and a digital library 
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J) Evaluation of project 
 
The pilot phase is currently being evaluated, having been tested in 16 English-
speaking and 8 French-speaking African universities in 15 countries, proving the 
project to be technically and operationally feasible. The 15 participating countries 
are Ethiopia, Ghana, Namibia, South Africa, Tanzania, Uganda, Zimbabwe, 
Benin, Burkina Faso, Burundi, Mauritania, Niger, Rwanda, and Senegal. 
 
K) Time frame / plans 
 
The AVU was established in 1996. Its pilot phase will be completed in 1999. 
Preparations are currently underway to launch operational phase (degrees) in 
2000. 
 
The AVU has plans to expand enrolment by developing further partnerships with 
local universities, private educational institutions, and business entrepreneurs. 
The AVU plans to establish up to 200 financially self-sustaining learning centres 
in the countries of sub-Saharan Africa by 2002. 
 
L) Key material 
 
www.avu.org 
 
David A. Light. (1999, September/October). Pioneering distance education in 
Africa. Harvard Business Review. 
 
Mark Turner.  (1999, February 17). Virtual learning spurs Africa's universities: As 
the continent's education deteriorates at an alarming rate, the AVU is offering 
quality courses. Financial Times, USA edition,  
 
Charlotte Kukunda. (1999, November 4). World Bank Boss Dares Journalists.  
Africa News Service. 
  
Sherna Berger Gluck.  (1999, October 5). Namibia Host Business Reporting 
Workshop.  Africa News Service. 
 
Andrea Useem. (1999, April 2).  Wiring African universities proves a formidable 
challenge. The Chronicle of Higher Education.  
 
A Learning Boost for Africa [ALL Edition]. (1999, February 25). Christian Science 
Monitor. 
 
Bruce S. Byrne. (1999, January/ February). Distance learning in Kenya, and the 
African Virtual University. Technical Training. 
 
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Kariuki Waihenya. (1998, November 9). Distance education only way out for poor 
countries.  Africa News Service. 
 
M) Key contacts 
 
David Berk, AVU Manager 
World Bank, 1818 H Street, NW, Washington, DC 20433 USA 
Tel: (202) 473-4897    E-mail: dberk@worldbank.org 
 
N) Financing and budget 
 
Total cost of pilot phase (1996-1999) was US$ 12 million. AVU plans to seek 
additional funding of $10 million for the next development phase in 2000 as well 
as further sums for its operational phase from a wide range of public and private 
sector partners. 
 
The AVU hopes that the development of further partnerships with private 
educational institutions and business entrepreneurs will promote the emergence 
of entrepreneurial private educational centres that will provide financing to AVU 
through sharing revenues already being generated from tuition fees. 
 
The AVU plans to become a non-profit organisation some time in the year 2000 
with the involvement of its major stakeholders in Africa and abroad. 
 
O) Last update 
 
December 1999 
 
 
2.7.2 Mamelodi Community Information Services (MACIS) 
 
A) Short description of purpose 
 
MACIS is a community-based organisation, registered under Section 21 
Company Act. Its mission is to provide information on all aspects of life to 
community members to cope with their normal day-to-day problems and to 
improve their quality of life. The aim is also to bridge the perception of 
inaccessibility that surrounds the term ‘information’ and to introduce information 
and communication technologies to the community of Mamelodi. 
 
The Canadian IDRC is supporting the project through the Universal Service 
Agency, a statutory body established by South Africa's Telecommunications Act 
of 1996 to promote universal access to telecommunications for all in South 
Africa. 
 
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The project is situated in a community of around 750,000 residents. There are 40 
primary schools, 14 high schools, one university, two technical colleges and one 
private school. Mamelodi is 22 kilometres to the east of Central Pretoria, in the 
Gauteng Province of South Africa. 
 
MACIS is the only telecentre in the community. A number of vendors are offering 
services on a smaller scale, e.g., telephones and fax. Most are telephone shops. 
 
B) Initiator (lead agency) 
 
Initially the project came from the Mamelodi Youth Organisation in 1986, but they 
were stopped due to apartheid laws. In 1993 the CSIR (Council for Scientific and 
Industrial Research) came with a concept of establishing Community-Based 
Information Services (CBIS).  
 
The CSIR targeted Mamelodi to be their pilot location. The idea was discussed 
with the leaders and a workshop was convened with representatives from youth, 
women, political parties, religion, education, health, government and other 
organisations. The project was launched in 1995. 
 
The CSIR phased out in 1997 and the project became a community project, run 
by a board of directors elected by the community, a project manager hired by the 
board, and some volunteers. 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
The World Bank initially sponsored the project through the CSIR. The project is 
presently sponsored by the IDRC, a Canadian organisation, through the 
Universal Service Agency. Ithuba Trust, Pretoria Development Trust and 
Independent Development Trust also funded the project after it became a 
community project. 
 
The Ithuba Trust, Pretoria Development Trust and Independent Development 
Trust (IDT) are funding organisations in South Africa whose main areas of 
funding include education, welfare, and health as well as job creation, career 
guidance, leadership and skills development.  
 
The project created partnerships with Telematics for African Development (TAD), 
National Information Technology Forum (NITF), IDRC and USA, the CSIR and 
Mamelodi Planning Zone Forum 4 (PZF4). Planning Zones Forums have been 
set up by the local government "where stakeholders can come together at 
grassroots level to consult and inform ward counsellors." 
 
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D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
• South African Breweries funded the newspaper project and the update of the 
Directory of Services (in print).  
• Siemens sponsors used computers. 
• Telkom SA funded the initial implementation of the project. 
 
E) General key motivation/ interest of sponsors and strategic view of 
developments in these areas 
 
The interests of the sponsors have been outlined as community development, 
computer literacy, and encouragement of a well-informed community that takes 
part in decision-making on issues that affect their daily lives, identifying their 
needs and prioritizing them without fear. 
 
F) Other participants 
 
Local NGOs, Community-Based Organisations (CBOs), the business sector, 
schools, etc.  In South Africa, CBOs may be involved in regional planning in the 
areas of economic development, education and health intervention. 
 
G) Type of users 
 
School children, high school and tertiary students, local business people, 
professionals, ordinary members of the community 
 
H) Function and environment of usage 
 
• Research by tertiary students, health training students 
• Internet by business people and students and pupils 
 
I) Technology used 
 
PC, Internet, touch screen information kiosk, Multimedia CD-Roms, electronic 
database, a wireless network system called Community Information Delivery 
System (CiDS) invented by the CSIR to connect to the Internet 
 
J) Evaluation of project 
 
Feedback from the end users, evaluation process by the CSIR and Human 
Science Research Council (HRSC) 
 
K) Timeframe/ plans 
 
The project is ongoing.  
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L) Key material 
 
1995-1996 MACIS report 
1996-1997 MACIS report 
1997-1998 MACIS report 
1998-1999 MACIS report 
MACIS Business Plan 
 
M) Key contacts 
 
Ms. Esme Modisane, MACIS Project Manager 
PO Box 77851, MAMELODI WEST 0101, South Africa 
Tel: +27-12-805-294   Fax: +27-12-805-1293  
E-mail: emodisan@callisto.cids.org.za 
 
Mike Seloane, Chairperson    Tel: +27 082 374 8461  
Ms. Nebo Legoabe, Founding Member    Tel: +27 082 454 2235 
 
N) Financing and budget  
 
Annual project budget = R128,768 
 
O) Last update 
 
December 1999 
 
 
2.7.3 SchoolNet South Africa 
 
A) Short Description of Purpose 
 
SchoolNet SA is a national organisation (NGO) formed to develop and support 
the implementation of Information and Communication Technologies (ICTs) in 
schools. It works directly with schools at a provincial level. 
 
In early 1998, SchoolNet adopted and began managing the World Bank's World 
Links for Development (WorLD) project as a lead implementation project in three 
provinces: KwaZulu-Natal, the Eastern Cape, and North-West. The WorLD 
project in South Africa is a pilot educational project that aims to introduce ICTs to 
disadvantaged schools nationwide. 
 
A feature of SchoolNet's model is to build and work through provincial school 
network structures. In 1998, SchoolNet worked with provincial departments of 
education and existing or emerging school networks in six provinces, with 
support to be extended to the remaining three provinces in 1999. SchoolNet and 
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provincial school networks provide a number of services to schools, including 
SchoolMail (a low-cost, multi-user e-mail solution), connectivity services, and 
domain registrations. 
 
B) Initiator (lead agency) 
 
SchoolNet's formation emerged from the activities of provincial school networks 
in four provinces. South Africa's Centre for Educational Technology and Distance 
Education in the Department of Education agreed to act as co-ordinator for 
SchoolNet's establishment. 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
SchoolNet has established a partnership with the government and the school 
networking, NGO and donor communities. This strategically positions SchoolNet 
to draw on a wide range of resources from different sectors while ensuring that 
the organisation works within government policy and implementation frameworks. 
SchoolNet's provincial school networking partners are (a) Western Cape Schools 
Network; (b) Pretoria Education Network and Gauteng Schools Network, (c) 
Eastern Cape Schools Network, and (e) Kwa-Zulu Natal Schools Network. These 
collaborative NGOs were established by groups of schools between 1993 and 
1998 to assist fellow schools to connect to and use the Internet. 
Besides the school networks, SchoolNet also partners with research 
organisations and donors, including 
• World Bank Economic Development Institute - World Links for Development 
(WorLD) programme, which provided initial legal, administrative and financial 
assistance. As well, the WorLD Programme provides equipment, training and 
educational support to schools, with the objective of developing participation 
in collaborative projects and partnerships between schools. 
• World Bank - SA Resident Mission, which provided initial direct funding of 
some programme activities prior to IDRC involvement. 
• IDRC ROSA and IDRC Acacia which provided considerable support in the 
process of SchoolNet's formation as well as initial legal, administrative and 
financial assistance. Acacia's funding and support extends over two years. 
SchoolNet SA is housed within the IDRC. The World Bank and IDRC have a 
bilateral agreement for the WorLD programme, whereby the IDRC will 
manage WorLD funds for SchoolNet. 
• Open Society Foundation for South Africa (OSF-SA), which provided initial 
legal, administrative and financial assistance (funding). OSF-SA was 
established in 1993 to promote the development of open society in South 
Africa. To that end, the foundation supports a variety of programmes in the 
areas of educational, social, legal and health care reform. It is one of 31 
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active national foundations and other entities established and supported by 
George Soros. 
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
SchoolNet SA has formed a number of key private sector partnerships and, in 
October 1999, funds from the private sector exceeded those from its traditional 
funding organisations and are key to the project's implementation. Private sector 
partners include a large number from the supporters of the overall WorLD 
programme: 
• Microsoft - WorLD software (desktop operating system) and event 
sponsorship 
• Internet Solution - WorLD Connectivity (leased line connectivity). The Internet 
Solution is a member of Dimension Data Holdings, South Africa's largest 
Information Technology integration company 
• Cisco 
• Mweb - dialup connectivity (provide dial-up Internet accounts)  
• Intekom - server hosting and events sponsorship 
• Nortel 
• Sun Microsystems - WorLD equipment (Sun Servers and ongoing training) 
• Uniforum - SchoolMail establishment funding 
• 3COM - WorLD equipment (hubs) 
• Gas Software - WorLD software (F-Prot Anti-Virus) 
• Brilliant Software Solutions - accounting software 
• Pinnacle Communications - pro-bono public relations 
• Telkom South Africa - subsidized line costs and event sponsorship. Telkom 
SA is South Africa's national telecommunications operator.  
• Corel - event sponsorship 
• Novell - WorLD software (PC Server software) 
• UUNet Internet Africa - dialup connectivity and server hosting 
• SAIX - dialup connectivity 
• NEC - equipment 
• Thawte Consulting - secure server certificate 
• NetDay (its sponsors are Cisco, Sun and Gemini) - WorLD partnership and 
cabling kits 
 
E) General key motivation/ interest of sponsors and strategic view of 
developments in these areas 
 
SchoolNet's objective is to assist in the development of a national education 
network, forming an ‘information backbone’. Its programme objectives are to 
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work in the areas of connectivity and technology, human resources development, 
online content and curriculum support material, and marketing and advocacy.  
 
SchoolNet SA seeks to support educators and learners in transforming education 
through the application of ICTs by providing leadership, expertise and resources.  
To realize these aims, SchoolNet forges partnerships in the areas of Internet 
connectivity and relevant technology, content and curriculum development, 
human resource development and capacity building with various people and 
organisations that share a common vision. 
 
F) Other participants 
SchoolNet SA partners with four national government departments which have 
key stakes in South Africa's education and training system: 
• Department of Education's Centre for Educational Technology and Distance 
Education (CETDE) - it has adopted SchoolNet SA as one of its projects for 
1998 and has been involved in SchoolNet SA activities. CETDE provides 
SchoolNet SA with primary guidance. 
• Department of Arts, Culture, Science and Technology 
• Department of Communications 
• Department of Trade and Industry 
 
G) Type of users 
 
Secondary school students, communities (in certain communities, schools have 
been performing telecentre / Multi-Purpose Communications Centre functions). 
 
H) Function and environment of usage 
 
Secondary school learning 
 
I) Technology used 
 
Personal computers and the Internet 
 
J) Evaluation of project 
 
IDRC Acacia views SchoolNet SA as one of the most successful national school 
networking initiatives they support. According to Acacia, SchoolNet has been 
able to make impressive inroads because of South Africa's more established 
infrastructure and policy environment. 
 
Evaluation of SchoolNet SA's impact at participating schools is scheduled for the 
second half of 1999. The World Bank has commissioned an evaluation tool, 
which had to be scrutinised for local suitability before being adopted or amended. 
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In April 1998, training sessions in Eastern Cape and Kwazulu-Natal provinces 
were assessed by outside evaluators. 
 
K) Time frame / plans 
The project is ongoing. SchoolNet SA was established in November 1997 and 
will enter phase two after November 1999. To date, there are about 32 
participating schools, with the majority located in four provinces. Two training 
centres have been established and one more is planned for 1999. 
 
The WorLD programme is being rolled out in secondary schools and will reach 
more than 30 schools in the North West, Eastern Cape, KwaZulu Natal and 
Gauteng provinces. 
 
L) Key material 
 
SchoolNet SA 1998 Annual Report 
 
"Report on School Networking Projects supported by Acacia" - compiled by 
Shafika Isaacs and Frank Tulus, 14 November 1999. 
 
M) Key contacts 
 
Denis Brandjes 
Executive Director of SchoolNet SA 
denis@schoolnet.org.za 
 
Philemon Kotsokane, WorLD Co-ordinator 
SchoolNet SA 
philemon@schoolnet.org.za 
 
Ntutule Tshenye, Education Initiatives Director 
SchoolNet SA, P.O. Box 477, Wits, 2050 
9th Floor, Braamfontein Centre, 23 Jorissen Street, Braamfontein, 2017 
Tel: 27-(0) 11-403 3952  Fax: 27-(0) 11-403 1417  Cell: 082 900 8623 
E-mail: ntutule@schoolnet.org.za, Web : www.school.za 
 
N) Financing and budget  
 
Private sector contribution, which is in the millions of Rand, has consisted 
primarily of in-kind contributions. Initially, the majority of company contributions 
came from marketing budgets, but increasingly large portions of money are 
coming core development and strategic funding. It is thus anticipated that 
contributions from the private sector will continue to increase dramatically. 
 
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COL International – Use of ICT for distance education - South Africa  
 
IDRC/Acacia is providing funding of CAD $472,000 (R1,964,320) for two years. 
The funding supports three staff positions, support costs, a connectivity 
programme in four provinces, and other activities in support of SchoolNet's aims 
and objectives. It will also provide equipment and connectivity to at least 48 
schools as well as eight training workshops. Funding was approved by the IDRC 
on 23 July 1998. This is the largest of six school networking projects in South 
Africa which Acacia has supported to date. 
 
The Open Society Foundation for South Africa (OSF-SA) provided an 18-month 
grant of R755,000. This supports one position as well as associated programme 
grant to further SchoolNet's work in the area of online content and curriculum 
resource material (specifically supporting mathematics, science and technology 
education) and working with the OSF's programmes in the Northern Province and 
Eastern Cape. The OSF approved the grant on 10 June 1998. 
 
In addition to the IDRC and OSF funding, SchoolNet is indirectly supported 
through its role as implementer of the WorLD programme, which contributes a 
staff member as project manager, as well as associated local programme funding 
of approximately R320,000 annually, excluding equipment and international 
support costs. 
 
O) Last update 
 
December 1999 
 
 
2.7.4 Technology Enhanced Learning Initiative of Southern Africa 
  (TELISA) 
 
A) Short description of purpose 
 
The TELISA initiative aims to facilitate the establishment of a number of 
Information Technology (ICT) Centres throughout the sub-region of the Southern 
African Development Community (SADC) and a series of Internet-based 
information servers to provide appropriate support material to existing 
institutions, lecturers, teachers and businesses. TELISA currently has ICT 
centres in Lesotho and South Africa. 
 
ICT Centres will promote lifelong learning, telemedicine, safety and security in a 
community setting. A grant was provided by Technikon SA to establish three ICT 
Centres in three South African provinces: Mpumalanga, Eastern Cape, and Free 
State. Technikon SA regional directors, in co-operation with local business and 
community structures, will run the centres on a self-sustainable basis. The 
Kgautswane ICT Centre in Mpumalanga Province, South Africa was officially 
opened in October 1999. An ICT Centre in Lesotho was opened 5 March 1999. 
 
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COL International – Use of ICT for distance education - South Africa  
 
TELISA has also enabled a special web-page for education, development and 
lifelong learning in Africa: www.africaeducation.org. This is their information 
server, also called an information clearing house. Besides information and 
access to curricula content resources, other distance education projects and 
school projects, it offers the Africa Digital Library. The digital library has been 
available free for residents of Africa since November 1999 and offers a growing 
digital book selection (around 3-4,000 currently).  
 
TELISA has a focus on three components of distance education: affordable 
infrastructure, access for learners, and content. 
 
B) Initiator (lead agency) 
 
The Centre for Lifelong Learning (CLL) of Technikon of Southern Africa (SA). 
 
Technikon SA is a technology/ polytechnic university that specializes solely in 
distance education. This has been and is still mainly based on print material, but 
they are shifting to new technologies. Technikon SA has approximately 80,000 
students per year and is funded partly by the government and partly through 
student fees. Technikon SA funds TELISA through external funds. Technikon has 
regional offices throughout South Africa. 
 
Established in 1993 by Technikon of Southern Africa, the CLL seeks to promote 
non-formal education through programmes custom designed at Technikon. The 
Centre operates in collaboration with all academic programme groups that are 
able to support the Centre's programmes and a range of outside organisations. 
The Centre has a small, full-time staff complement and contracts staff where 
necessary for specific projects. 
 
Technikon SA has had a community outreach programme since 1993. 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
Technikon SA is the most substantial sponsor of TELISA with approximately US$ 
200,000 from their strategic reserve towards the ICT centres. 
 
Technikon SA also sponsored US$ 120,000 for the initial establishment of the 
African Digital Library. 
 
World Bank (Africa Sector) sponsored US$ 50,000 toward the cost of the 
computer system as well as training and support of the Kgautswane ICT Centre.  
 
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COL International – Use of ICT for distance education - South Africa  
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
Safmarine company is a local shipping company which provided used shipping 
containers for the Kgautswane ICT Centre. Those were remodelled to build 
rooms and offices for the ICT Centre.  
 
The Old Mutual Company is a large South African insurance company which 
supported the Centre. Old Mutual contributed financially and with technical 
support to the Kgautswane community. 
 
Daimler-Chrysler sponsored US$ 54,000 for the ICT Centre in Lesotho. 
 
E) General key motivation/ interest of sponsors and strategic view of 
developments in these areas 
 
According to its vision and mission statement, the Centre for Lifelong Learning 
(CLL) is committed to promoting awareness of educational opportunities, 
improving access to tertiary education, and serving the expressed and dormant 
needs of the business community, the community in general, and disadvantaged 
learners in particular. 
 
CLL is interested in providing a life-long, career-orientated educational path for 
learners from all walks of life. 
 
F) Other participants 
 
Technikon SA had discussions with members of the following organisations to 
plan the TELISA initiative: 
 
• The Distance Education Association of Southern Africa (DEASA)  
• The Telematics for African Development (TAD) Consortium 
• UN Economic Commission for Africa (Food, Safety and Security) - UN ECA  
• SADC HR Development Co-ordinating Office (Swaziland) 
• P.E.A.C.E. Foundation  
• The Centre for Educational Technology and Distance Education (South 
Africa's Department of Education) 
• Universal Services Agency of South Africa 
 
G) Type of users 
 
The Kgautswane ICT Centre is located in the deep rural area between the towns 
of Lydenberg, Ohrighstad and Burgersfort. The area reaches into both the 
Northern Province and the Mpumalanga Province. The immediate area of 
Kgautswane has a population of approximately 60,000 people. It has no piped 
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COL International – Use of ICT for distance education - South Africa  
 
water or electricity, few roads, and little industry/ business. The nearest post 
office and photocopier were approximately 28 km from the Centre. 
 
Intended users are business communities, schools and institutions of higher 
education and disadvantaged learners. 
 
H) Function and environment of usage 
 
The focus is on career-oriented life-long learning and higher education (university 
and college level). 
 
The CLL provides services in the following areas:  
• teaching to the community and business community and offering capacity-
building programmes by means of contact, participation, and distance 
education 
• researching the needs, relevance and efficiency of CLL programmes, 
including the research generated by students and course participants 
• facilitating and contributing to community-based initiatives aimed at the 
enhancement of the community in general.  
 
I) Technology used 
 
The Kgautswane ICT Centre has three PCs, a local area network (LAN), and a 
server. It is constantly busy with clients requiring computers or photocopies and 
making telephone calls. 
 
Most centres will likely comprise 10 PCs, a server, telephones and a range of 
work-station equipment to support business and learner needs. This includes 
Internet, e-mail, and shareware programmes to access the Internet. As well, ICT 
Centres typically have payphones, fax machines, scanners, photocopiers, typing 
services, community information and document lamination. 
 
Technikon also established a satellite reception area to receive programmes 
broadcast from C-Band satellites. A second reception centre is planned for 
installation during December 1999/January 2000 in Port Elizabeth, South Africa. 
This will be equipped with a sub-centre having two workstations some 10 km 
away and it will be run and based by the regional office of Technikon SA. It will 
have a satellite reception facility and receive programmes from the African Virtual 
University (AVU). The 10 PCs at the main centre plus the two remote PCs will all 
have Internet access. 
 
J) Evaluation of project 
 
No evaluation has taken place yet as both centres have existed less than a year.  
 
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COL International – Use of ICT for distance education - South Africa  
 
K) Timeframe / Plans 
 
Planned implementation of the third and fourth ICT Centres in Mpumalanga 
Province and Free State Province. Detailed business plans are being drafted and 
will be implemented early in 2000. 
 
L) Key material 
 
The TELISA Concept Document, July 1998 
Updates on the TELISA Initiative, March  and August 1999 
http://pgw.org/telisa/ 
http://pgw.org/telisa/news.htm 
http://pgw.org/pw/ 
 
The Centre for Lifelong Learning (CLL) http://pgw.org/cll/  
Technikon of Southern Africa (SA) http://www.trsa.ac.za/ 
 
M) Key contact 
 
Paul G. West, Director 
Centre for Lifelong Learning 
Technikon Southern Africa 
Private Bag X24, Florida, 1710 
South Africa 
Tel: +27-(0)11-471-2575   
Fax: +27-(0)82-131-889-2466 
E-mail: pgwest@pgw.org 
 
N) Financing and Budget  
 
The Kgautswane ICT Centre received a grant to get started (i.e., the capital cost 
for the equipment and infrastructure of the centre), but is now charging for 
services to sustain itself. It is not geared for commercial operation, but to be run 
by the community. This means that it is required to generate enough revenue to 
cover all running and upgrade costs. 
 
Also the information server on African education (web-page) and the African 
Digital Library are designed to sustain themselves. The web-page will use 
advertising to cover its cost. The cost of domain registration was covered by the 
CLL Director, and a grant from TSA covers some of the costs of a staff member 
who assists with finding learning content on the Internet.  
 
The African Digital Library offers companies to sponsor the purchase and 
digitalization of books. The library books are provided in encrypted format 
allowing only one user to access each purchased book at the same time. 
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COL International – Use of ICT for distance education - South Africa  
 
Additional copies of eBooks or their print equivalents may be purchased via an e-
commerce interface provided by netLibrary.  
 
O) Last update 
December 1999 
 
 
2.7.5 The Distance Education Digital Learning System Project - A digital 
Open Distance Learning (ODL) system for Africa 
 
A) Short description of purpose 
 
The Distance Education Digital Learning System (DEDLS) project is currently in 
its conceptual design phase. The project aims to provide quality distance learning 
and student support particularly for students in remote areas in Africa. The 
project is unique because it seeks to “establish the next paradigm for distance 
education.” Africa’s limitations with existing communication technologies and 
traditional delivery systems have necessitated a solution that leapfrogs previous 
eras of technology. The pilot is seen as a stepping stone for the foundation of the 
‘African Digital University.’ 
 
The project's first pilot will develop 10-15 hours of distance learning content that 
can be delivered using multiple ‘digitally-based’ delivery alternatives: print, 
compressed video, audio and electronic interaction.  
 
The pilot will also demonstrate the feasibility and sustainability of one or a 
network of mobile or fixed telecentres to deliver tertiary distance education (DE) 
and to provide student support in remote areas of Africa. Initially, one mobile 
telecentre will undergo limited testing in remote rural areas. Mobile telecentres 
will have their own power-generating capabilities and a range of ICT equipment.  
 
The telecentres are to be managed and operated by small business 
entrepreneurs in the community in such a way that teaching and digital student 
support is provided at no extra cost to the learner. One of the projected outcomes 
of the pilot is to demonstrate financial sustainability of the model and to develop 
the corresponding business plans. 
 
The dominant target group is post-secondary learners in rural and urban 
township environments. However, once the systems are developed and digital 
learning centres are operational, the project is envisaged to have application 
potential for secondary, preschool and basic adult education. 
 
B) Initiator (lead agency) 
 
The University of South Africa (UNISA) is the lead agency and initiator, but the 
pilot project will be conducted under the auspices of COLISA (Confederation of 
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COL International – Use of ICT for distance education - South Africa  
 
Open Learning Institutions of South Africa, including Technikon South Africa, 
UNISA and Vista University). 
 
The pilot project will include participation from SAIDE (South African Institute of 
Distance Education – regional DE NGO), CSIR (Centre for Scientific Research) 
and is being conducted in consultation with the World Bank. These members will 
form part of the core project team. 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
• The project's leading participants (see section B above) are currently in 
the process of approaching the donor community for funding of the 
pilot. The project is currently being introduced to the donor community 
as a COLISA project regarding funding of the pilot. The pilot is 
estimated to cost approximately $350,000.  
 
D) Commercial providers/ sponsors and area of sponsorship / donation 
 
A global approach is being planned for an alliance among governments, the 
private sector and public education providers, from the African continent and 
worldwide. 
 
E) General key motivation/ interest of sponsors and strategic view of 
developments in these areas 
 
The primary motivation for sponsors is the development of a continental open 
digital learning system that is capable of reconfiguring knowledge according to 
specific developmental needs and delivering this in a sustainable way to rural 
communities in Africa.  
 
There are also many contextual factors that have driven the initiative, including 
the challenge of improving DE pedagogy and student support, the challenge of 
diminishing resources in higher education and increased competition in the DE 
sector. 
 
F) Other participants 
 
There are plans to involve the Economic Commission for Africa, one of the UN 
bodies. The lead agency is currently working in close consultation with the World 
Bank.  
 
A workshop is planned for the first quarter of the year 2000, with assistance from 
COL. The plan for this workshop is to bring together a selected group of African 
and international DE and ICT experts to plan the way forward for the African 
Digital University. 
 
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COL International – Use of ICT for distance education - South Africa  
 
G) Type of users 
 
The project's initial focus will be post-secondary learners, primarily on rural and 
township communities but not excluding delivery in urban areas. The system will 
also be capable of delivering to other users such as schools, colleges, 
universities, education ministries, libraries, village communities and 
professionals. 
 
H) Function and environment of usage 
 
The plan is to focus on structured degree, diploma and certificate programmes 
rather than a wide-ranging open choice of subject fields. However, because the 
system is based on a digitised knowledge domain, it will be technically possible 
to customise choice of content for individual learners. The plan is also to focus on 
critical areas such as the sciences, training for good governance, and financial 
and business training. 
 
I) Technology used 
 
The intention is to design the system in such a way that it would be capable of 
teaching using technologies including radio, broadcasting/video, PC, Internet, 
multimedia CD-Roms, electronic databases, satellite, wireless, etc. The idea is to 
be able to respond quickly to existing and new infrastructures within Africa.  
 
J) Evaluation of project 
 
To date, no evaluation has been conducted given the early stages of the 
initiative. There are plans for extensive evaluation of the development as it 
progresses. 
 
K) Time frame / plans 
 
Concept completion - September 1999 
 
On November 20th, 1999, the board of COLISA approved the DE digital learning 
system project and agreed in principal to investigate the foundation of the African 
Digital University. The details of the African Digital University concept still need to 
be worked out but the DE Digital Learning system project will become an 
important building block of the concept. 
 
L) Key material 
 
Overview of the project, describing the pilot phase and rationale can be found at 
www.unisa.ac.za/dept/buo/projects/dedls/index.html  
www.unisa.ac.za/dept/buo/projects/dedls/foundations.html 
www.unisa.ac.za 
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COL International – Use of ICT for distance education - South Africa  
 
 
M) Key contacts 
 
Wayne G. Mackintosh 
Bureau for University Teaching 
University of South Africa, P O Box 392,  
Pretoria 0003, Gauteng, South Africa 
Tel:  27-12-429-6347 
Fax: 27-12-429-3551 
E-mail: mackiwg@alpha.unisa.ac.za 
 
N) Financing and budget  
 
The pilot is estimated to cost approximately $350,000. A more detailed budget for 
the pilot is about to begin. 
 
O) Last update 
 
December 1999 
 
 
2.7.6 Universal Service Agency – Franchised telecentres 
 
A) Short description of purpose 
 
The Universal Service Agency (USA) launched a Telecentre Pilot Project with the 
objective of providing universal access to telecommunications (defined as within 
30 minutes' walking distance) in South Africa. These telecentres are managed 
and operated by approved franchisees and are located in disadvantaged 
communities, particularly rural areas. The objective of the Telecentre Project is to 
provide universal access to telephones, facsimile and e-mail. Some will provide 
access to the Internet. 
 
Besides providing telecommunications, many telecentres will also provide other 
services such as small business support, health, education and training. Some 
may offer a range of services from telemedicine to telelearning and telelibraries. 
There is also a plan to link these telecentres directly to both government and 
private databases around the country in the near future. 
 
By the 1997-1998 fiscal year, the Agency had approved 68 telecentre 
applications throughout the country, including six pilot telecentre communities. 
Telecentres are funded by the Universal Service Fund (USF). 
 
The responsibility of managing a telecentre lies with the franchisee, not the 
Agency. The Agency aims to develop a model of how to run telecentres 
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COL International – Use of ICT for distance education - South Africa  
 
effectively and to be self-sustaining in disadvantaged areas; this can be 
reproduced, and it will also promote community ownership and control. 
 
B) Initiator (lead agency) 
 
The USA is the initiator and lead agency. It is a statutory body established by the 
South African Telecommunications Act of 1996.  
 
The Agency will subsidise the least developed communities, individuals and 
organisations in acquiring telecentres. The Agency may provide capital or start-
up funding to equip telecentres with telephones, a printer, a fax machine, a 
photocopier, and computers.  
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
By year-end 1998, the USA had formed partnerships with the following 
organisations: 
• United Nations Development Programme (UNDP) - funding and capacity 
building  
• IDRC - funding, capacity building and monitoring - (funding commitment 
$475,000) 
• South African Postal Services, Interkom and SABC - co-deployment of Public 
Internet Terminals (PITs) 
• Nepostel - capacity building and monitoring 
• National Youth Commission - co-funding 
 
In addition, to establish telecentres, the USA works with a range of other 
organisations such as schools, libraries, churches and existing community or 
civic centres.  The criterion is that these should be credible with successful track 
records in a community - they could be a ‘Section 21’ company, an Informal 
Community Based Organisation (CBO), an NGO, a small business, a 
government organisation, or a ‘Trust.’ 
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
By year-end 1998, the USA formed partnerships with the following companies: 
• Orbicom - Tele-education applications - negotiations are under way. Orbicom 
is an international signal distribution organisation. It pioneered the use of 
digital satellite broadcasting technology in South Africa and on the African 
continent. It is one of two signal distribution carriers in South Africa. 
• Interkom - Tele-education applications 
• Information Technology and Telecommunications Afrika Limited - co-
deployment of Internet Kiosk and Telecentres: The partnership has been 
finalised but not yet implemented. 
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COL International – Use of ICT for distance education - South Africa  
 
• New MIS - co-deployment of telecentres 
 
E) General key motivation/ interest of sponsors and strategic view of 
developments in these areas 
 
The Agency will promote affordable Universal Access and Universal Service in 
Information and Communication Technologies (ICTs) for disadvantaged 
communities in South Africa, to facilitate development, empowerment and 
economic growth. 
 
The Agency is focusing its efforts towards the least developed communities, with 
the intent to stimulate economic and social development. For example, the Ga-
Seleka telecentre in South Africa's Northern Province aims to provide telephone, 
e-mail, fax and Internet services to the public at affordable prices. Prior to its 
installation in 1997, the nearest telephone to this town of 400,000 people was 80 
kilometres away. 
 
F) Other participants 
 
The Agency works with the following organisations to co-ordinate different 
initiatives for universal service: 
• Department of Communications  
• South African Telecommunications Regulatory Authority (SATRA) 
• service providers: Telekom SA, Vodacom and MTN 
• representative bodies: National Telecommunications Forum and National 
Information Technology Forum 
• community and labour organisations: the SANCO and CWU 
 
The Agency is setting up a network of Universal Service Forums by forming 
relationships with people in various areas to assist the Agency in implementing 
policy and recommending further policy options. The Agency wants to bring 
together all organisations (governmental, private sector, community, NGO, labour 
and other) that are interested in the work of providing universal service in 
telecommunications. 
 
Partnerships with the Agency should provide participants with the opportunity to 
• develop creative methods of attaining universal service 
• stimulate public awareness of the benefits of telecommunications and other 
information services 
• define universal service and access, facilitating planning of universal service 
projects 
• ensure the successful implementation of universal service 
 
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COL International – Use of ICT for distance education - South Africa  
 
The Agency had launched Universal Service Forums in the provinces of Free 
State, Mpumalanga, North West, Northern Cape, KwaZulu Natal, and Eastern 
Cape prior to 1998 and planned to launch follow-up forums in the Western Cape, 
Gauteng, and Northern province. 
 
G) Type of users 
 
Village and township communities, particularly disadvantaged communities and 
rural areas with no or low telephone penetration. 
 
H) Function and environment of usage 
 
Community access to ICT 
 
I) Technology used 
 
PC and Internet access, depending on the model, finance and the needs of the 
community served 
• Mini Telecentres - one-person shops providing a telephone, fax/ e-mail and 
word processing services. This consists of three telephone lines, PC, a 3-in-1 
printer/ scanner/ copier, fax machine, metering device and cabinet. 
• Standard telecentres – run by individual or community organisation, managed 
by two telecentre managers. Services depend on the size of the structure 
provided. These include four to eight personal computers, six to ten telephone 
lines, printer, scanner, copier, fax machine, and overhead projector and 
screen. 
• Multi Purpose Community Centres (MPCCs) – these include much more 
sophisticated technologies such as tele- and videoconferencing, and 
technologies facilitating multimedia applications. 
 
J) Time frame / plans 
 
The Agency completed drawing up a Telecentre Implementation Plan at the end 
of 1998. The five-year target is to have one telecentre-type centre in each 
community (villages, townships, farm community and other) by 2004. Many of 
these can be based at schools, libraries and other existing centres. A range of 
models of telecentres from basic phoneshops to elaborate Multi-purpose 
Community Telecentres is being planned.  
 
K) Evaluation of project 
 
The latest available evaluation report of the first six pilot telecentres was 
published in November 1998, after six to nine months’ operational experience. 
Each telecentre had six fixed Telkom exchange lines. One line was dedicated to 
fax, one to Internet and e-mail, and four to telephone. The centres were each 
equipped with a PC, a photocopier and a scanner.  
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COL International – Use of ICT for distance education - South Africa  
 
 
Two of the six centres were not operational at the time of evaluation. 
 
The evaluation noted that revenues from the centres which were operating were 
encouraging enough to offer the prospect of eventual financial sustainability, 
though several operational problems were highlighted, namely these: 
• intermittent Internet service due to a combination of lack of operator 
management skill, poor quality ISP software, and problems associated with 
the fact that the ISP points of presence (POPs) were mostly not local 
• very sub-optimal computer use, again due largely to poor operational 
management in the early months 
• no tariff and pricing guidelines, hence prices charged and user affordability 
varied significantly from case to case 
• lack of a proper financial management system, hence there was no clear 
financial or usage logging  
• no clear understanding amongst management and staff of their roles, 
responsibilities, whether they would be paid a salary, etc. 
• security concerns (theft and responsibility) 
 
Suggested solutions included adoption of a ‘3P’ (private-public partnership 
programme) specifically addressing the following areas:  
 
1. developing a management and monitoring system for telecentre organisation 
2. providing more clarity on ownership and management responsibilities 
3. offering clear guidance on tariffs and prices  
4. implementing a systematic modular approach to the equipment and services 
contained and offered in telecentres 
 
The evaluation’s role was, hopefully, one step in the improvement and refinement 
of the telecentre concept leading to smoother and more successful operations in 
the following, larger number of telecentres brought into service in late 1998 and 
1999.  
 
L) Key material 
http://usa.org.za/projects/field.htm explains the telecentre project in terms of 
selection criteria and provides a table showing the provincial breakdown of 
approved telecentres 
www.usa.org.za/works/bplan.htm provides a business plan. 
www.usa.org.za "Universal Access and Universal Service Discussion Paper" - 
second draft 
www.vodacom.co.za/a3five.html: Vodacom webpage - community services 
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COL International – Use of ICT for distance education - South Africa  
 
 
M) Key contacts 
 
Universal Service Agency 
Government of South Africa 
Pretoria, South Africa 
usa@usa.org.za 
 
N) Financing and budget 
 
In the 1996-1997 financial year, R3,000,000 were allocated to the Universal 
Service Fund (USF). Larger amounts were expected to be allocated to the USF 
in 1997-1998 from licence fees.  
 
Much of the USF will be used for the Agency's Telecentre Pilot Projects and 
related initiatives, managing field workers and other support service for the 
Telecentres. 
 
O) Last update 
 
December 1999 
 
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COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION - GHANA 
                                              3. GHANA 
 
 Country Characteristics 
 
      Government type   Constitutional Democracy 
 Territory              228,000 Km2 
 Population (1997)        18 Million 
 Annual population growth (expected 1997-2015)       2.3% 
 Urban population       6.7 Million (37%) 
 Population density          79 People/Km2 
 Major villages and towns          47,800 
 Average village size       237 inhab 
 
• Administrative divisions: 10 regions; Ashanti, Brong-Ahafo, 
Central Ghana, Eastern Ghana, Greater Accra, Northern 
Ghana, Upper East Ghana, Upper West Ghana, Volta, 
Western Ghana 
• Culture: Ethnicities: Black African 99.8% (major tribes: Akan 
44%, Moshi-Dagomba 16%, Ewe 13% and Ga 8%), 
European and other 0.2% 
• Languages: English (official), African languages (including 
Akan, Moshi-Dagomba, Ewe and Ga) 
• Topography: 70% Prairie/Steppe and 30% Jungle/Forest 
• Climate: tropical: warm and dry along the southeast 
coast, hot and humid in the southwest, and hot and dry in 
the north 
 
 
Education 
 
Adult illiteracy rate 35% Illiteracy rate (1997)         35% 
Public spending on education (%GNP)    3.3 
Universities           5 
 
• Gross enrolment ratio (% of relevant age group)1, 1996: 
Primary 77%, Secondary 37% and Tertiary 1% 
1Percentages include repeaters and over-aged. Tertiary enrolment 
includes non-university diploma studies and programmes requiring 
secondary-education certificates. 
 
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COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION - GHANA  
 
 
   Economy 
 
GDP (USD B illions )  GNP, 1997           US$ 6.6 Billion 
2.4   2.6  GNP/Cap, 1997        US$ 370 
1 .8   GNP/Cap PPP, 1997               US$ 1,790 
   GDP Growth, 1998             4.5% 
0.6
 
   Output (share of GDP2), 1997 
   Agriculture               36% 
   Manufacturing                9% 
   Industry                26% 
   Services 3                39% 
   2Sum of shares may surpass 100% due to output overlaps 
   3Services Output includes Public Services 
 
 
• Government Revenues: (Share of GDP), 1995:   18% 
• Industries: mining, lumber, light manufacturing, aluminium melting, 
and food processing 
• Agriculture products: cocoa, rice, coffee, cassava (tapioca), peanuts, 
corn, bananas and timber 
 
 
   Information and Communications Technology 
 
   Telephony 
 
    Main telephone lines: 
Mainlines per 100 inhab.
0.8    existing, 1998              144,200 
0.6    0.75 expected, 2000            245,000 
  0. 60 Compound Average Growth Rate, 1995-98         31.7% 
0.4
 0.440.37
0.2
 C AGR : 26.8% Main telephone lines per 100 inhab. 
0.0     existing, 1998:               0.75 
    expected, 2000:              1.22 
    in urban areas, 1995:             0.64 
    in rural areas, 1995:             0.07 
  Compound Average Growth Rate, 1995-98:        26.8% 
 
80 
Agriculture
1995
Manufacturing
1996
Industry
1997
Services
1998
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    Quality and Investment 
 
    Digitalisation, 1998        70% 
     Telecom Investment, 1998           US$  7.3 Million 
     Telecom Revenue, 1998           US$ 146 Million 
     Reinvestment Ratio (Investment/Revenues)       5% 
 
    Internet and Media 
 
  PCs, 1998      30,000 
Ave. Annual Growth 1995-98
  PCs per 100 inhab, 1998          0.16 
  217% PCs per 100 CAGR4, 1995-98   14% 
  Internet Users, 1998        6,000 
102%
  Internet Users per 100 inhab, 1998          0.03 
32% 14%
  Internet Users CAGR4, 1995-98       364% 
  Internet Hosts, 1998           192 
 Internet Hosts per 100 inhab, 1998        0.001 
 Internet Hosts CAGR4       217% 
 ISPs, 1998               9 
   TVs, 1998                                                          2.2 Million 
  TVs per 100 inhab, 1998   11.5 
  TVs CAGR4, 1995-98       102% 
  TV Broadcast Networks, 1997 (incl. 8 repeaters)     15 
  Radios, 1997                                                   12.5 Million 
  Radios per 100 inhab, 1997            70 
   Radio Broadcast Stations, 1997      27 
   4CAGR = Compound Average Growth Rate 
81 
Main Telephone 
Lines
TV Sets
PCs
Internet Hosts
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3.1 Ghana: General Context 
 
Ghana is geographically small and, with a per capita GNP in 1998 of US$ 370, a 
low-income country. Its society is predominantly rural, like the majority of African 
countries, with an urbanisation rate of 37%. 
 
The data below on Ghana indicate three prominent features of its education 
situation: 
 
• Illiteracy, at 35% of the population, is a major issue (for comparison, South 
Africa has a rate of 18%). 
• Secondary education enrolment is only 37% of the relevant age-group 
(compared with South Africa’s 94%). 
• Post-secondary education enrolment is only 1% (the South African figure is 
19%). 
 
From an interview with Ghana’s national co-ordinator of distance education within 
the Ministry of Education, it was noted that Ghana has serious capacity problems 
in education. For example, its five universities can only admit 40% of qualified 
applicants. Four of the five universities engage in distance education, but this is 
still exclusively print-based. 
 
As a result of its capacity problem, Ghana has a three year backlog of senior 
secondary school graduates trying to get into universities. Also, it seems that 
Ghana faces a quality problem at its teacher training colleges. In addition, once 
qualified, the majority of its trained teachers refuse or resist postings in remote or 
deprived parts of Ghana, which is at least partly due to the low salary structure 
offered to teachers. The table below gives an appreciation of numbers of 
educational institutions and enrolment figures. 
 
Institutions 1998 1998 Enrolment 
Senior secondary schools 465 194,785 
Polytechnics  8 12,853 
Teacher training colleges 39 N/A 
Universities in Ghana 5 34,000 (1999/2000) 
 
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3.2 Environment and Function of ICT-based Distance 
Education 
 
Three projects are examined for Ghana. Their focus lies in different areas of ICT 
based distance education: 
 
• The African Virtual University (AVU) focuses on higher education for students 
and professionals, especially in the field of information technology, and it is a 
regional project – a description of this project is contained in the South Africa 
section. 
• The World Links for Development (WorLD) programme is for secondary 
schools and teachers and focuses on providing computer and Internet 
access. 
• The Asante Akim Multipurpose Community Telecentre (MCT), sponsored by 
Ghana Computer Literacy and Distance Education Inc. (GhaCLAD), is geared 
to the needs of a whole community comprising private business, 
governments, NGOs, educational institutions and individual citizens. 
 
The AVU uses ICT as a tool to broaden the access to education, responding to 
the limited capacity of the five existing Ghanaian universities and offering more 
diverse content and quality. 
 
The WorLD programme is providing access to information technology within the 
existing secondary education and is improving employment prospects of students 
by more access to ICT and the corresponding skills and opportunities.  
 
The MCT is also facilitating access to ICT, but it is not dedicated to a specific 
user group or a specific function. It is open to the whole community, catering to 
different needs. 
 
Other initiatives in Ghana include the Ghana National Committee on Internet 
Connectivity (GNCIC) which was formed in February 1996 to promote the 
InfoDev Ghana Project. The objective of the project is to promote the 
development of telematics in areas of public concern in Ghana. The GNCIC was 
formed with the support and sponsorship of UNESCO, ITU, UNDP and the World 
Bank's InfoDev Programme. 
 
Infodev is also funding a project called "Business Plan Development for 
Telecommunication / Information Centres in Ghana." The objective of the project 
is to produce a business plan for the establishment and operation of a network of 
information service centres in Ghana. These information service centres will 
provide telecommunication and information services primarily to unserved or 
underserved communities in Ghana. The project will be implemented by 
Volunteers in Technical Assistance (VITA). 
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The U.S. Leland Initiative in Ghana is in the process of establishing Community 
Learning Centres. The initiative has extended the availability of full Internet 
service outside the capital Accra.  
 
The Centre for Information and Communication Technology (CICT) is a project 
which will initially focus on training ICT specialists in networking and applications. 
The project expects to facilitate an annual average of 500 ICT trained specialists 
entering Ghana's workforce.  
 
Also a National Information Clearing House (NICH) is planned and aims at linking 
various databases run and maintained by private companies and governmental 
institutions, and at making the information accessible to users in the private and 
public sector. 
 
The three projects examined in detail demonstrate that ICT based distance 
education is used in Ghana for broadly different functions and caters to different 
users and needs. All three respond to specific needs or problems of the 
education sector. Other important areas not covered yet are the education of 
teachers and the access to secondary education. 
 
However, the three projects also show that ICT based distance education is still 
in its infancy in Ghana.  Only one - WorLD computers and Internet connectivity 
for secondary schools – has clearly been successfully implemented. 
 
3.3 Infrastructure and Technologies 
 
Ghana has a quite low teledensity, at 0.64 per 100 people in urban areas and 
0.07 in rural areas. This is clearly a hindrance for the spread of the Internet. 
However, improvements are taking place in urban areas at least, with the 
liberalised telecommunications regime taking root and the second basic service 
operator Westel having finally started operations in February 1999. There are 
also nine Internet service providers (ISPs). The prospects for rural teledensity 
improvements are dimmer, since the incumbent operator and a special rural 
operator, Capital Telecom, have shown only moderate success in expanding 
services.  
 
Ghana has local ISPs or points of presence (POPs) in its capital city and some 
secondary towns. The ISPs are not dependent on the incumbent 
telecommunication operator for their international bandwidth. There are 
negotiations taking place with at least one prospective partner willing to roll out 
service in the Northern region, however progress is slow. 
 
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Compared to other West African countries, Ghana is among the leaders in the 
use of ICTs. However, the West African region lags behind the Southern African, 
North African and East African regions. 
 
A survey from 1998 found that only 52 out of 232 African academic and research 
institutions have full Internet connectivity; most of the others have only e-mail 
service. Ghana is no exception with all its five universities having e-mail service 
at most. 
 
Despite differing purposes and target users, the use of PCs and the Internet is 
common to all of the projects reviewed.   
 
As might be expected, the sophistication of technology tools rises with the 
sophistication of the purpose and target audience. For the AVU, satellite 
broadcasting is used. The selection of satellite as the technology for that project 
is also due to its intended geographic coverage, which is the whole African 
continent.  Satellite based distance education, because of high fixed costs, needs 
economies of scales to be worthwhile. Also the upgrading and maintenance 
costs are considerably higher than terrestrial access solutions. 
 
The multi-purpose centre, aimed at the broad public of a town includes more 
traditional media such as radio and video. As in the secondary schools, CD-
Roms are seen as an important technological ingredient. CD-Roms have the 
advantage that they can provide access to a huge amount of specific information 
without the need to access the Internet which, in many developing countries, is 
still fraught with high cost and unreliability due to bad quality lines and low-speed 
access. 
 
Quoted figures for Internet connectivity were at least US$ 35 per month, and 
computers cost more than twice what they would cost in the United States due to 
extremely high import tax. In a country with a GDP per capita of US$ 370 this is 
clearly an impediment for individuals, small businesses, and educational 
institutions. 
 
Another important issue affecting technology in Ghana is climate: In most parts of 
the country computers seem to need air conditioning to avoid frequent 
breakdowns. Also, the access and reliability of electricity, as well as the lack of 
adequate phone lines, pose problems as faults result in slow or interrupted 
Internet access. 
 
The government currently seems to favour the use of radio and TV for education. 
In 1997 Ghana had 27 radio stations (private and state-owned) and seven 
broadcasting networks. 
 
The overview of technologies used in the projects shows that a variety of 
technologies is used and can be used in Ghana. The selecting factor seems to 
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be the appropriateness for the intended target group and specific project 
purpose. 
 
3.4 Policy 
 
3.4.1 Telecommunications and IT 
 
Ghana's Ministry of Communications is, in principle, geared to facilitate the 
strategic development and application of the use of the various communications 
resources for effective communications throughout the country.  
 
The telecommunications policy entitled "Accelerated Development Programme 
1994-2000" (ADP 2000), introduced in 1994, deregulated the sector. A later 
policy is the National Communications Policy for Ghana, dated October 7, 1998. 
This later policy promotes government actions and funding for research and 
development and projects on broadband technology and the Information 
Superhighway. 
 
A National Communications Authority (NCA) was established by Parliament Act 
in 1996 to regulate Ghana's telecommunications sector while promoting fair 
competition and efficiency.  This was in line with best practice for a liberalised 
regime.  However, according to recent reports in 1999 a director and adequate 
qualified staff for the NCA have yet to be appointed, and consequently the level 
of effective regulation has been minimal. This has resulted in severe difficulties 
with the negotiation of interconnection agreements between new entrants and 
the incumbent operator, with delays to the roll out of competitive network 
services.   
 
Fixed basic and international services - liberalised - duopoly 
There are currently two national PSTN operators, thus there is a duopoly in voice 
telephony (domestic and international) until 2001. Ghana Telecom Limited is the 
incumbent operator. The second network operator, Westel Telesystems, was 
licensed in early 1997 and commenced commercial service in February 1999.  
 
Rural telecommunications in Ghana's rural northern section is excluded from the 
duopoly granted to the two operators, and a third entrant, Capital Telecom, is 
licensed to served rural areas in the south of the country. There are also four 
licensed cellular operators in Ghana.  
 
Internet Service Providers (ISPs) - liberalised - nine ISPs 
Three of the nine ISPs in Ghana are Network Computer Systems (NCS), Internet 
Ghana, and Africa Online Ghana.  Africa Online has an agreement with Ghana 
Post Office to provide free e-mail addresses upon request for use at post offices. 
Over 30,000 e-mail addresses were issued in the first two months of operation. 
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Neither Ghana Telecom nor Westel has adopted a special policy to provide Local 
Call Internet Access across the whole country. With Local Call Internet Access, a 
telecom operator establishes a special ‘area-code’ for Internet access that is 
charged at local call tariffs. This allows Internet providers to offer greatly reduced 
costs to remote areas. Only 13 of 53 African countries have adopted this strategy 
(Burkina Faso, Chad, Ethiopia, Gabon, Malawi, Mali, Mauritius, Mauritania, 
Niger, Senegal, Togo, Tunisia and Zimbabwe). 
 
Plans, programmes or policy for rural access or universal service 
Ghana's 1994 telecommunications policy on the "Accelerated Development 
Programme 1994-2000" had addressed the country’s lack of telecommunications 
infrastructure by proposing to narrow the gap between the rural and urban areas, 
and planned to increase the number of telephones lines to 500,000 by the turn of 
the century.  
 
The National Communications Policy for Ghana (October 7, 1998) subsequently 
set a target of achieving improved access 
• through the provision of payphone facilities to every village of a minimum of 
250 inhabitants by 2001, and 
• by raising teledensity to a minimum of 10 lines per 100 inhabitants by 2010. 
 
However, rural telephony in Ghana is almost non-existent, even though over 60% 
of Ghana's population of over 18.8 million people live in rural areas. As in most 
sub-Saharan African countries, telephone penetration is concentrated in urban 
areas. Ghana's capital city Accra has 50-70% of total telephone lines. Ghana's 
telephone network had a capacity of over 200,000 lines at the end of 1998, with 
approx. 150,000 connected. 
 
A Rural Telecom Fund which would offer subsidies to rural licensees using a 1% 
levy on all operators in the sector has been proposed but not, as yet, established. 
 
Presently, Capital Telecom provides rural telecommunications in the southern 
and eastern part of Ghana using a multi-access radio network. The company was 
set up in 1994 and began operations in February 1997, but seems to have rolled 
out only a few hundred lines by early 1999. 
 
Information society and information superhighway 
The National Communications Policy recognised the need for immediate action 
for research and development and funding of projects, particularly in advanced 
areas of telecommunication technologies such as the Information Superhighway, 
broadband transmission systems, and Global Mobile Personal Communications 
by Satellite (GMPCS) systems.  
 
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A draft national IT policy aimed at establishing a National Information Technology 
Board (NITB) to formulate strategies towards the creation of a multi-media 
corridor in the country (a similar concept to the Multi-Media-Corridor in Malaysia), 
will be laid before Cabinet for approval before the close of this year. The draft 
policy, dubbed "IT Plan 2000," is on the government's website for experts and the 
general public to comment on. 
 
The policy will set standards for IT training, examinations and certification. It will 
also regulate the activities of IT service providers in the country. The IT board is 
envisaged to assist both state-owned and private academic and business 
organisations to get on the IT super highway by 2020. The Deputy Minister, 
therefore, called on all tertiary institutions to initiate moves towards getting on the 
Information Superhighway and assured them of government support.  
 
The policy will contain the freedom of access to information bill and address the 
issue of the importance of the media to national development. The policy will also 
establish a cyber village to serve as a converging point for all national resources 
and a springboard for national development through the extensive application of 
information technology in all sectors of the economy in the next millennium.  
 
3.4.2 Media 
 
Ghana has one state TV broadcaster, GBC, that also operates two national radio 
networks. There is also a private TV station (TV3 Network Ltd.) that currently 
covers Greater Accra, Eastern and Central regions. In addition, there are two 
joint ventures that retransmit satellite broadcasts to viewers. 
 
Radio One is a Ghanaian language network which broadcasts in six main 
languages: Akan, Ga, Ewe, Dagbani, Hausa and Nzema. Radio Two broadcasts 
exclusively in English and carries commercials, advertisements, promotions and 
sponsored programmes. 
 
A recent development of GBC's outreach plans is the introduction of (community) 
FM stations to eleven stations throughout Ghana. These stations are used to 
transmit educational programmes among other things. 
 
The Non-Formal Education Division (NFED) of Ghana's Ministry of Education has 
entered into an agreement with GBC to make regular use of radio for the 
functional literacy programme, called the mass literacy programme (MASSLIP). 
GBC has agreed to allocate airtime on its primary services (GBC 1 and GBC 2) 
as well as on community FM stations.  
 
MASSLIP is a non-formal education programme launched by the government in 
1991 to significantly reduce illiteracy, especially among women. The programme 
uses a combination of distance education and face-to-face instructional methods. 
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Non-print media, namely radio, audio and video cassettes, puppets and theatre, 
are regarded as important components of the learning package. 
 
According to a December 1998 report by the Commonwealth of Learning (COL), 
"radio is the most important medium in Ghana." The COL helped the MASSLIP 
programme by recommending "portable community broadcasting stations," 
where field-based radio programmes can be recorded instead of studio-based 
programmes. 
 
In the beginning of December 1999 WorldSpace Corporation launched its digital 
audio broadcast service in Accra. It is the world's first satellite-based direct to 
person digital audio broadcast service.  
 
WorldSpace had launched the AfriStar satellite which has three beams to cover 
Africa and the Middle East. The AfriStar satellite is also broadcasting educational 
programming. The chief executive officer for WorldSpace, Dr Noah Samara, said 
massive information delivery is needed for the development of Africa, and the 
satellite will be used for effective and efficient development of the continent.  
 
3.4.3 Education 
 
According to the Deputy Minister of Education Mr. Kwabena Kyere, the 
government has undertaken a number of reforms over the past decade to 
increase access to quality education and to reduce Ghana's high illiteracy rate. 
 
As a result of educational reforms that started in 1987, public primary school 
enrolment had increased from 1.6 million to over 2.3 million, while secondary 
school enrolment had risen from 146,000 to 200,000. Many primary and junior 
secondary schools have been built, resulting in significantly increased enrolment 
in basic education. 
 
According to Mr. Kyere, the government currently invests 35% of the national 
budget in the education sector, but will not be able to increase this amount. The 
government is therefore appealing to parents and the private sector to 
complement state effort, seemingly with success. For example, the Ghana 
Association of Bankers with its 16 members is willing to contribute to the funding 
of tertiary education in Ghana to demonstrate their social responsibility. 
 
Professor George Benneh, former Vice-Chancellor of the University of Ghana, 
called on the government to seriously consider and take advantage of distance 
education programmes. According to him the government needs to move away 
from traditional classroom instruction into the use of technology. 
 
In order to respond to the desperate need of tertiary education, the government 
had approved 5 out of about 80 applications from organisations and individuals 
seeking to establish private universities and training colleges. The Minister of 
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Education is optimistic that more private universities will be established in the 
next 10 years to reduce the pressure on the few government-owned tertiary 
institutions. This will also include churches who wish to establish private 
universities and participate in tertiary education to meet unmet demand for higher 
education in Ghana. 
 
Other private-led initiatives come from Parent Teacher Associations (PTAs) 
which work together with the schools to establish school computer centres - 
these can cost anywhere from US$ 60,000 to US$ 128,000. The PTAs mobilise 
local private sector contributions. NGOs like the British Institute of Computer 
Technology (ICT) also make donations in kind. 
 
Ghana has some interesting ideas for funding education. The Northern Ghana 
Trust Fund (NETFUND), raises money from the contribution of workers and 
companies to help fund tertiary education. Also, a National Education Trust Fund 
is proposed, into which the government, tertiary institutions, parents, students, 
industries, the business community, organisations and individuals would be 
asked to contribute. The fund may be used for the provision of infrastructure and 
loans to students in all public and private schools. 
 
Thus, in regards to telecommunications, IT and media, Ghana has a relatively 
forward-looking policy and, with the liberalisation of telecommunications and 
ISPs, has created favourable conditions for the expansion of communication 
services. Regulatory implementation and rural telecommunications are still 
problems though. 
 
Clearly, policies need to be focused on achieving more rapid roll out of service in 
all areas of Ghana. Whereas several organisations have shown willingness to 
invest or to partner with Ghana Telecom, progress has been slow and is 
hindered by the current lack of a development fund to finance universal access. 
 
However, in regards to education policy, it seems that the government is still 
concentrating its efforts on lowering general illiteracy rather than encouraging 
computer literacy in schools. The government leaves it to the PTAs and schools 
to find funding and manage computer labs to provide for the IT education of their 
students.  
 
It also seems that the government has not looked seriously beyond traditional 
classroom teaching to take on distance education, computer-based training, and 
using broadcast media as an important educational tool (beyond basic literacy 
programmes). There is no specific policy for ICT based distance education. 
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3.5 Sponsors: Interest, Key Motivations and Strategies 
 
In Ghana, three major and visible ICT based distance education and learning 
projects were researched: the World Links for Development (WorLD) for Internet 
connectivity in secondary schools, the Asante Akim Multipurpose Community 
Telecentre (MCT), and the African Virtual University (AVU). 
 
An interesting similarity is that none of those has been initiated by the national 
government, but all are initiatives from outside. Two are from projects of the 
World Bank and the third is initiated by the Ghana Computer Literacy and 
Distance Education Inc. (GhaCLAD) which is based in the US.  
 
The WorLD programme is very successful in engaging commercial sponsors. It 
has managed to secure major international corporations in the IT field, such as 
Microsoft, Cisco and 3Com, which participate in the overall programme present 
in 15 countries, but it has also managed to entice participants to leverage the 
programme to get national and local contributions from the private sector. In 
Ghana this includes two banks, Ghana Telecom and Africa Online Ghana, as 
well as professional associations such as the Ghana Chamber of Mines and 
companies such as Providence Insurance Company and Tema Oil Refinery. 
 
The GhaCLAD initiative which plans to provide a Multipurpose Community 
Telecentre (MCT) to the Asante Akim district in Ghana currently has no 
commercial donors, though negotiations are underway. 
 
The third initiative, the African Virtual University, is region-wide, including Ghana. 
Its main sponsor is the World Bank, assisted by the European Union (EU) and six 
other governments. Its only other sponsor, INTELSAT, the International 
Telecommunications Satellite Organisation which is co-operatively owned by 143 
member countries, has provided some free service initially. 
 
Indication for commercial sponsorship in 
Ghana in distance education
Public sector
Commercial sponsors
 
[Based on the number of projects with significant private sector participation, 
rather than an estimate of financial contribution] 
 
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An interesting observation is that the commercial sponsorship within Ghana is 
much broader in type - spanning non-telecom and non-IT companies - than the 
international corporate participation in the overall WorLD programme, which is 
mainly international corporations in the IT field offering their products as in-kind 
contributions.  
 
The major IT companies sponsoring the WorLD programme are interested in 
gaining access to new markets. Ministries of Education increasingly are 
purchasing information technology and represent a market for the large 
companies. Through their sponsorship of WorLD, these companies have access 
to the respective ministries in a range of countries. 
 
Their donations assist with building credibility and a positive association and 
demonstrating commitment and good will. They are then more likely to secure 
potential future contracts. They also build relations with the World Bank which 
sometimes funds educational IT purchases.  Hence the companies’ involvement 
provides them with an understanding and knowledge of World Bank goals and 
processes for contract bidding purposes.  
 
Beyond these key motivations, there are others such as building public relations 
and brand identification. Also, equipment which has outrun its competitive 
position in the US or EU markets can be ‘written off’ if donated to such a 
programme. 
 
Local companies sponsoring the WorLD-Ghana programme do so also because 
they believe this to be a way of improving or building on corporate image. Some 
of these companies believe this is the best way to reach a vast number of youth, 
the future decision-makers, in order to promote and introduce the companies' 
products and services. 
 
Another motive is that most local companies believe it is cheaper to assist in 
training the youth of today in the use and application of technology than to spend 
considerably more later to train their personnel on the use of technology. Training 
the youth helps them to be comfortable with technology by the time they enter 
the job market.  
 
The GhaCLAD project and the AVU do not yet have commercial sponsors. 
GhaCLAD sees the use of IT as a means to address socio-economic needs of 
the people and broaden access to education. The strategy focuses more on 
access to infrastructure for a variety of users and uses, such as educational 
institutions, private businesses, NGOs in the district, medical institutions and 
other residents. Functions of the centre can include lifelong learning, basic 
literacy and basic and non-formal education. 
 
The World Bank, the key sponsor of the AVU, uses satellite technology to 
address key challenges of tertiary education in Africa, which are lack of access 
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and insufficient quality. The objective is to cover particular areas where there are 
shortages, such as mathematics, science and information technology. 
 
3.6 Country Evaluation  
 
Ghana faces considerable challenges concerning illiteracy, secondary and 
tertiary education as well as in the area of IT education and capacity. The 
projects show a broad range of different concepts and uses of technology for 
distance education and learning. They also show that ICT based distance 
education can be used appropriately for improvements. However, all the projects 
are initiated from organisations outside of Ghana, rather than by government or 
educational institutions. 
 
In terms of the environment for telecommunications and IT development, the 
Ghanaian government has broadly established the right policy conditions such as 
liberalisation and the focus and awareness on infrastructure development. As 
stated, some improvements need to be made to the effectiveness of regulation 
and creation of a more supportive policy to encourage rural telecommunications 
development.  
 
Also on the liberalisation front, Ghana has a trend to allow private institutions to 
offer education. 
 
What is missing is a dedicated view and approach from the government to take 
advantage of technologies for distance education. As a low-income country, 
Ghana has hardly any funds to equip and sustain its traditional educational 
institutions. But this overview shows that there seem to be considerable 
willingness and self-interest in the local private sector to sponsor ICT based 
educational projects. 
 
Creating a national distance education policy which can channel and incentivise 
the private sector to place money into appropriate projects is what is needed 
from the government. A needs-based, clear policy on how Ghana can overcome 
its educational problems would also entice more international public and private 
sponsors to help Ghana, as the example of South Africa shows. 
 
3.7 Project descriptions 
 
3.7.1 Asante Akim Multipurpose Community Telecentre Project 
 
A) Short description of purpose 
 
The telecentre project will be located in Patriensah, a small town of about 7,000 
permanent residents. It is one of 26 towns and villages within the Asante Akim 
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district in the Ashanti Region of Ghana and is 4 miles off the main Accra-Kumasi 
road. It is 36 miles from Kumasi, the largest city in Ghana. While many of the 
town's residents are peasant farmers, others engage in cash crops as well as 
micro and small scale businesses. 
 
The project will provide a single point of access to information and services to 
people living in the district. It will also serve as a place for the people in the 
district and surrounding areas to organise town meetings, have access to 
national and worldwide electronic information banks, and provide information 
support for literacy campaigns, basic and non-formal education, human resource 
development, education, training, support and information on government 
programmes. 
 
Additionally, it will provide facilities for the generation and exchange of 
community based information. 
 
It will be a low cost method of providing a one-stop comprehensive and 
integrated service to address contemporary and emerging challenges of the 
people in this district. This project is an exercise in building a sustainable 
innovative telecentre. The Multipurpose Community Telecentre (MCT) will 
economically empower the people of Asante Akim and promote capacity building. 
 
The centre will sell its services to local businesses. Business people can use the 
facility and develop new skills and services there. They can also use the 
infrastructure to develop products and services that add value to their products. 
 
B) Initiator  (lead agency) 
 
Ghana Computer Literacy and Distance Education, Incorporated (GhaCLAD) is 
the initiator of the Asante Akim MCT project. GhaCLAD is a not-for-profit 
corporation in Illinois, U.S.A. It was founded as an international all-volunteer 
organisation. 
 
GhaCLAD designed the structure, is creating awareness about the project, and is 
helping to secure both private and public sector funding for the MCT project. 
Additionally, GhaCLAD is identifying potential sponsors in Ghana and overseas 
to invest in the project. 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
Worldview Communications and Technology Institute will provide technical 
support to the project. This non-profit organisation promotes new and appropriate 
technologies in Africa. It also promotes innovative ideas and methods for 
developing small and cottage industries, marketing, processing, storage and 
transportation enterprises in Africa. This organisation plans to establish, operate 
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and promote one or more virtual classroom environments, educational radio or 
television broadcasting stations, or printing facilities.  
 
The Asante Akim District Assembly is providing a percentage of the needed 
funding. In addition, it is overseeing the construction of the project. 
 
Chapters of the Patriensah Citizens Association in Ghana, the U.K., and the 
United States will provide professional guidance in overseeing the 
implementation of the project.  
 
The people of Patriensah are providing both cash and in-kind support to the 
project. 
 
The Canadian International Development Agency (CIDA) has been contacted. 
Negotiation is ongoing.  
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
There are no commercial donors at this point. Some groups have been contacted 
(e.g., Ericsson International). Negotiation is ongoing. 
 
E) General key motivation/ interest of sponsors and strategic view of 
developments in these areas 
 
The goals of the project are very consistent with GhaCLAD’s overall mission. 
GhaCLAD proposes to use computers and electronic networks to address 
educational challenges in Ghana. It proposes the establishment of an African 
Virtual Community College to make it possible for African secondary school 
graduates to enrol directly, without leaving their homes, in U.S. community 
colleges as well as universities and non-formal training agencies. Currently, only 
a fraction of African secondary school graduates can be accommodated in 
African tertiary institutions.  
 
One major challenge in Ghana is access to Internet connectivity. The Asante 
Akim MCT will provide access and enable people to use the centre to further 
their educational objective.  
 
F) Other participants 
 
Messrs Konneth Enterprise is a national consulting firm hired by the Asante Akim 
District Assembly to oversee the construction of the project.  
 
An agreement with Ghana Post and Telecommunications will be reached by the 
end of 1999 to provide telephone equipment to be used in the telecentre, and 
manpower for the planning, installation, and maintenance of telecommunication 
equipment and accessories. 
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G) Type of users 
 
• Educational institutions 
• Government ministries 
• Private businesses 
• NGOs in the district 
• Medical institutions 
• The people of Asante Akim 
 
H) Function and environment of usage 
 
• Distance education 
• Telemedicine 
• Community computing training programmes 
• Computer repair 
• Web development 
• Digitization of indigenous culture 
• Lifelong learning 
• Basic literacy 
• Basic and non-formal education 
 
I) Technology used 
 
• Community radio 
• PC 
• Video 
• Multimedia CD-ROMs 
• Electronic databases 
• Internet (via telephone connection) 
 
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J) Evaluation of project 
 
The project is still under construction. A needs assessment was conducted prior 
to the launching of the project. 
 
The following describes how the project will be evaluated: 
The preparation of monthly reports to monitor accomplishments and to 
enable the administrative board to initiate corrective action when 
necessary 
A biannual report detailing the type of clients served by the facility 
Informal survey/research to assess satisfaction with services 
The amount of revenue generated by the MCT 
The percentage of people trained (at the centre) who end up finding 
employment opportunities elsewhere 
 
K) Time frame / plans 
 
The project is expected to be completed (depending on funding availability) by 
December 2000. 
 
L) Key material 
 
http://ghaclad.org/about/index.htm 
http://ghaclad.org/changes/index.htm 
www.uic.edu/~darkwa/profile.htm 
 
M) Key contacts 
 
Dr. Osei Darkwa, President 
GhaCLAD: Ghana Computer Literacy and Distance Education 
University of Illinois at Chicago 
1040 W. Harrison Street, Chicago, Illinois, USA 60607 
Tel: (312) 996-8508   Fax: (312) 996-2770   E-mail: darkwa@uic.edu 
 
Others:  
Dr. Kwame Akosah 
Hon. Kwaku Kyei, Asante Akim District Chief Executive 
Mr. Edwin Asiedu, Local Project Co-ordinator 
 
N) Financing and budget  
 
Total cost of the project is US$ 200,000. This includes the cost of the physical 
infrastructure, equipment installation, and training. About 10% ($20,000) of the 
funding has been secured and is being used to fund the construction phase of 
the project. This includes money from the Asante Akim District Council and in-
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kind contribution from the people of Patriensah. An annual fund raising is 
organised by the Local Telecentre Board for the project. 
 
To sustain the project, the MCT will charge fees for its services. The revenue 
from the services, however, will not be the primary purpose of the centre.  
 
Long-term sustainability of the centre is expected to be achieved through fees-
for-service paid by NGOs, the public and the state. The latter will be able to 
increase the efficiency and quality of public services and make savings in 
delivery of, for example, education and healthcare.  
 
In addition, it is expected that the involvement of the private sector will be 
encouraged at two levels - in the operation of the telecentres and in the supply of 
computer and telecommunication equipment by companies interested in testing 
and marketing their products for this type of application. NGOs, farmers and the 
public interested in online banking, market information, weather forecasts and 
promotion of their products, as well as basic office administration services such 
as telephone, typing, printing and faxes, will be charged a fee.  
 
O) Last update 
December, 1999 
 
 
3.7.2 World Links for Development (WorLD) – Internet connectivity and 
training in the use of technology for secondary schools 
 
A) Short description of purpose 
 
The programme aims to link secondary school students and teachers around the 
world, implementing Internet connectivity, in order to improve education, enhance 
cultural understanding across nations, and help develop skills that youths need 
for obtaining jobs in the 21st century. 
 
The WorLD programme has 6 components: 
• Internet connectivity for secondary schools in developing countries 
• computer donations 
• training in the use of technology/ Internet to improve teaching and 
learning 
• school-to-school partnerships, as well as regional and global 
partnerships with public, private, and non-governmental organisations 
• telecommunications policy advice for the education sector 
• monitoring and evaluation 
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The WorLD programme also stresses several other points: 
• promotion of equitable gender access to the use of computers 
• an emphasis on teachers, their professional development and 
improved pedagogical practice 
• blend of infrastructure and human capacity development 
• a learning approach that emphasises "constructivist learning" by 
encouraging collaborative computer projects with other students, other 
schools, and other countries 
 
The project is currently active in 15 countries in Africa, Latin America, Eastern 
Europe, and the Middle East (Brazil, Cape Verde, Chile, Colombia, Lebanon, 
Mauritania, Mozambique, Paraguay, Peru, Senegal, South Africa, Turkey, 
Uganda, West Bank / Gaza, Zimbabwe). 
 
B) Initiator (lead agency) 
 
The World Bank Institute - World Links for Development (WorLD): The 
programme was launched in 1997. 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
The WorLD programme sponsors computers and computer networking, Internet 
connectivity, training for teachers and help for collaborative projects, monitoring 
and evaluation. 
 
In Ghana, the WorLD sponsored a total of 154 computers, 11 for each of 14 
schools. The programme also organised training sessions: 14 headmasters, 77 
teachers and 14 students have been trained directly since 1997. 
 
The WorLD programme has the governments of six countries as public partners: 
Canada, Finland, France, Italy, Japan and Switzerland. Their contribution is 
financial support and human resource support. 
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
In-country:  Fan Milk Ghana Limited, Ghana Chamber of Mines, Ghana Telecom, 
Metropolitan and Allied Bank, The Partnership, Private Enterprise Foundation, 
Providence Insurance Company, Standard Chartered Bank, Tema Oil Refinery, 
Africa Online Ghana Ltd. 
 
Those local companies support the programme with financial and technical 
assistance, equipment, office, office facilities and administrative cost of 
maintaining the programme's office. 
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The WorLD programme has the following global corporate partners: 
• Security Storage – discounts on shipping of computer equipment 
• Sun Microsystems – donated 80 Sun Servers and one Sun site worth 
US$ 50,000 per country  
• 3Com – 12-port hubs for the countries 
• UR Labs – copies of its content management software 
• Microsoft – software licences for a number of schools 
• Cisco Systems  
• Lucent Technologies 
• JDL Technologies  
 
Through their joint initiative with the federal and provincial governments, Canada 
SchoolNet, Industry Canada provides partnership assistance, human resource 
and technical assistance for training and the development of training materials. 
 
E) General key motivation/ interest of sponsors and strategic view of  
           developments in these areas 
 
Local companies sponsoring the WorLD-Ghana programme do so to build 
corporate image. Some of these companies believe this is the best way to reach 
a vast number of youth, the future decision-makers, in order to promote and 
introduce the companies' products and services. 
 
Most local companies believe it is cheaper to assist in training the youth of today 
in the use and application of technology than to spend a lot of funds and 
resources to train their own personnel on the use of technology (as they are 
already doing). Training the youth provides comfort with technology by the time 
they enter the job market.  
 
The international sponsors of the WorLD programme, most of them major IT 
companies, have the following motivations. 
• The primary reason is to gain access to new markets: Ministries of 
education are increasingly purchasing information technology and 
represent a market. By sponsoring programmes such as WorLD in a 
specific country, the IT companies get access and contacts within the 
respective ministries. 
• Through their donations the international companies build up credibility 
and a positive association, and demonstrate commitment and good 
will, and are thus more likely to secure potential future contracts. 
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• They also build relations with the World Bank which sometimes funds 
the educational IT purchase for governments, giving them an 
understanding and knowledge of World Bank goals and processes to 
assist in the bidding. 
• Other key motivations include public relations and brand identification. 
Also equipment which has outrun its competitive life in the US market, 
EU or other developed world markets can be donated to such a 
programme with the benefit of tax write-offs. 
F) Other participants 
 
Partners in the programme are SchoolNets of other countries; some international 
non-profit organisations and foundations involved in education, research and/ or 
development, such as USAID, UNDP, UNESCO; and also NGOs. For a complete 
list, see www.worldbank.org/worldlinks/english/html/partners/html 
 
WorLD also formed an alliance for global learning with two partners: 
• I*EARN (the International Education and Resource Network) works in 
60 countries and concentrates on collaborative projects of students 
and teachers from schools online around the world. 
• Schools Online channels private sector investment and engineering 
talent to provide Internet connectivity for schools. 
 
G) Types of Users 
 
Educators and students in 14 secondary schools located in Accra, Kumasi and 
Cape Coast. A WorLD report13 which does not include Ghana (but two other 
African countries - Senegal and Uganda - indicates that 
• girls and boys were approx. equally represented as participants of the 
programme 
• WorLD schools do not include rural schools 
• some schools are offering courses to the public on computer and 
software usage as a way of raising funds and programme sustainability 
H) Function and environment of usage 
 
• secondary education 
• educating the educators 
• collaborative, project-based learning across countries with partnerships 
• computer/Internet literacy  
                                            
13 "World Links for Development: Accomplishments and Challenges – Monitoring and Evaluation 
Annual Report, 1998-1999" 
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• skills preparation for employment 
 
I) Technology used 
 
Computers and Internet connections via telephone lines, CD-Roms 
 
J) Evaluation of project 
 
The WorLD evaluation report referred to in G) above, summarising results from a 
survey of WorLD schools indicates that in the two African countries evaluated, 
• the most highly rated impact of the programme was on students’ ability 
to get better jobs upon graduation 
• the majority of interviewees agreed that teachers acquired new skills 
and attitudes in both technology and pedagogy.  An estimated 28% of 
the entire teaching staff of schools has received training as part of 
programme participation 
• 46% of the interviewed WorLD teachers said that they had, in turn, 
trained other teachers of their school 
• the programme fostered additional resources: Modest donations from 
the programme were leveraged by the schools to get local or national 
contributions. 
 
Challenges: 
• Technological problems in the two African countries (Senegal and 
Uganda) were partly the lack of adequate phone lines to connect to the 
Internet, lack of computers in good working condition and sometimes 
lack of reliable electricity. 
• Organisational problems were overwhelmingly the lack of time 
allocated to teachers within the formal curricula. Computer activities 
ranked low among other subjects demanded by national curricula and 
assessment policies. Teachers and students engaged in computer 
projects only in their spare time. 
• Ghana reports insufficient equipment and slow Internet connectivity 
due to poor phone lines as technical challenges. The national co-
ordinator also confirms the problem of finding time within schools’ 
curricula and reports the inability of some students to pay their fees. 
 
Recommendations: 
• Key recommendations of the report are that the WorLD programme 
works with education ministries and local staff to align national policy 
and local practice to integrate the programme into the school day. 
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• Teachers need training on how to integrate computers into the 
curriculum. 
• The report recommends that strategies be developed which assist 
schools to reach out to the community to increase local impact and 
sustainability.  
 
K) Time frame / plans 
 
Ongoing (started October 13-24, 1997) 
 
L) Key material 
 
WorLD - Ghana: Annual report for Fiscal Year 1999 (July 1998 - June 1999) 
WorLD: Accomplishments and Challenges Monitoring and Evaluation Annual 
Report 1998-1999 
WorLD – Ghana, Internal Report prepared by Samuel Eshun, National Co-
ordinator, November 1999 
 
www.worldbank.org/worldlinks/english/html/ghana.htm 
www.world-links.org/ghana/about.html 
 
M) Key contacts 
 
Samuel Eshun 
National Co-ordinator for the WorLD Ghana Project 
sgeshun@africaonline.com.gh 
Tel: 233-27-581480 
 
Sam Carlson 
WorLD Programme Co-ordinator 
scarlson@worldbank.org 
Tel: 1-202-473 75 61 
 
N) Financing and Budget  
 
Some cost data for the 14 secondary schools in Ghana are as follows: 
 
14 schools, average monthly cost (in US$) 
Telephone/ Internet dial up bill $   859 
Internet subscription  $1,200 
Other recurrent expenses  $1,708 
 
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WorLD schools are directly responsible for financing a fully furnished computer 
lab for the WorLD programme and the recurring cost in running the programme in 
their schools. 
 
The current average annual recurring expenditure for each WorLD school is US$ 
6,000. (This cost is for schools in Ghana only and not for the overall WorLD 
programme). The aim is to cover the recurring cost by special student fees and 
special fund-raising efforts from the schools. 
 
Recurring costs include 
• Telephone bills 
• Electricity bills 
• Internet monthly subscription fees 
• Web site hosting 
• Maintenance and repair of equipment 
• Teachers' allowances 
 
O) Last update 
 
December 1999 
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                                       4. MOZAMBIQUE 
  
Country Characteristics 
 
     Government type           Republic 
  Territory       784,000 Km2 
 Population (1997)       16.6 Million 
 Annual population growth (1998)    1.8% 
 Urban population            480,000 (36%) 
 Population density            21 People/Km2 
 Major villages and towns        NA 
 Average village size         NA 
 
• Administrative divisions: 10 provinces: Cabo Delgado, Gaza, 
Inhambane, Manhica, Maputo, Nampula, Niassa, Sofala, 
Tete, and Zambezia 
• Culture: Similar ethnicity with a large number of tribal groups. 
Shangaan, Chokwe, Manyika, Sena, Makua groups 
represent 99.7%; Europeans, Euro-Africans 0.2%; and 
Indians 0.1%. Languages: Portuguese (official), indigenous 
dialects 
• Topography: 80% Prairie, Steppe and Savannah, and 20% 
Jungle and Forest. 
• Climate: Tropical to subtropical 
 
 
Education 
Adult Illiteracy rate 60%  
Illiteracy rate (1997)         60% 
Public spending on education (GNP share)         NA 
Universities              5 
 
• Gross enrolment ratio (% of relevant age group)1, 1996: 
Primary 60% and Secondary 7%, Tertiary 1% 
1Enrolment includes repeaters and over-aged. Tertiary enrolment 
includes non-university diploma studies and programmes requiring 
secondary-education certificates. 
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Economy 
 
GDP (USD Billions)
0.8 GNP, 1997            US$ 1.7 Billion 0.7
GNP/Cap, 1997            US$ 90 
0.4 GNP/Cap PPP, 1997         US$ 520 
0.2 GDP Growth, 1998               4.9% 
 
Output (Share of GDP2), 1997 
Agriculture      39% 
Manufacturing      10% 
Industry                  23% 
Services3                 38% 
2Sum of shares may surpass 100% due to output overlaps 
3Services Output includes Public Services 
 
• Government Revenues: (Share of GDP), 1996:   NA 
• Industries: food, beverages, chemicals (fertiliser, soap, paints), 
petroleum products, textiles, cement, glass, asbestos and 
tobacco. 
• Agriculture products: cotton, cashew nuts, sugarcane, tea, 
cassava (tapioca), corn, rice, tropical fruits, beef and poultry. 
 
Information and Communications Technology 
 
Telephony 
 
Mainlines per 100 inhab.  Main telephone lines: 
0.60
CAGR: 4.4%   existing, 1998 75,400 
  expected, 2000 86,000 
0.40  Compound Average Growth Rate, 1995-98:       7% 
0.40 0.40  
0.35 0.34  Main telephone lines per 100 inhab: 
0.20   existing, 1998:       0.40 
  expected, 2000:     0.43 
  in urban areas, 1995:      0.89 
  in rural areas, 1995:     0.04 
 Compound Average Growth Rate, 1995-98:  4.4% 
106 
1995
Agriculture
1996
Manufacturing
1997 Industry
1998 Services
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION - MOZAMBIQUE 
 
 
 
 
Telecoms Quality and Investment 
 
Digitalisation, 1998      99% 
Telecom Investment, 1998  US$  22.2 Million 
Telecom Revenue, 1998 US$   63.8 Million 
Reinvestment Ratio (Investment/Revenues):     35% 
 
Internet and Media 
 
 
Ave. Annual Growth 1995-98  PCs, 1998      30,000 
 PCs per 100 inhab, 1998          0.16 
313%
 PCs per 100 CAGR4, 1995-98          22% 
 Internet Users, 1998        3,500 
 Internet Users per 100 inhab, 1998          0.02 
22%
7% 11%  Internet Users CAGR4, 1995-98        758% 
 Internet Hosts, 1998           141 
 Internet Hosts per 100 inhab 1998        0.001 
 Internet Hosts CAGR4        313% 
 ISPs, 1998   6 
 TVs, 1998      70,000 
 TVs per 100 inhab, 1998            0.4 
 TVs CAGR4, 1995-98          11% 
 TV Broadcast Stations, 1997 (repeaters not incl.):  2 
 Radios, 1996    700,000 
 Radios per 100 inhab, 1997            3.7 
 Radio Broadcast Stations, 1997 33 
 4CAGR = Compound Average Growth Rate 
 
 
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Main Telephone 
Lines
TV Sets
PCs
Internet Hosts
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION – MOZAMBIQUE                        
 
4.1 Mozambique: General Context 
 
Mozambique faces serious challenges in the development of Distance Education 
(DE). The country has few resources and the lowest income per capita in the 
Commonwealth. After a war that destroyed most of its infrastructure, 
Mozambique needs to restore its infrastructure and improve its education system 
including the teacher base and training. Furthermore, the characteristics of the 
country, a relatively low population density, and an atomised tribal social 
structure add to the challenges in the development of telecommunications and 
DE. 
 
While the government of Mozambique has made progress in restoring its 
primary-level educational system, most of the DE development has just recently 
taken place and has been a result of mainly international initiatives and 
management. Following is a description of the projects that seek to improve 
education in Mozambique. 
 
4.2 Environment and Function of ICT-Based Distance 
Education 
 
In its educational framework, Mozambique is confronted with an insufficient 
infrastructure for secondary and tertiary education, extreme adult illiteracy and 
lack of properly prepared educators. By 1992, over half of its primary schools 
were destroyed due to the war, thus it is not surprising that adult illiteracy had 
reached 60% by 1997. This rate is the third highest among the African 
Commonwealth countries, after Sierra Leone and The Gambia, which also have 
been affected by strong disturbances. 
 
The Mozambican educational system shows the following features: 
• A considerable growth of primary education. In 1994, the country had 188 
schools and 113,700 pupils. By 1998, the country had an estimated 6,600 
schools and 2.1 million pupils. 
• Gross enrolment ratios were 60% for primary, 7% for secondary and 1% for 
tertiary in 1996.  It is estimated that enrolment in primary schools increased to 
71% in 1998. 
• About 24% of primary-level teachers have no formal training at all, and 52% 
have completed one year of training sometime after completing primary 
school. 
 
It can be observed that the efforts of the Mozambican government have 
progressed in the reconstruction of its primary educational system.  However,  
Mozambique still faces a bottleneck in education, as it has a shortage in its 
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capacity to provide secondary and tertiary education. For instance, there are only 
440 secondary-level schools to serve192,600 pupils. 
Furthermore, Mozambique faces problems in the formation of human resources 
capacity for IT, as trained information technology specialists are scarce. There is 
a very small 'elite' of PC-users who have been exposed to basic software 
systems. 
 
DE then, provides means to alleviate the bottleneck and basic and technical 
illiteracy problems by targeting students and teachers in secondary and tertiary 
education, as well as the population in need of basic technical training and 
literacy. 
 
The following major projects were identified and used to gain an appreciation of 
the situation in Mozambique: 
 
• University Eduardo Mondlane Distance Education (EMU)  
• SchoolNet, Mozambique, by the World Bank's WorLD 
• Multipurpose Community Telecentres  (MCTs), by the EMU 
• Learning Without Frontiers - Reaching Unreached Learners in Mozambique 
(LWF), by the UNESCO 
 
The following table describes the main purposes of the projects analysed: 
 
 EMU SchoolNet Telecentres LWF 
Function of DE     
Primary (literacy and numeracy)    v 
Secondary  v   
Tertiary v    
Postgraduate research v    
Profession oriented      
Teacher training v    
Continuing education    v 
Computer training  v v  
Health education v    
Environment of DE     
Community   v v 
Rural/ remote   v v 
Content production v v   
Access to education v v  v 
Access to technology v v v  
 
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The Eduardo Mondlane University (EMU) is the most important tertiary institution 
in Mozambique with about 11 faculties, seven centres and an institution for 
scientific development. In 1997, the EMU delivered education to 7,000 students 
which represented about 0.5% of the country's relevant age group. EMU's 
Computer Science Centre (CIUEM) plays a leading role in the development of 
Distance Education (DE) and Internet in the country. For instance, the CIUEM is 
preparing a distance education support strategy that would involve many sub-
Saharan African countries, in association with Mozambique's media company 
Radio Televisao Klint (RTK), Telecommunications Foundation of Africa (Kenya), 
and CSIR (Pretoria - South Africa). 
 
The CIUEM has also set up a teleconferencing centre equipped with a video 
conferencing room, televisions and cameras, as well as satellite transmission 
equipment for the broadcast of courses and seminars to its faculties, centres and 
other universities across the country. The first transmission was completed in 
1997 and currently CIUEM seeks to connect EMU to a regional DE network with 
universities in South Africa and Tanzania. CIUEM's projects target mainly 
university students and faculty. However, the CIUEM also provides Internet 
access to half of the total Mozambican demand for this service, including a 
number of government and other educational and research institutions in the 
country. 
 
SchoolNet is a project that aims to build a network to provide ICTs to secondary, 
technical and teacher training colleges in a number of developing countries. 
Currently, there are 15 other developing countries involved: Brazil, Cape Verde, 
Chile, Colombia, Ghana, Lebanon, Mauritania, Paraguay, Peru, Senegal, South 
Africa, Turkey, Uganda, West Bank/ Gaza, and Zimbabwe. The project is an 
initiative of The World Bank Group through its World Links for Development 
(WorLD) Programme.  
 
The World Links for Development (WorLD) programme is an initiative of the 
World Bank. Its aim is to establish educational on-line communities for secondary 
school students and teachers around the world in order to expand distance 
learning opportunities, improve educational outcomes, enhance cultural 
understanding across nations, and build broad support for economic and social 
development. 
 
SchoolNet Mozambique is being developed in coordination with the EMU and the 
Institute of Development Research Centre (IDRC) through the Mozambique 
Acacia Advisory Committee (MAAC). The IDRC is a public corporation of the 
Canadian government which helps communities in the developing world find 
solutions to social, economic, and environmental problems through research. 
SchoolNet Mozambique is set to benefit students and teachers from 24 
secondary (pre-university), technical and teacher training colleges in Maputo, 
Beira, Nampula, Quelimane and Matola. 
 
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Multipurpose Community Telecentres (MCTs), are strategically located units 
equipped to provide rural and remote communities with access to ICTs. While the 
characteristics of these facilities vary, some of them have telecommunications 
equipment including telephone and fax devices, access beyond the Internet (dial-
up, ISDN), PCs, printers, photocopiers, TV, CD ROM, audio and video devices, 
and multi-media. MCTs are intended to deliver DE through teaching rooms and 
small libraries equipped with audio and video material. The purpose of MCTs is 
two-fold: they aim to expand access to ICTs (ranging from simple telephone calls 
to use of Internet and the multi-media), and train local residents in the use of ICT 
equipment. By achieving this, MCTs seek to provide DE to accelerate local socio-
economic development. 
 
The development of MCTs in Mozambique is carried out by the EMU, in 
coordination with the IDRC, through the MAAC. Currently, there is one pilot 
project in Manhica and another in Namaacha, both towns located within a three-
hour drive from Maputo. Pilot projects are conducted to assess the MCT 
approach in small communities in general, and their impact on target groups. If 
pilots are successful, MCTs are expected to expand nationally. 
 
Like MCTs, LWF’s Reaching the Unreached Learners is a programme that 
includes the strategic allocation of specialised facilities called Learning Centres. 
The main difference between this programme and MCTs is the strong focus that 
LWF has on learning and the broad variety of means it uses to deliver DE. Unlike 
MCTs, LWF uses broadcasting media such as TV and radio as well as multi-
media, arts and interactive workshops to disseminate educational programmes. 
In Mozambique, this project also intends to link remote communities and thus 
hopes to benefit, although not exclusively, the inhabitants of rural and remote 
areas, especially those who do not speak Portuguese. LWF is an initiative 
developed by UNESCO and is still in its early stages and not yet fully operational. 
 
4.3 Infrastructure and Technologies 
 
The Internet appears to be playing a key role in the future development of DE in 
Mozambique, as it is described in DE delivery by the four projects mentioned 
previously. However at this stage, Mozambique's infrastructure is still limited and 
thus DE is mainly delivered by print materials and, to a lesser degree, radio.  
 
Basic telephony has shown low teledensity rates and has grown rather modestly. 
The 7% yearly increase in mainlines in the 1995-98 period has led to a 
teledensity of 0.4% in 1998.  
 
In Mozambique, media is not serving 87% of the rural population who face 
financial constraints in purchasing power to buy radios and batteries. Few 
houses have electricity. 
 
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Radio, the electronic media with the widest penetration (there are 10 times as 
many radios as TV sets in the country) still has a low penetration of fewer than 4 
radios per 100 inhabitants and there are no established radio programmes that 
provide services like distance education. 
 
This lack of infrastructure has hindered extensive use of high technology in the 
delivery of DE in Mozambique. 
 
There have been efforts to introduce ICT to the delivery of DE. The CIUEM, 
SchoolNet, MCT and LWF projects consider the Internet a crucial element in their 
development. The CIUEM has seen satellite communications as a key tool to 
deliver DE as it started the installation of a 64 kbps VSAT and a parabolic 
antenna in 1997. Currently, CIUEM plans to upgrade the capacity of its 
equipment and expand its operations by installing a VSAT with 512 kbps input 
and 128 kbps output. The use of satellite has allowed interconnection between 
EMU and educational and research institutions in Portugal, Brazil, USA and 
Canada. TV is also an element in the CIUEM's plans as the CIUEM has reached 
an agreement with Mozambique TV to share transmission equipment in the 
delivery of DE. 
 
The following chart describes the use of technology in the projects studied: 
 
 CIUEM DE SchoolNet Tele-centres LWF 
End-user equipment     
PC v v v (in some) v 
LAN v v   
Telephone v  v  
Internet connection v v v v 
E-mail v v v v 
Touch screen info- kiosk     
Transmission technology     
Satellite broadcasting v    
Wireless  v    
Fixed networks v v v v 
Content platform v    
Web-page hosting v    
CD-ROMs v   v 
Electronic DB     
 
Despite the growth in the number of Internet hosts, the Internet hardly has a  
presence in Mozambique. In 1998, there were only 0.16 PCs per 100 inhabitants 
and only 0.02% of the inhabitants were Internet users. 
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Another issue is the lack of trained IT professionals and institutions dedicated to 
high-technology development. Professional systems - i.e., local area network 
environments, client-server environments - are very rare. The training facility at 
CIUEM (the University) still has to start producing graduates. As a result, local 
human resources for creating media content which includes electronic media will 
be very limited. 
 
Consequently, DE is carried out mainly by printed material, although printed 
media also has challenges such as small publishing, graphics and audiovisual 
industries and few major newspapers. 
 
4.4 Policy 
 
At first glance, telecom investment figures do not necessarily suggest that there 
is a good investment climate in Mozambique. The country's investment/revenue 
ratio of 0.35 is close to the median within Commonwealth sub-Saharan countries 
and Commonwealth countries in general. However, comparable countries that 
have experienced war, like Sierra Leone and Zimbabwe, show ratios of almost 
3.95 and 0.96 respectively. 
 
The following section will seek to address Mozambique's policy issues related to 
this analysis. 
 
4.4.1 Telecommunications and IT 
 
Fixed basic services including international - not liberalised 
National PSTN operator Telecomunicações de Moçambique (TDM) is the sole 
supplier of public basic telecommunications services and infrastructure in 
Mozambique. In 1992, TDM was to be restructured as a corporate entity with 
financial autonomy, responsible for planning, installing and operating the national 
and international network14. To date, TDM is 100% government-owned, has a 
legal monopoly on voice telephony (fixed basic and international services), and 
retains monopolistic control of switching, transmission, and cellular services as 
well.  
 
TDM is a likely candidate for a partial privatisation which would help to alleviate 
the excessive debt burden of the country. In addition, privatisation and 
liberalisation have previously been suggested to promote investment, fulfilment 
of social obligations, strong rollout performances, and local shareholding.  
 
However, independent (foreign) telecommunications operators in markets 
including cellular mobile independent from TDM are unlikely to be licensed for 
                                            
14 Decree No. 23/92, September 10, 1992. 
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the time being. The government does not seem to find an incentive to relinquish 
control of the telecommunications sector which brings in significant tax revenues 
of US$ 20 million per annum.  
 
The current legal framework represents an obstacle to telecom investment and 
growth. The existing telecommunications law needs to undergo several changes 
to accommodate foreign or even national private investment. Currently, foreign 
ownership is not allowed in a substantial share of TDM. In addition, foreign 
companies cannot buy a cellular company if it is the only one in the country and 
current law only allows the existence of one cellular company. 
 
As a result, no new licences for basic and cellular services are envisaged, and 
liberalisation dates have not been set. Furthermore, the Mozambican 
government is still developing a policy for telecommunications, a process that is 
perceived by some as slow. This situation creates ambiguity in the regulatory 
climate of the country and seems to hinder investment in the development of 
telecommunications. 
 
Telecommunications law needs, then, to be changed to accommodate foreign 
ownership of TDM to the tune of 20% of stock value, to allow new licences for 
cellular services, and to allow foreign ownership in a monopolistic cellular 
operator. 
 
There is a regulatory body, the National Communications Institute of 
Mozambique (INCM), which belongs to the Ministry of Transport and 
Communications. The INCM was established in 1992 and undertakes several 
responsibilities, including tariff approval. In this process, INCM advises the 
government on operator proposed tariff changes for monopoly services, which 
the government must approve. Other responsibilities of INCM include licensing, 
spectrum management, formulation and interpretation of sector policy, 
international relations, and defining and monitoring compliance with the 
performance targets set for TDM. 
 
The regulation of 'complementary services' such as private VSAT data 
networking, 'value added data services,' mobile radio, paging and electronic 
messaging and Low Earth Orbit satellites seems to be more relaxed than that 
ruling the provision of basic services. The EMU in Maputo is allowed by the 
Institute and confirmed by government to make use of international VSAT for 
Internet access. Two other organisations have obtained exceptional permission 
to use private VSAT for their international data communications in southern 
Africa. Licence fees are computed on the basis of traffic and bandwidth and not 
on loss of traffic for TDM. 
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Internet Service Providers (ISPs) - liberalised 
Internet services in Mozambique have been deregulated. Complementary and 
value-added services as well as data communications are open to competition 
subject to licensing by the INCM. There is no restriction on resale of TDM circuits 
as long as they are not used for voice traffic. The ISPs in Mozambique are not 
dependent on the incumbent telecommunications operator TDM for their 
international bandwidth. TDM has established an international Internet backbone 
but is not the sole Internet operator, as it operates a gateway in competition with 
the private sector. 
 
In 1998, there were six ISPs in Mozambique providing access to 3,500 users, 
mostly located in the provincial capitals. Centro de Informatica at the 
Universidade Eduardo Mondlane (CIEUM) and Teledata - a joint venture 
between TDM and Marconi Portugal (Telecom of Portugal) - are major providers 
of national and international connectivity in Mozambique. The other Internet 
Service Providers (ISPs) are connected to the gateway through leased lines at 
64 and 128 Kbps. 
 
Plans, programmes or policy for rural access or universal access 
Mozambique's policy framework has yet to address universal access provisions 
to foster telecommunications development in Mozambique's rural areas. TDM is 
managed under a performance contract with the government, which contains 
stipulations relating to universal service, financial self-sufficiency and new 
investments which are subject to criteria of profitability. However, TDM is not 
required as part of its licence condition to fulfil any social obligations such as 
rollout, fixed line community telephones, or cellular community telephone. In 
addition, there is no rural telecommunications fund in existence in Mozambique. 
 
The government, through the Ministry of Transport and Communications in 
consultation with the Ministry of Finance must approve capital expenditure by 
TDM which otherwise enjoys autonomy within the framework of its universal 
coverage obligation.  
 
Information society initiatives or information superhighway policies 
Precise information society initiatives have not been developed yet. 
Mozambique's civil strife reduced the economy to a low level and limited the 
penetration of information and communications technologies (ICTs) in the 
country. However the government has seemed to be aware of the development 
potential of ICTs and has been discussing the possible formulation of ICT 
policies following the launching of the African Information Society Initiative (AISI). 
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4.4.2 Media 
 
With regard to broadcasting, the INCM deals with the technical aspects of radio-
frequency allocation and testing of transmission equipment. Broadcasting 
licences are issued by the Direccao Nacional de Informacao, a division of the 
office of the Prime Minister.  
 
In Mozambique, two broadcasting organisations have been identified, one state-
owned and the other private. While the latter takes an interest in the provision 
services for the public interest, school television does not exist in Mozambique.  
 
With regards to radio as a means to deliver DE, there are current talks for the 
creation of such programmes. These include the creation of a small pilot by the 
Ministry of Education (MINED) and Radio Mozambique, in which a number of 
hours would be devoted to DE on a second channel for Radio Mozambique. 
There are also plans to set up a Telescola for higher education in co-ordination 
with the envisaged High Polytechnic Institute and University and Radio Televisao 
Klint (RTK). 
 
4.4.3 Education 
 
Mozambique’s Ministry of Education (MINED) seems to view teacher training as 
a priority, as many teachers lack adequate training. In September 1997, MINED 
launched "The Education Sector Strategic Plan 1997-2001: Reviving Schools 
and Expanding Opportunities." Overall, the Plan is meant to set the grounds to 
provide primary education to more than three million children in 2004 and 
achieve 100% primary-level enrolment in 2006-07. 
 
Among other things, the Plan seeks to train educators in order to expand 
education, including the operation of an Institute for training teachers (Instituto de 
Aperfeccionamento Profesores - IAP).  
 
The plan also addresses distance education. MINED is conducting a programme 
to train primary-level teachers via DE, mainly using print material. In 1996, 3,000 
teachers were enrolled in the programme. By April 1999, 1,000 graduated and by 
1999-2000 the remaining 2,000 are expected to complete the course. MINED 
plans to expand the programme and expects it to benefit up to12,000 trainees in 
2002. MINED seems to be preparing to conduct a pilot to use DE to deliver 
secondary education, although this pilot still seems to be in its early stages. So 
far, the government does not seem to have plans to make substantial use of ICT 
to deliver DE. 
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4.4.4 Policy Conclusion 
 
The regulatory framework in the education sector has shown an effort to provide 
policies to foster progress in the development of education, especially at the 
primary level. This progress could be well complemented with the stimulation of a 
gradual development in secondary, tertiary and technical education. 
 
So far, the government has no specific plans to improve ICT skills in schools or 
to use ICT-based DE to overcome their lack of resources in education. 
 
With regards to telecommunications, the laws ruling the telecommunication 
sector seem to fall short of providing a reliable investment climate that 
contributes to the development of the country. Telecommunications in 
Mozambique show an extremely low teledensity rate and a low 
investment/revenue ratio for a country that is restoring its infrastructure from the 
devastation of a war. Furthermore, the telecommunications authorities have yet 
to proceed with the legal paperwork that would allow the setting of grounds for an 
attractive investment climate for future development. Current telecommunications 
law still seems incompatible with a scheme that allows a privatisation or 
liberalisation scheme, especially in basic and cellular services. Thus, evidence in 
this analysis not only suggests that laws have not provided an optimal legal 
framework for the development of telecommunications so far, but more 
importantly, they fail to recognise the importance of making changes in the future 
which would allow telecommunication progress, especially in a country with a 
strong need to foster infrastructure to accelerate its development.  
 
4.5 Sponsors: Interests, Key Motivations and Strategies 
 
The EMU and international institutions like the World Bank's WorLD, IDRC's 
MAAC and UNESCO have led the development of DE in Mozambique by 
providing initiatives, funds and managing their projects. 
 
We have also identified the intervention of other organisations including 
international education-related institutions, international and national 
governments, the national PTT, and private companies. 
 
International education-related institutions include the following: 
 
• The British Council, an organisation that promotes education and the use of 
the English Language, although not exclusively, in the Commonwealth 
countries. The British Council is a sponsor for the development of CIUEM's 
DE programmes. 
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• London School of Economics (LSE), a well-known higher education 
institution, which concentrates on social, political and economic sciences. 
LSE is one of the largest colleges within the University of London and has a 
special focus on international studies. Its programmes on social, economic 
and political problems cover countries in every continent. The LSE provides 
training and support to the CIUEM. 
• The Manchester Metropolitan University (MMU), one of the most extensive 
education centres in Europe. MMU is the largest non-federal university in the 
UK with over 30,000 students studying on seven campuses. The MMU has a 
DE partnership with the CIUEM to help staff obtain Masters and PhD 
degrees. 
• The University of Twente in Netherlands, an institution that offers both 
technological and social study programmes. The university seeks to foster the 
use of entrepreneurial approaches for the adaptation of technology to the 
benefit of society in general. The University of Twente has provided funding 
for the SchoolNet programme.  
• The United Nations Children's Fund (UNICEF), the UN's programme to 
advocate the protection of children's rights globally. UNICEF has provided 
funds for the development of LWF. 
 
Governmental institutions include these: 
 
• Mozambique's Ministry of Education (MINED), as mentioned before, 
launched "The Education Sector Strategic Plan 1997-2001: Reviving 
Schools and Expanding Opportunities." MINED also provides policy 
assistance for the development of SchoolNet and LWF. 
 
• The Government of Netherlands, through its Embassy in Maputo, has 
contributed funds to the development of LWF. 
 
• TDM, the national PTT, has provided technical assistance to the 
development of SchoolNet in Mozambique. 
 
Finally, some private institutions have also been involved, directly and indirectly, 
in the development of DE in Mozambique: 
Gestetner is an international company focused on the production and 
commercialisation of office products, including photocopiers, printers, and 
fax machines, among other equipment. The company also provides 
technical support with a staff of 10,000 and resale operations worldwide. 
Gestetner has provided equipment and technical assistance to the MCTs. 
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ICL Mozambique Ltd. is a company that supplies PCs, notebooks, servers 
and other networking products. ICL Mozambique Ltd. has provided 
equipment and technical assistance during the development of SchoolNet.  
 
The main motivations to sponsor and carry out DE projects in Mozambique 
include 
• the increase in access to technology, mainly PCs for Internet connection, as a 
means to promote its use, integrate Mozambique into the global community 
and accelerate the technological development of the country. (CIUEM, 
WorLD, IDRC's MAAC, LSE, MMU, University of Twente, Gestetner, ICL 
Mozambique Ltd. and TDM) 
• the improvement of education in order to achieve a sustained socio-economic 
development of the country (UNESCO's LWF, MINED, the British Council, 
UNICEF, LSE, MMU and the University of Twente) 
 
It can be observed that institutions like the EMU, LSE, WorLD and the University 
of Twente have envisioned the need to establish a global network that eases the 
flow of knowledge and improves quality in research and learning. By improving 
Mozambique's network, these institutions seek, among other things, to integrate 
Mozambique into the global network. 
 
Participants like Gestetner and ICL Mozambique Ltd. Are looking at the potential 
that rural markets have for use of ICTs. By sponsoring projects such as MCTs 
and SchoolNet, these organisations both promote and assess the demand.  
 
4.6 Country Evaluation 
 
DE projects in Mozambique are just beginning and thus it is difficult to assess 
their success at this stage. The CIEUM started its upgrade in video-
teleconference facilities in 1997, while SchoolNet and MCTs were launched in 
1998.  The LWF is not in full operation yet. While the Educational Plan launched 
by the government in 1997 recognises the need for DE in Mozambique, it has yet 
to recognise the importance that ICT may have in the effective and efficient 
delivery of DE. 
 
4.7 Project descriptions 
 
4.7.1 Eduardo Mondlane University's (EMU) Distance Education 
 
A) Short description of purpose 
 
The Distance Education (DE) unit of Eduardo Mondlane University broadcasts 
university courses and seminars to its national campuses and other universities 
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across the provinces to enhance education and research. The project is intended 
to connect EMU to a regional DE network with universities of South Africa and 
Tanzania. 
 
B) Initiator (lead agency) 
 
University Eduardo Mondlane - Centro de Informatica, (CIUEM) - Initiator, lead, 
project management, technical management 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
The following institutions provide support for the project: 
• The World Bank (funding) 
• Portuguese National Institute for Administration (funding) 
• The British Council (funding) 
• London School of Economics (LSE) (training and support) 
• Manchester Metropolitan University - (distance education partnership to help 
staff obtain Masters and PhD degrees)  
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
None identified so far 
 
E) General key motivation/ interest of sponsors and strategic view of 
developments in these areas 
 
Priority is interconnection of campuses to enhance university education and 
research.  
 
F) Other participants 
 
The project seeks to involve government institutions and private sector players in 
the funding of the project's operations and expansion, in exchange for making the 
system available to these partners: 
• South African Council for Scientific and Industrial Research (CSIR) - (partner 
in distance education, training, and supporting technologies) 
• University of Dar Es Salaam, Tanzania - (which is establishing a similar 
centre) 
• University of Pretoria - (partner in computer-based learning) 
• University of Durban - (staff exchanges and visits) 
 
G) Type of users 
 
University students and faculty 
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H) Function and environment of usage 
 
University and post-graduate studies; research 
 
I) Technology used 
 
Broadcasting (videoconferences) involving the use of satellite 
 
J) Evaluation of project 
 
NA 
 
K) Timeframe/ plans 
 
1997- Installation of a 64 kbps VSAT and a parabolic antenna. A link was 
completed between Maputo and Toronto. 
  
1998- Teleconference room became available; a second VSAT has been 
installed for the university's distance education training facility with a 384 kbps 
link to Washington. An agreement was reached between CIUEM and 
Mozambique TV to share infrastructure for distance education. 
 
1999-2000 - Currently, CIUEM plans to upgrade the capacity of its equipment 
and expand its operations by installing a VSAT with 512 kbps input and 128 kbps 
output. It is also installing 30 telephone lines for Internet access for a total of 70 
lines for this service.  
 
2000 - Future plans are to provide services to users outside the national 
university, including foreign universities, and the Mozambique government. 
 
L) Key material 
 
University Eduardo Mondlane web page: http://www.ci.uem.mz (in Portuguese) 
 
M) Key contacts 
 
Mouzinho Mario, Assistant Professor 
Eduardo Mondlane University, P.O. Box 1329, Maputo, Mozambique 
Tel. 258-1-49 33 13 (office)  258-1-49 45 38 (home)  mouzinho@zebra.uem.mz 
 
Francisco Mabila, Facility supervisor, Computer Science Centre (CIUEM) 
Eduardo Mondlane University, P.O. Box 1329, Maputo, Mozambique 
mabila@nambu.uem.mz 
 
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N) Financing and budget  
 
NA 
 
O) Last update 
 
November, 1999 
 
 
4.7.2  SchoolNet 
 
A) Short description of purpose 
 
This programme seeks to connect all secondary, technical and teacher training 
colleges to the Internet by providing funding, equipment and training to them. 
Initially, this programme is set to benefit 24 secondary (pre-university), technical 
and teacher training colleges in Maputo, Beira, Nampula, Quelimane and Matola. 
 
Currently there are 15 other developing countries involved: Brazil, Cape Verde, 
Chile, Colombia, Ghana, Lebanon, Mauritania, Paraguay, Peru, Senegal, South 
Africa, Turkey, Uganda, West Bank / Gaza, Zimbabwe. Canada is also involved. 
 
B) Initiator (lead agency) 
 
The World Bank Group, World Links for Development (WorLD) - Initiator, lead 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
Other donor agencies/ outside participants: 
• IDRC Acacia Initiative (funding) 
• World Bank (funding) 
• Informatics Intergovernmental programme, IIP 
• University of Twente (Netherlands) (funding) 
 
In-country participants: 
• University Eduardo Mondlane (technical assistance) 
• Ministry of Education (MINED) (funding, policy assistance) 
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
• ICL Mozambique Ltd. 
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• Telecomunicacoes de Mozambique (technical assistance) 
 
E) General key motivation/ interest of sponsors and strategic view of 
developments in these areas 
 
The project aims to provide basic skills, reduce reluctance to changes, and make 
use of technology applications, especially among teachers. 
 
F) Other participants 
 
As an international project, SchoolNet Mozambique relies indirectly on the 
following sponsors and supporters of SchoolNet: Foundation for Research 
Development (Uninet Office), SchoolNet Canada - collaboration, ISPA - project 
facilitation, CSSA (ThinkQuest), CSIR - strategic planning. The CSIR (formerly 
known as the Council for Scientific and Industrial Research) is Africa's largest 
scientific and technological research, development and implementation 
organisation. 
 
G) Type of users 
 
• Secondary school students 
• Communities - in certain communities, schools have been performing 
telecentre / Multi-Purpose Communications Centre functions 
 
H) Function and environment of usage 
 
Secondary school and technical education; teacher training 
 
I) Technology used 
 
• Personal Computers and the Internet 
• Radio, broadcasting/video, PC, Internet, Multimedia CD-ROMs, 
electronic databases, satellite, wireless, etc. 
 
J) Evaluation of project 
 
NA 
 
K) Timeframe / plans 
 
Project is ongoing. 
• June 1998 – Project began with four educators from each school participating 
in a computer literacy training workshop.  
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• August 1998 - A representative from the secondary schools was sent to 
Zimbabwe to be educated on Network Design and UNIX. 
• September 1998 - First WorLD and Acacia pedagogical training module. 
• 1998 - Began research on "Internet-Based Learning Activities in Secondary 
Schools," in association with the University of Pretoria. 
• 1999 – Two more representatives are to be sent to a relevant conference in 
South-Africa; 10 secondary schools will be connected to the first phase 
secondary (pre-university), technical and teacher training colleges in Maputo, 
Beira, Nampula, Quelimane and Matola. 
• Future Plans - The programme seeks to expand to a number of institutions 
and include all the teachers in each, to a short term total of 24 institutions. 
 
L) Key material 
 
WorLD: Mozambique Country Report, July 1999. Co-ordinator internal report. 
www.worldbank.org/worldlinks/english/html/mozam.htm 
 
M) Key contacts 
 
Innocente Vasco Mutimucuio, WorLD Mozambique Coordinator, 
inno@buscep.uem.mz 
 
Dr. Generosa Cossa, Project coordinator – MAAC, generosa@nambu.uem.mz 
 
N) Financing and budget  
 
The Mozambican government's contribution to the project: Meticais $513 million 
(US$ 41,390) 
 
O) Last update 
 
October, 1999 
 
 
4.7.3 Multipurpose Community Telecentres (MCTs) 
 
A) Short description of purpose 
 
MCTs are strategically located facilities providing communities with access to 
ICTs to accelerate rural development. They aim to introduce ICTs into small 
communities for multiple purposes, including training people to use office 
equipment, providing them with access to the Internet, or solely allowing them to 
send faxes and make telephone calls. MCTs also provide the local population 
with access to a library.  
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Currently, there are pilot projects in the towns of Manhica and Namaacha to 
assess the approach of MTCs in small communities in general and their impact 
on target groups. If pilots are successful, MCTs are expected to expand 
nationally. 
 
B) Initiator (lead agency) 
 
Centro de Informatica, Universidade Eduardo Mondlane (CIUEM) - Lead, project 
management. 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
International: 
• International Development Research Centre, Canada (IDRC) - Acacia 
Programme: Mozambique Acacia Advisory Committee (MAAC) (funding, 
equipment) 
• UNESCO - (funding) 
  
In-country:  
• local governments (policy support) 
• local business organizations 
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
International: 
• Gestetner - Office Equipment Company (equipment) 
 
In-country: 
• Telecomunicacoes de Mozambique (TDM) (technical assistance) 
 
E) General key motivation/ interest of sponsors and strategic view of 
developments in these areas 
 
• To train rural population in the use of ICTs and to accelerate rural 
development and reduce urban-rural imbalance 
• TDM and Gestetner: To assess local demand for information and 
communication services, to boost use of office equipment and telecoms in 
small but progressive communities, and to test equipment, systems, 
programmes and other material from the user’s point of view, and for quality 
and durability. 
 
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F) Other participants 
 
None identified so far. However, more local, national and international 
participants are expected if the two pilot tele-centres are successful.  
 
G) Type of users 
 
Residents of small towns in general, including teachers, students, farmers, 
professionals, business owners. People from marginalized groups will be given priority to 
receive training in computer use. 
 
H) Function and environment of usage 
 
Basic literacy, office administration training 
 
I) Technology used 
 
Internet and e-mail on PCs. Typically MCTs provide e-mail and Internet access, 
computers, telephones, fax, photocopiers, scanners and audio-visual equipment 
(TV, video player, projector). 
 
J) Evaluation of project 
 
Currently, MCT pilots are in operation and are undergoing evaluation. 
 
K) Timeframe / plans 
 
Began in 1998.  In August 1999, two pilot MCTs were inaugurated, each located 
about two hours’ drive from the capital Maputo and both currently in operation: 
• Telecentro de Manhiça 
• Telecentro de Namaacha 
 
L) Key material 
 
• MCTs Website: www.telecentros.org.mz 
• EMU information on MCTs: www.ci.uem.mz/telecentros/index.htm, 
www.ci.uem.mz choose "Pesquisa e Desenvolvimento" link for one paragraph 
announcement of MCTs, and a brief description about two MCTs "Pilot 
Telecentres in Manhiça and Namaacha".  
• MAAC's description on MCTs: http://www.iscd.mz/maacs/projtele.htm  
• Global Knowledge Information on MCTs: gkaims.globalknowledge.org 
(choose projects and search by country) - one page abstract about project 
from the GK-AIM database.  
 
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M) Key contacts 
 
Dr. Polly Gaster, Coordinator 
Departamento de Serviços de Informação e Criação de Conteúdos, CIUEM 
Tel: +258-1-49 26 01 ext 217   E-mail: polly@nambu.uem.mz 
 
Rui Fernandes, Chairman and Managing Director 
Telecomunicacoes de Mozambique 
Rua da Se, 2, P.O. Box 25, Maputo, Mozambique 
Tel. +258-1-23 19 21   Fax +258-1-43 12 75   E-mail: Rfernand@tdm.mz 
 
IDRC members involved:  
Kate Wild  kwild@idrc.ca  and  Ronald Archer  rarcher@idrc.org.sn 
 
Pilot sites: 
Telecentro de Manhiça    e-mail: telemanh@telec.org.mz 
Telecentro de Namaacha    e-mail: telenam@telec.org.mz 
 
N) Financing and budget  
 
Pilot MCTs: 
US$  91,384 approximately - Feasibility Study 
US$  80,000 - Establishment of Pilot Centres 
 
O) Last Update 
 
September, 1999 
 
 
4.7.4 Learning Without Frontiers - Reaching Unreached Learners  
 
A) Short description of purpose 
 
The project disseminates educational programmes through radio, TV, and the 
Internet, and has implemented Learning Centres where multi-media workshops 
take place for educational purposes.  
 
The project is aimed at promoting and facilitating learning processes, improving 
access to technology, and linking unreached communities to formal education.  
Its purpose is to increase knowledge and the practical skills of those in  
unreached communities to achieve sustained socio-economic development.  
 
The programme is currently developed in the Province of Nampula and may 
gradually spread to other provinces. 
 
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B) Initiator (lead agency) 
 
UNESCO - Learning Without Frontiers (LWF) - Lead, project management and 
technical assistance 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
International donor agencies/participants: 
• UNICEF (funding agency) 
• The Netherlands government (funding agency) 
 
In-country participants: 
• Ministry of Education (assistance in policy/ regulation) 
• Several NGOs have already indicated their interest in becoming involved in 
aspects of the project. 
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
• At this point, no commercial providers have been identified. However, 
this may change in the future. 
 
E) General key motivation/ interest of sponsors and strategic view of 
developments in these areas 
 
• To promote open and flexible learning communities with the capacity 
for responding to a variety of learning needs, using all available 
resources and technologies. This method is used as a means of 
overcoming learning barriers to achieve educational and social 
development.  
• ICTs are viewed as a tool for learning, among other uses -  ICT literacy 
is not the primary purpose of the project. 
 
F) Other participants 
 
The project is designed to capitalise on local initiative, which is expected to result 
in the mobilisation of local partners, particularly among the NGO community and 
religious communities, as well as governmental entities and media organisations. 
It is premature to list such participants, as their identification is expected to result 
from local initiatives. In addition, they may vary in different locations. 
 
Participants include Osuwela (which envisages setting up the Learning Resource 
Centres), UDEBA (experience with local partnerships), Matahuanha Centre's 
Institutional Project, The Community Radio Project (under preparation and to be 
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financed by the Netherlands Embassy), and INDE's curriculum reform project, to 
which LWF will provide relevant information. 
 
G) Type of users 
 
The project emphasizes inclusion of those people who are currently excluded 
from education. The project targets a broad variety of learners: people of all 
ages, genders, ethnic backgrounds, economic status, and those living in rural 
environments (although it does not exclude urban and peri-urban). Users are 
expected to be local people, not necessarily conversant with the official language 
Portuguese, and to a large extent the illiterate and the poor.  
 
H) Function and environment of usage 
 
• Main fields: health, agriculture, education, literacy, numeracy, and skill 
training (which includes vocational skills as well as the ability to runs 
an independent business) 
 
I) Technology used 
 
The project is designed to work with scattered Learning Resource Centres using 
radio, television, VCRs, audio-cassettes, computers, Internet and print materials.  
At this stage, it is difficult to specify which media will be used for ICT-based 
distance learning, as it has not been specified to what extent multimedia CD-
Roms, electronic databases, satellite and wireless technology will be used.  
 
J) Evaluation of project 
 
No evaluation has taken place as the project is in an early stage. 
 
K) Timeframe / plans 
 
• November 1997 - An initiative is presented to the Ministry of Education. 
• May 1999 - Project preparation phase successfully concluded. 
• Current Status - Awaiting decisions of Mozambican authorities regarding the 
modalities of implementation proposed to them. 
• Years 1-2 after start - Develop local resources (material and human). 
• Years 3-5 - Activities will begin in Nampula (production of packages, 
establishment of Learning Centres, creation of partnerships and training). 
• Years 6 and on - Upon evaluation, expansion to other areas of Mozambique. 
 
 
 
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L) Key material 
 
Ahmed Z. et al. "Learning Without Frontiers - Project Proposal." February, 1999. 
http://www.unesco.org/education/educprog/lwf/dl/mozproposal.pdf 
 
Ahmed Z. et al. "Quadro Operacional Para Um Projecto De Aprender Sem 
Fronteiras em Moçambique (proposta)." April, 1998. 
www.unesco.org/education/educprog/lwf/dl/moz98_06p.pdf 
 
Klees S., et al. "A Report to the Minister of Education on Learning Needs and 
Alternative Pathways to Learning in the Perspective of an Integrated Response 
to the Needs of a Rapidly Developing Society in a Complex World." November, 
1997. www.unesco.org/education/educprog/lwf/dl/moz97_11.pdf 
 
Programme and other materials are all listed at: http://www.learndev.org  and 
http://www.unesco.org/education/educprog/lwf/lwf_docs.html 
 
M) Key contacts 
 
Jan Visser, Ph.D. 
Learning Development Institute 
Postal address: Casa 'A Alternativa' 5, rue du Figuier, 13630 Eyragues, France 
Phone/ Fax: 334-902-49275   Mobile: 336-071-34671   jvisser@learndev.org 
 
N) Financing and budget 
 
The figures include the cost of the Nampula project, missions, production of 
instructional packages, components and consultancy. 
 
US$ Thousands: 
Year 1: $284.3 
Year 2: $839.7 
Year 3: $737.0 
Year 4: $646.0 
Year 5: $561.0 
 
O) Last update 
 
November, 1999 
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                                                   5. FIJI 
 
 
Country Characteristics 
 
     Government type           Republic 
 Territory              18,300 Km2 
 Population (1997)            813,000 
 Annual population growth (Average 1980-96)  1.4% 
 Urban population             480,000 (41%) 
 Population density           44 People/Km2 
 Major villages and towns        NA 
 Average village size:         NA 
 
• Administrative divisions: 4 divisions and 1 dependency*: Central 
Fiji, Eastern Fiji, Northern Fiji, Rotuma*, Western Fiji 
• Culture: Heterogeneous, with 5 main ethnic groups: Fijian 51%, 
Indian 44%, European, other Pacific Islanders, overseas 
Chinese, and other 5%; and 3 languages: English (official), 
Fijian, Hindustani 
• Topography: 90% Jungle/Forest and 10% Mountain. 
• Climate: Tropical marine; only slight seasonal temperature 
variation. 
 
 
Education 
 
Adult Illiteracy rate 8%
Illiteracy rate (1997)           8% 
Public spending on education (GNP Share):      6.1% 
Universities           NA 
 
• Gross enrolment ratio (% of relevant age group)1, 1990-95: 
Primary 128% and Secondary 64%, Tertiary NA 
1Percentages may exceed 100% since enrolment includes repeaters and 
over-aged. Tertiary enrolment includes non-university diploma studies and 
programmes requiring secondary-education certificates. 
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Economy 
 
GDP (USD Billions)
1.3 GNP, 1997        US$ 2 Billion 
GNP/Cap, 1997           US$ 2,470 
GNP/Cap PPP, 1997          US$ 4,040 
0.4 0.4
GDP Growth, 1998       2.4% 
0.0  
Output (share of GDP), 1997 
Agriculture          21% 
Manufacturing            0% 
Industry           18% 
Services output2         61% 
2Services output includes Public Services 
 
• Government Revenues: (Share of GDP), 1996                   NA 
• Industries: sugar, tourism, gold, silver, clothing and lumber. 
• Agriculture products: sugarcane, coconuts, cassava (tapioca), rice, 
bananas; cattle, pigs, horses, goats and fish 
 
Information and Communications Technology 
 
Telephony 
 
Mainlines per 100 inhab.  Main Telephone lines 
10.0
CAGR: 4.8% existing, 1998                 77,100 
9.5 9.68  expected. 2000                88,000 
9.0 9.23  Compound Average Growth Rate, 1995-98                  6% 
8.5 8.78  
8.0 8.42 Main Telephone lines per 100 inhab 
7.5 existing, 1998            9.7 
 exp. 2000          10.8 
in urban areas, 1995           NA 
 in rural area, 1995           NA 
Compound Average Growth Rate, 1995-98      4.8% 
132  
1995
Agriculture
1996
Manufacturing
1997
Industry
1998
Services
COL International – Use of ICT for Distance Education - Fiji 
 
Quality and Investment 
 
Digitalisation, 1998                99.7% 
 Telecom investment, 1998          US$ 10.8 Million 
 Telecom revenue, 1998          US$ 61.9 Million 
 Reinvestment ratio (Investment/Revenues):     17% 
 
Internet and Media 
 
PCs, 1998           NA 
Ave. Annual Growth 1995-98
PCs per 100 inhab, 1998         NA 
60% PCs per 100 CAGR4, 1995-98        NA 
Internet users, 1998      5,000 
Internet users per 100 inhab, 1998      0.61 
6% 2% Internet users CAGR3, 1995-98    315% 
Internet hosts, 1998           21 
Internet hosts per 100 inhab 1998    0.027 
Internet hosts CAGR4        60% 
ISPs, 1998              2 
 TVs, 1998                75,000 
TVs per 100 inhab, 1998         9.7 
TVs CAGR4, 1995-98       2.3% 
TV Broadcast stations, 1997 (repeaters not incl.):         3 
Radios, 1996              500,000 
Radios per 100 inhab, 1997       61.2 
 Radio Broadcast stations, 1997           8 
 3CAGR = Compound Average Growth Rate 
 
 
 
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TV Sets
PCs
Internet Hosts
COL International – Use of ICT for Distance Education – Fiji                                          
 
5.1 Fiji: General Context 
 
Fiji has a population of 813,000, which is half a million less than Trinidad & 
Tobago. With an area more than three times the size, it has a much lower 
population density.  As well, Fiji has a much lower urbanization rate, at 41% 
compared to 73% in Trinidad & Tobago. 
 
With a per-capita GNP of US$ 2,470, which is only slightly above half of Trinidad 
and Tobago's, the delivery of education in Fiji is relatively challenging.  
 
According to the statistics, Fiji's education system has the following features: 
• 8% illiteracy, which is well below the three African countries in the 
study (South Africa has the lowest at 18%), but high compared to 
Trinidad & Tobago’s 2% 
• secondary enrolment is relatively high at 64%, but lower than Trinidad 
& Tobago's 74% 
• there is no published figure for tertiary education enrolment, which is 
believed to be relatively low  
 
5.2 Environment & Function of ICT-Based Distance Education 
 
For Fiji, only one project was looked at in detail: the distance education unit of 
the University of the South Pacific (USP). The Small Island Developing States 
Network (SIDSnet), a project initiated by the United Nations, is providing e-mail 
access and has web-pages, but is only at the end of this year planning a 
workshop to discuss distance education issues; it is therefore not discussed in 
detail here. 
 
The USP's University Extension unit is focusing on the undergraduate level and 
has only limited postgraduate instruction. In addition to tertiary education, the 
Extension unit also has community outreach programmes and offers selected 
courses for continuing education. 
 
Similar to the initiatives in Trinidad & Tobago, the Extension University is a 
regional project involving countries of the South Pacific. 
 
5.3 Infrastructure and Technologies 
 
Fiji had a teledensity of 9.7 per 100 inhabitants in 1998 which is close to South 
Africa's 11.5 per 100 inhabitants. There are only 0.61 Internet users per 100 
inhabitants in Fiji compared to 1.54 in Trinidad & Tobago and 3.31 in South 
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COL International – Use of ICT for Distance Education – Fiji                                          
 
Africa. With Trinidad & Tobago’s higher per-capita GNP than South Africa but 
lower Internet penetration, it seems that Internet usage is not necessarily related 
to per capita income. The level of market liberalisation, particularly the number of 
ISPs and the rates they charge as well as the cost of telephone access obviously 
plays a large role in the early take-up of private Internet usage. 
 
The university is using a satellite network, called USPNet, to provide two-way 
communications enabling teleconferencing. Currently five islands are hooked up 
to the system. A major upgrade of the satellite system is planned for the year 
2000. 
 
Satellite is the most appropriate transmission technology between islands. 
However, feasibility obviously increases with level of usage and economies of 
scale. 
 
Other technologies used are PCs, Internet, CD-Roms, audio and video material. 
 
5.4 Policy 
 
5.4.1 Telecommunications & IT 
 
The telecommunications sector in Fiji is not yet liberalized, although the 
government does plan to open the sector to competition. Telecom Fiji provides 
domestic telecommunications in Fiji while Fiji International Telecommunications 
Limited (FINTEL) is the international service provider. 
 
FINTEL is 51% owned by the government and 49% by Cable and Wireless. 
Telecom Fiji is 51% owned by the government and 49% by the Fiji National 
Provident Fund (FNPF), the Fiji government's retirement benefit statutory body 
which all registered Fiji workers must join by law (100,000 members). The FNPF 
successfully bid for its 49% stake in Fiji Telecom Limited at the end of November 
1999, outbidding foreign investors. 
 
There are two ISPs. One is Telecom Fiji Internet Services, a business unit of 
incumbent operator Telecom Fiji Limited. Currently, connectivity in the Pacific 
has been hampered by the cost and slow speed of dial-up connections, and the 
lack of efficient service providers, a situation which is somewhat due to the small 
size of the markets.  
 
There are no special plans for rural access or universal service in Fiji and no 
particular policy on the information society or information superhighways. 
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COL International – Use of ICT for Distance Education – Fiji                                          
 
 
5.4.2 Media 
 
Fiji Television Limited (FijiTV) is a commercial network that has one free and two 
pay channels (including Sky channel). Fiji One (TV channel) is 85% owned by 
the government of Fiji.  
 
In October 1999, the government began setting up a TV service for Fiji, Western 
Samoa and Tonga via satellite from a ground station to be built in Fiji. The 
government also indicated that it is not interested in more licence applications for 
commercial television stations but will continue looking at applications for 
community television. 
 
Radio is the main source of information and entertainment in Fiji - research 
shows that 90% of the population rely on radio and listen from five to seven 
hours a day. Fiji has seven AM radio broadcast stations, one FM and no 
shortwave stations. 
 
There are two major radio stations, Island Network Corporation Limited and 
Communications Fiji Ltd. Although both are commercially run, the government of 
Fiji owns the Island Networks Corporation, formerly a fully government-funded 
body known as the Fiji Broadcasting Commission. 
 
No information was found to indicate that Fiji is using radio and TV in any major 
way for educational purposes. 
 
5.4.3 Education 
 
Government policy on education is embedded in the Fiji 2020 plan that was 
approved in May 1999. The plan places emphasis on technical and vocational 
training which will enable students to find employment. 
 
Like other countries in the South Pacific, Fiji has a large number of out-of-school 
youth, with a high proportion of its population under the age of 20 and high end 
educational capacity limited. The majority are not able to complete secondary 
school education but the Ministry of Education plans to introduce compulsory 
education for Forms Three and Four over a four year period, beginning in 2000.  
 
In general, the cost of providing full access to senior secondary and tertiary 
education for a minority, at the expense of quality in basic education, is seen as a 
region-wide challenge throughout the Pacific Islands. Within post-secondary and 
higher education, the region's six largest countries - Fiji, Tonga, Solomon Islands, 
Kiribati, Vanuatu and Samoa - had capacity for only 4% of the 18-25 age group in 
1995. 
 
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COL International – Use of ICT for Distance Education – Fiji                                          
 
A particular problem for Fiji is that it has a high rate of failure among indigenous 
Fijian students. The government of Fiji will set aside an annual fund of US$ 45 
million for special education needs of indigenous Fijians. 
 
Another concern relates to rural schools. Education Minister Pratap Chand 
promised that rural schools will receive special attention to boost the academic 
performance. One solution is seen in twinning schools to produce better 
academic results even if it means sharing teachers. 
The government has plans to ensure that all schools in Fiji have access to 
computers. Citing Singapore as an example, the Minister for Information and 
Communications, Mr. Ratu Inoke Kubuabola, said that Fiji should work to 
develop a highly educated workforce. However, to date the role of distance 
education in government priorities for higher education has not radically changed 
since the University of the South Pacific (USP) was planned in the 1960s as the 
South Pacific region's premier institution for higher education. Funding for 
distance education resides in USP's core budget. 
 
Besides the University of the South Pacific (USP), Fiji also has a college of 
agriculture, school of medicine and nursing (Fiji School of Medicine), an institute 
of technology (Fiji Institute of Technology), a primary school teacher training 
college and an advanced college of education. Education Minister Pratap Chand 
announced in December 1999 that there are plans for the Fiji Institute of 
Technology (FIT) to become a fully-fledged technical university.  
5.5 Sponsors: Interest, Key Motivations & Strategies 
 
The USP does not have a wide range of sponsors. Approximately 80% of its 
funding comes from the twelve South Pacific Island governments. In the course 
of general development aid the donor agencies from the governments of 
Canada, Australia, Japan and the UK contribute between 10-20%, varying from 
year to year. 
 
5.6 Country Evaluation  
 
The geographic and demographic characteristics of the Fiji islands, with low 
population density on dispersed islands, make Fiji an ideal candidate for distance 
education. 
 
While as yet Fiji has only initiated distance education for tertiary education, it has 
similar capacity problems in secondary education as well. One of the main 
deterrents to distance education is cost. The challenging geography favours 
satellite as the appropriate technology, though it also comes at high cost. 
 
The solution could be twofold: first regional co-operation, which shares fixed 
costs and maximises usage should be advantageous. But also, ways of involving 
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COL International – Use of ICT for Distance Education – Fiji                                          
 
and attracting the private sector for distance education projects should also be 
found. Currently, there are hardly any commercial sponsors involved. 
 
One important step is liberalisation of the telecom sector, which would also likely 
attract more ISPs. This could boost the Internet usage, which is at present 
comparatively low. Another step would be a national education policy outlining 
government led initiatives and inviting and incentivising private sector partnership 
e.g., for school computers as well as satellite equipment. 
5.7 Project Descriptions 
 
5.7.1 Distance and continuing education at the University of the South   
           Pacific (USP) 
 
A) Short description of purpose 
 
The University of the South Pacific has an autonomous unit called University 
Extension which allows students to study at the university without travelling to 
any of the three campuses. This unit provides distance education and continuing 
education to its 12 member countries and territories. It also includes community 
outreach programmes.  
 
The university has established University Centres in all 12 countries, with a range 
of resources to support the programme at national levels. The resources include 
classrooms, a library, audio and video facilities, and some computer and science 
laboratories. The Extension unit offers courses and programmes which are 
equivalent to those offered on campus. It also offers continuing education with 
three courses offered by distance education, namely Pacific Preschool Teachers 
Certificate, Community Nutrition Certificate and Certificate in Disability studies.  
 
Courses are conducted by a local tutor or by teleconferencing through the 
satellite link by the on-campus lecturer. Course materials comprise a multi-media 
package of books, audiotapes and videotapes.   
 
Besides traditional methods, the University Extension unit uses a two-way 
satellite communications network called USPNET to deliver distance education. 
USPNet links 5 centres: Fiji, Vanuatu, Samoa, Tonga, and the Cook Islands. 
 
B) Initiator (lead agency) 
 
The University of the South Pacific (USP) is owned and partly funded by 12 
member countries in the South Pacific region: Cook Islands, Fiji, Kiribati, Nauru, 
Niue, Marshall Islands, Solomon Islands, Tokelau, Tonga, Tuvalu, Vanuatu and 
Western Samoa. Already prior to its establishment in 1966/67 the USP was 
designed as a distance education institution. 
 
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COL International – Use of ICT for Distance Education – Fiji                                          
 
The Extension Unit of the USP is based in Suva, Fiji.  
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
• The 12 governments fund approx. 80% of the USP. Other income is 
from student fees.  
• Donor agencies from Canada, Australia, Japan and the UK contribute 
approx. 10-20% to the annual budget of the USP, varying from year to 
year. 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
No commercial sponsors, except occasionally small computer donations. 
 
E) General key motivation/ interest of sponsors & strategic view of 
developments in these areas 
 
The USP is committed to provide the governments and the people of its member 
countries with high quality, internationally recognised and cost-effective higher 
education and training, research, publications, and consultancy services. 
 
F) Other participants 
 
None found. 
 
G) Type of users 
 
Approximately 5,100 students per semester out of 9,500 in 12 Pacific nations and 
territories will get instruction through the satellite system. Two hundred 
individuals per semester are taking continuing education by distance education. 
 
There is no record of the breakdown in female versus male students, and 
percentages are known to vary from island to island. However, there has been a 
report on women and distance education in the South Pacific15. 
                                            
15 “South Pacific women in distance education: studies from countries of the University of the 
South Pacific”, edited by Cema Bolabola and Richard Wah. Published by The University 
Extension of the South Pacific and The Commonwealth of Learning, 1995.  
 
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COL International – Use of ICT for Distance Education – Fiji                                          
 
 
H) Function & environment of usage 
 
The focus of teaching at the university is at the undergraduate level, with limited 
postgraduate instruction. Where feasible and in line with the requirements of 
member states, postgraduate teaching will be expanded. 
 
I) Technology used 
 
The project uses satellite tutorials and teleconferencing using a two-way satellite 
communications network. Currently five islands are hooked up to the system. 
The project also uses computer, Internet, CD-Rom, print, audio and video 
materials. In February 2000 a major upgrade of the satellite connection is 
planned. 
 
J) Evaluation of project 
 
N/A 
 
K) Timeframe / plans 
 
The USP was established in 1968.  
 
L) Key material 
 
The University of the South Pacific's University Extension - Distance & 
Continuing Education  www.usp.ac.fj/ext 
 
News articles 1999, and two brief 1-page descriptions by ICDL (International 
Centre for Distance Learning) and COL at www.usp.ac.fj 
 
M) Key contacts 
 
Dr. Howard Van Trease 
Director, University Extension (distance education/learning) 
University of the South Pacific, Fiji 
Tel. (679) 313 900 ext. 2515 Fax. (679) 302 556 
 
Richard Wah 
Deputy Director, University Extension (distance education/learning) 
University of the South Pacific, Fiji 
E-mail: wah_r@usp.ac.fj 
Tel. (679) 313 900 ext. 2515 Fax. (679) 302 556 
 
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COL International – Use of ICT for Distance Education – Fiji                                          
 
N) Financing & budget  
 
In the USP’s Income and Expenditure Statements, income for 1998 is stated to be: 
 
Government Contributions  $30,546,000 
Student Fees     $7,250,000 
Development Co-operation   $3,700,000 
Other Income     $1,154,000 
Total Income    $42,650,000 
 
O) Last update 
December, 1999 
 
 
 
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                                      6. TRINIDAD & TOBAGO 
 Country Characteristics 
 
     Government type     Parliamentary Democratic 
  Territory          5,000 Km2 
 Population (1997)        1.3 Million 
 Annual population growth (1998)    0.9% 
 Urban population             949,000 (73%) 
 Population density           260 People/Km2 
 Major villages and towns      N/A 
 Average village size       N/A 
 
• Administrative divisions: 8 counties, 3 municipalities, and 1 
ward**: Arima*, Caroni, Mayaro, Nariva, Port-of-Spain*, Saint 
Andrew, Saint David, Saint George, Saint Patrick, San 
Fernando*, Tobago** and Victoria. 
• Culture: Heterogeneous. Ethnic Groups: African-Caribbean 40%, 
Indian 40.3%, Afro-Indian14%, Caucasian 1%, Chinese 1%, and 
other 3.7% 
• Topography: 75% Jungle and Forest, and 25% Mountain. 
• Climate: Tropical; rainy season (June to December). 
 
Education 
Adult Illiteracy rate 2%  
Illiteracy rate (1997)            2% 
Public spending on education (GNP Share)       9.7% 
Universities           N/A 
 
• Gross enrolment ratio (% of relevant age group)1, 1996: Primary 
98% and Secondary 74%, Tertiary 8% 
1Percentages may exceed 100% since enrolment includes repeaters and 
over-aged. Also, tertiary education includes non-full-time diploma courses 
that require secondary certificate. 
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Economy 
 
 GNP, 1997            US$ 5.5 Billion 
GDP (USD Billions)
3.2  GNP/Cap, 1997       US$ 4,230 
2.5  GNP/Cap PPP, 1997     US$ 4,410 
 GDP Growth, 1998               3.2% 
 
0.5
0.1 Share of GDP2 ,1997: 
 Agriculture        2% 
 Manufacturing       8% 
 Industry        43% 
 Services3         55% 
2Sum of shares may surpass 100% due to output overlaps 
3Services output includes public services 
 
• Government Revenues: (Share of GDP), 1996:        27.3% 
• Industries: Petroleum, chemicals, tourism, food processing, 
cements, beverage and cotton textiles. 
• Agriculture products: cocoa, sugarcane, rice, citrus, coffee, 
vegetables and poultry. 
 
 
Information and Communications Technology 
 
Telephony 
Mainlines per 100 inhab.  
22
21 CAGR: 7.1% Main telephone lines: 
20 20.6 existing, 1998               264,100 
19
expected, 2000:              301,000 
18 19.0
17 Compounded average growth rate, 1995-98:    8.1% 
16 16.8 16.8  
15
Teledensity (main telephone lines per 100 inhab): 
existing 1998           20.6 
expected 2000          22.7 
in urban areas, 1995          21.1 
In rural areas, 1995            4.3 
Compounded Average Growth Rate, 1995-98:     7.1% 
 
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Agriculture
1995 Manufacturing
1996 Industry
1997 Services
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 Telecoms Quality and Investment 
 
Digitalization, 1998        100% 
Telecom investment, 1998          US$  34.4 Million 
Telecom revenue, 1998         US$ 212.6 Million 
Reinvestment ratio (investment/revenues):      16% 
 
 
 
Internet and Media 
Ave. Annual Growth 1995-98
 
228% PCs, 1998           60,000 
PCs per 100 inhab, 1998              4.7 
PCs per 100 CAGR4, 1995-98           34% 
34%
8% 0.3% Internet users, 1998         20,000 
Internet users per 100 inhab, 1998           1.54 
Internet users CAGR4, 1995-98         117% 
Internet hosts, 1998           1,944 
Internet hosts per 100 inhab 1998         0.152 
Internet hosts CAGR4           228% 
ISPs, 1998         2 
TVs, 1998            70,000 
TVs per 100 inhab, 1998               33 
TVs CAGR4, 1995-98            0.3% 
TV Broadcast stations, 1997 (repeaters not incl.):      5 
Radios, 1996        700,000 
Radios per 100 inhab, 1997            53.8 
Radio Broadcast stations, 1997   11 
4CAGR = Compound Average Growth Rate 
 
 
 
 
 
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6.1 Trinidad & Tobago – General context 
  
Distance Education (DE) seems particularly suitable for Trinidad & Tobago, an 
archipelago whose geographical characteristics make communications 
particularly important. But the application of suitable technologies has been slow 
since it requires heavier investment and more users, for feasibility, than a country 
with Trinidad & Tobago’s population can muster. This of course presents a large 
challenge for small countries in general, to which the natural response so far has 
been to act regionally. Thus DE in Trinidad & Tobago, as in many other small 
Caribbean countries, has been relying heavily on initiatives originated and led by 
regional organisations. 
 
Since diverse regional players have taken the lead in DE in Trinidad & Tobago, 
projects are ambitious but co-ordination among them has become one of the 
main issues for success. Commitment and efficiency in co-ordination have 
implications for the time required to finish a project. Small countries thus have to 
organise themselves for relatively large projects, which may be a factor in their 
timeliness.  In fact, the lack of good co-ordination seems to be one of the main 
reasons for slow progress. Part of this is because government did not foster 
policy and involvement in the process of telelearning and distance education until 
one year ago. 
 
6.2 Environment and function of ICT-based distance education 
 
Overall, Trinidad & Tobago has been relatively successful in the provision of basic 
education, although tertiary education remains an issue. The baseline data show the 
following features:  
• Illiteracy is almost nil with about a 2% index. 
• With gross enrolment ratios of 98% for primary and 74% for secondary 
education respectively, Trinidad & Tobago seems successful in providing 
education to these age groups. 
• Tertiary education is reported to have an 8% enrolment ratio, which implies 
that university education needs to be fostered. 
 
Professors and students in secondary and tertiary institutions seem to be the 
group that have taken the most advantage of distance education in the country, 
although DE initiatives are not aimed exclusively at these groups.  
 
The following major projects were identified and used to gain an appreciation for 
the use of ICTs in Trinidad & Tobago: 
 
• University of West Indies Distance Education Centres (UWI DEC) 
• Caribbean University Network (CUNet) 
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• Edsat Americas Education and Health-Care Network (Edsat) - this project is 
still in its early phases. 
 
 UWI DEC CUNet Edsat 
Function of DE    
Primary (literacy, numeracy)   v 
Secondary  v v 
Tertiary v v v 
Postgraduate research v v v 
Profession oriented     
Teacher training v   
Continuing education v   
Computer literacy  v  
Health education v  v 
Environment of DE    
Community    
Rural/ remote   v 
Content production v v  
Access to education v  v 
Access to technology v v v 
 
The University of the West Indies (UWI) is a decentralised post-secondary 
institution with operations throughout the Caribbean. The UWI is one of the most 
active educational institutions in the region in terms of DE, and provides distance 
education to 15 countries throughout the Caribbean. It has more than 25 distance 
education centres (DECs), some of them equipped with audio-graphic 
teleconference facilities.  
 
The UWI DEC system is headquartered in Cave Hill, Barbados. Among its main 
priorities are the expansion of its reach and number of courses throughout the 
Caribbean, especially to countries where it has no campus. In order to achieve 
this expansion, the institution has entered into agreements with other educational 
and governmental institutions and it is upgrading its technological infrastructure. 
The UWI DEC in Trinidad & Tobago is responsible for providing distance 
education in a number of areas including Education, Technology, Medicine and 
Agriculture among others. It also provides teleconferencing and library services 
to tertiary and continuing studies as well as to local secondary and health 
institutions. 
 
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CUNet is an Internet-based network linking academic, scientific, technology and 
research institutions in 16 countries of the region.  Its benefits are not exclusive 
to these institutions, as connectivity is also intended to reach governmental 
organisations and others. But CUNet, like the UWI DEC, has universities and 
colleges as its main targets, and aims to enhance research and the quality of 
education in institutions of the Caribbean region.  
 
This project started in September 1991 with the first communications node via 
dial-up in Puerto Rico. Since then, Trinidad & Tobago has obtained funds, 
equipment and technical assistance from OAS and UPR to set up ongoing e-mail 
services. In the mid 1990s however, CUNet suffered a setback with the turnover 
of some key participants and thus its original goals have been delayed. The 
project has achieved a greater success in Puerto Rico and Jamaica, where full 
Internet services have expanded widely and are readily available. 
 
Edsat Americas is the most ambitious of the projects although not yet in 
operation. This planned project is a hemisphere-wide satellite-based network 
intended to provide equitable and affordable distance education, health services 
and training to citizens of the Americas, to promote growth and stability. The 
network involves almost all of the countries in the Americas hemisphere. Its main 
purpose is to provide distance education and training at all levels and in all areas, 
as well as health services, emphasizing women and rural and remote areas. In 
early 1999, the government of Trinidad & Tobago assumed a leading role in the 
development of the project. 
 
6.3 Infrastructure and technologies 
 
Satellite and the Internet are key elements in the future development of DE in 
Trinidad & Tobago, but given the country's current infrastructure, the most used 
means of DE in the country is still printed material. The pace of Internet 
development in Trinidad & Tobago, at 1.54 per 100 inhabitants, has to date been 
insufficient to make a large impact on learning and education.  Nevertheless it 
should be noted that the telecommunications network is 100% digitalised and the 
number of Internet hosts more than tripled between 1995-98, to almost 2,000.  
 
The UWI DEC in Trinidad & Tobago has been in operation in its current form for 
over two years. The DEC uses dedicated leased lines and dial access as its main 
telecommunications infrastructure for purposes of audio teleconferences. 
Presently, the DEC is replacing its analogue system with a digital one and there 
are plans to build a VSAT network. CUNet, the Caribbean University Network, is 
relying on the services of the incumbent provider in Trinidad & Tobago, which in 
turn uses satellite for part of its network. 
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The following chart describes the use of technology in the projects studied: 
 
 UWIDEC CUNet Edsat* 
End-user equipment    
PC v v v 
LAN v v v 
Telephone v v v 
Internet connection v v v 
E-mail v v v 
Touch screen info- kiosk    
Transmission    
technology 
Satellite broadcasting v  v 
Wireless  v  v 
Fixed networks v v  
Content platform    
Web-page hosting v v  
CD-Roms v   
Electronic DB v v  
 
 
Neither the UWI nor CUNet has yet been able to extend their reach to rural and 
remote locations, in part due to a lack of infrastructure in the country. The UWI 
delivers education mainly by printed study material, distributed by postal 
services. The UWI maintains that the student base is still not large enough to 
support on-going use of satellite for the delivery of ongoing courses. CUNet 
services in Trinidad & Tobago are mostly limited to e-mail.  
 
Limitations in technology use in the DECs are partly due to a lack of 
infrastructure and the resulting low ICT penetration in the country as a whole. A 
teledensity of 20.6% puts Trinidad & Tobago among the lowest of the Caribbean 
Commonwealth countries, just above Jamaica, St. Vincent & the Grenadines, but 
lower than Grenada, Dominica and St. Lucia, which have lower per-capita 
income. Furthermore, Trinidad & Tobago has the second lowest density of 
Internet users, at 1.54%, in the Caribbean Commonwealth countries and is more 
than 1% below four countries which are lower income.  
 
The current development of Edsat Americas illustrates the importance that 
satellite has in the future delivery of DE in the region. Yet satellite technology 
requires large investments and a large student base in order to be feasible, thus 
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it can be expected that Trinidad & Tobago will require partnerships to build and 
set up a wide area network.  
 
6.4 Policy 
 
In Trinidad & Tobago, the investment/revenue ratio of 0.16 is high relative to the 
Caribbean but below average for Commonwealth countries. An improvement 
(reform) in telecom policies could contribute to the development of a better 
investment environment.  
 
6.4.1 Telecommunications & IT 
 
Fixed basic services including international - not liberalised 
Telecommunications Services of Trinidad & Tobago Ltd. (TSTT) has a monopoly 
on all telecommunications services in Trinidad & Tobago, including cellular 
service. TSTT is 51% state-owned and 49% owned by UK's Cable and Wireless 
(C&W), which has also controlled services in eight English-speaking Caribbean 
countries for many years. In October 1999, the government expressed interest in 
transferring its 51% stake in TSTT to a new holding company, which would 
eventually be sold to institutional and individual investors. C&W on the other 
hand, could either increase or divest its interests in the company. 
 
By March 1999, the government of Trinidad & Tobago was in the process of 
amending the country's Telecommunications Act to end TSTT's monopoly and 
liberalise telephone operations in Trinidad & Tobago.  
 
With regards to cellular services, the Government announced in September 1998 
that it would open its market to competition. The government offered two 
licences, for which it received two bids. 
 
There have also been changes in the structure of the governmental bodies ruling 
the telecommunications scene.  On October 1999, the responsibilities of the 
leadership of the Ministry of Information, Communications, Training and Distance 
Learning were split between its current minister and Trinidad & Tobago's Prime 
Minister.  The government also proposed to replace the regulatory body, the 
Public Utilities Commission (PUC), with the Regulatory Industries Commission 
(RIC). Policy formulation for the new regulatory body would rest with the Public 
Utilities Ministry. The establishment of a telecommunications authority has also 
been suggested. 
 
Internet Service Providers (ISPs) - not fully liberalised 
The ISP market does not seem to have reached a competitive status. Only two 
ISPs were identified in the Internet arena and one player, the Open Telecom 
Limited, a Trinidad & Tobago-based subsidiary of Computers & Controls 
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Holdings Limited, seems to have some degree of control of the market. The 
company also provides paging services and is one of the largest computer and 
wireless companies in the country. 
 
Plans, programme or policy for rural access / universal access. 
There is no evidence of a significant policy or regulations to support development 
of universal access. 
 
Information society initiatives 
No evidence of initiatives that specifically foster the use of ICT were identified, 
except that the government has agreed to spearhead the Edsat Americas 
project, in partnership with regional organisations (see Section 6.5). 
 
6.4.2 Media 
 
There are at least three private and two state-owned TV broadcasters. One of 
these state-owned networks, the Trinidad & Tobago Television (TTT), is a 
corporate enterprise in the hands of the state. The resources of the two state-
owned broadcasters comprise the National Broadcasting Network (NBN). The 
government has recently appointed a new board for the NBN to have more 
influence over content, though this has generated some opposition. There are 11 
radio stations, with at least one of these state-owned and part of NBN. 
 
The Ministry of Education's Education Television Unit produces educational 
programmes. This unit produced educational programmes from the late 1970s 
and was absorbed by the Ministry in 1980.  
 
6.4.3 Education 
 
Overall, education in Trinidad & Tobago seems accessible and is one of the most 
important items in the national item (9.7% out of the total of US$2 billion). As a result, 
Trinidad & Tobago has a healthy 2% illiteracy rate. Secondary education is supported by 
funds from the World Bank.  
 
The education system in Trinidad & Tobago includes both government and 
private schools owned and managed by various religious bodies and providing 
free education at the primary and secondary levels. Currently, the government 
has prioritised programmes to train educators and to establish primary, 
secondary and adult education centres. 
 
However, despite the wide support for primary education in general, there is still 
need to foster ICT training, secondary and tertiary education. The education 
system has been criticised for not advocating quantity rather than quality, and for 
neglect of ICT. For instance, computers were not among the government's 
priorities for the 1999-2000 fiscal year. Computer literacy, the Internet and similar 
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technologies do not seem part of the national curricula and there is no evidence 
of plans to educate the educator on ICT.  
 
The education system also faces a bottleneck at the tertiary level with enrolment 
at just 8% compared to 74% in secondary education. It is necessary to 
emphasise the importance of policies that encourage tertiary education in order 
to improve quality in the professional base of the country.  DE with the use of 
ICT, could be a key element in the developing professionals more qualified to 
ultimately lead and promote telelearning methods. 
 
The government does seem to envision the use of ICT in the long run since it is 
spearheading the Edsat Americas project, in partnership with the Organization of 
American States (OAS) and the National Education Telecommunications 
Organization Educational Satellite Institute (NETO/EDSAT).   
 
In the short run, DE is expected to grow given the government’s support. In 
December 1998, the government launched a DE programme and created a 
secretariat in charge of co-ordinating the different participants in the delivery of 
DE (such as the UWI) and managing DE projects in the country. However, most 
of DE will still be delivered in print material. Hence ICT is not expected to play an 
important role in the immediate future. 
 
6.5 Sponsors: key motivations & strategies  
 
Regional organisations committed to the country’s development, education and 
technology have been particularly active in the creation, funding and 
management of DE initiatives.  These include:  
• The University of the West Indies, which has promoted DE development 
throughout the Caribbean. Support from the UWI to its Distance Education 
Centres includes US$276,600 for operations in Trinidad & Tobago during 
the 1998-99 term. 
 
The Organisation of American States (OAS) has contributed to DE projects 
through the Hemisphere Wide Inter-University Scientific and Technological 
Information Network (RedHUCyt) and NETO/Edsat. RedHUCyt specialises 
in science and technology assistance. NETO/Edsat is a voluntary group 
that advocates use of satellites to promote development in the Americas.  
 
The University of Puerto Rico (UPR), one of the most advanced universities 
in the Caribbean in terms of use of technologies and Internet, has been 
leading the development of CUNet throughout the Caribbean. 
 
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Other regional organisations contributing to the funding of regional DE 
include the Canadian International Development Agency (CIDA), which 
contributed in the funding of teleconferencing sites; the Caribbean 
Development Bank (CDB); the Inter American Development Bank (IADB); 
and the U.S. Agency for International Development (USAID). 
 
The following national organisations are the main contributors to development of 
DE in Trinidad & Tobago: 
 
The National Institute of Higher Education, Research, Science and 
Technology (NIHERST) is a research institute that is in charge of promoting 
research and development in technology. NIHERST has taken over the 
development of CUNet in Trinidad & Tobago and is currently in the process 
of acquiring equipment to connect 11 local institutions. 
The Government is currently involved in the promotion of DE and is co-
ordinating the activities of participants. The government has also assumed 
a leading role in the co-ordination and development of Edsat Americas.  
 
Private institutions that have been involved, directly and indirectly, in DE 
development in the Caribbean are as follows:  
 
Nortel Networks provided technical assistance in development of 
University of Puerto Rico's Internet network and, indirectly, the 
development of CUNet. 
 
Lockheed Martin, Hughes Communications, BellCore International, Intelsat, 
AT&T Skynet Satellite Services, Westinghouse Communications and Arel 
Communications and Software Ltd. of Israel, among others, have 
supported NETO/Edsat.  
 
The main motivation of the commercial sponsors clearly is to promote the 
use of specific satellite and Internet technologies.  There appears to be an 
increasing level of private participation in Caribbean DE development, 
reflecting interest in the market worldwide. Edsat Americas represents a 
sufficiently large hemispheric network to attract the major companies.  The 
participation of private companies also provides evidence for the eventual 
sustainability of the DE technology market, thus minimising the subsidies 
required in the long run. 
 
6.6 Country Evaluation 
 
The future for distance education holds some promise but timely development in 
the large regional projects will depend in part on the efficiency of co-ordination. 
CUNet, which began in 1991, has yet to provide full Internet services in Trinidad 
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& Tobago. Thus progress in the use of ICT has been rather slow. In part this is 
because the projects require a large amount of investment, which in turn 
demands participation of several organisations, whose activities need co-
ordination by a national organisation.  
 
The national government has finally involved itself in the creation of a secretariat 
to foster, co-ordinate and administer distance education. The UWI has also 
reached agreements with other institutions to extend the reach of its courses. 
Once the pieces come together, the number of users should justify the use of 
satellites, which already play a key role in other Caribbean countries such as 
Jamaica and Puerto Rico. 
 
More participation by the national government, through the ministries of 
education (e.g., in training of educators) and telecommunication as well as 
Telecom Services of Trinidad & Tobago Ltd. (TSTT), is crucial to reduce delays 
in the development of projects resulting from member turnovers. However, more 
rapid liberalisation of markets would surely also contribute more energy and 
investment, as well as a universal access mechanism to promote rural network 
expansion.   
 
It is also important to emphasise that DE, like other endeavours, requires the 
participation of education and telecommunication areas and thus, depends 
strongly on a good policy that encourages investment in technology. 
Telecommunication policies in the government of Trinidad & Tobago should 
foster a good investment climate by encouraging competition in all its areas. 
 
6.7 Project Descriptions 
 
6.7.1 University of West Indies Distance Education Centres (UWI DEC), 
Trinidad & Tobago 
 
A) Short description of purpose 
 
The UWI DECs in Trinidad & Tobago are headquartered in St. Augustine and are 
responsible for providing teleconferencing and electronic library services to a 
number of institutions in the country, including the local UWI School of 
Continuing Studies (SCS), 13 centres in secondary schools, hospitals and other 
locations. 
 
Trinidad & Tobago DEC belongs to the UWI DEC System, which provides 
distance education to 15 countries in the Caribbean, including Anguilla, Antigua 
& Barbuda, Bahamas, Barbados, Belize, British Virgin Islands, Cayman Islands, 
Dominica, Grenada, Jamaica, Montserrat, St. Kitts & Nevis, St. Lucia, and St. 
Vincent & the Grenadines.  
 
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The UWI DEC Caribbean headquarters are in Barbados (Cave Hill) with an 
additional branch in Jamaica (Mona). More than 25 DECs have audio-graphic 
teleconference facilities. Total enrolment at UWI was 18,000 students in 1997. 
 
B) Initiator (lead agency) 
 
University of West Indies - Cave Hill Campus, Barbados. 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
International: 
Canadian International Development Agency (CIDA) 
Caribbean Development Bank (CDB) 
Inter American Development Bank (IDB) 
USAID (U.S. Agency for International Development) 
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
No commercial participants were identified. 
 
E) General key motivation/ interest of sponsors & strategic view of 
developments in these areas 
 
The UWI seeks to expand the number of institutions located in countries where 
there is no UWI campus, especially through its Schools for Continuing Studies. 
This goal is congruent with UWI’s Strategic Plan ‘Outreach to the Non-Campus 
Countries 1998-2002’. The plan helps UWI and other sponsors improve 
education and continuing studies, health care and rural development to promote 
sustainable socio-economic growth in the regions. 
 
F) Other participants 
 
Some non-UWI institutions, such as the Institute of International Relations, and 
the Caribbean Agricultural Research and Development Institute, have entered 
into affiliation agreements with the UWI and may benefit from its DECs. 
 
Private tutors finance some of the students' tuition in non-campus countries.  
 
G) Type of users  
 
The users are secondary and university students, adults wishing to continue their 
education regardless of whether there is a UWI campus or not, and health 
institutions (e.g., hospitals associated with the University's Faculty of Medical 
Studies). 
 
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H) Function & environment of usage 
 
The purpose of the DEC is to expand the reach of a number of courses from the 
UWI, and other universities and secondary institutions affiliated with them. These 
courses include Agriculture and Fisheries, Business (Accounting, Business 
Administration), Applied Science, Technology, Education, Languages, Law, 
Medicine and Social Sciences, among others. 
 
I) Technology used 
 
Printed material is by far the means most utilised for delivery of DE, in part due to 
lack of infrastructure available to reach remote areas. However, some 
technological innovations are taking place for a few activities. Teleconferencing, 
e-mail and electronic file transfer, video and audio-tapes complement print 
material and face-to-face lectures. Currently, the UWI uses dedicated leased 
lines and telephone dial access as its main telecommunications facilities.  
 
At present, the UWI is digitalising its system. UWI is also integrating into its 
system the use of satellite (VSAT), ISDN links, routers, multi-plexers, switches 
and bridges capable of carrying voice and data traffic. There are plans to make 
Internet versions of some physics courses and its upgrade to videoconferencing. 
The university is upgrading its technological infrastructure, computers, and 
connectivity as part of a shared effort throughout the eastern Caribbean. 
 
J) Evaluation of project 
 
The upgrade of UWI DEC facilities is experiencing teething troubles and thus 
UWI DEC has yet to provide fully integrate technological innovations to most of 
its users. 
 
K) Timeframe / Plans 
 
1983-84: The UWI Distance Teaching Experiment (UWIDITE) started to provide 
a telephone-based system that combined print and teleconferencing to deliver 
lectures. 
 
1993: UWIDITE evolved into DEC. UWI became a dual mode (DE and face-to-
face lectures) university.  DE thus became an ongoing function of the university. 
 
1998-2002: Currently focused on upgrading technology in two phases: 
• Phase I: Replacing analogue lines by digitalized 64K lines to link computer 
labs, installation of a tele-writer system. It also entails establishing a second 
teleconference room at many of the sites to increase the capacity. 
• Phase II: Establishment of a 384 kbps compressed video capability using 
VSAT to achieve enough capability to transmit from any of the three 
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campuses to all the countries. Return audio will be carried over the existing 
landline network. 
 
L) Key Material 
 
UWI's web-site: www.uwichill.edu.bb 
 
DECs directory: http://www.uwichill.edu.bb/bnccde/dec.htm 
 
Website of the university's Board for Non-Campus Countries and Distance 
Education: www.uwichill.edu.bb/bnccde 
 
"Towards a Strategic Plan for Outreach to the Non-Campus Countries, 1998-
2002”.  Draft Document for the Board of Non-Campus Countries and Distance 
Education, May 1998.  www.uwichill.edu.bb/bnccde/docs/spon.html 
 
"Policies on Distance Education and Outreach Activity” in the Commonwealth of 
Learning report, "The Development of Virtual Education: A global Perspective", 
June 1999, pp 50-57. www.uwichill.edu.bb/bnccde/docs/depolicy.html 
 
M) Key Contacts 
 
Dr. Olabisi Kuboni, Campus Co-ordinator  
Distance Education Centre, St. Augustine Campus, University of the West Indies 
Tel: (868) 645 2995; Fax: (868) 645 2424, disted@tstt.net.tt 
 
Prof. Badri N Koul, Director 
Distance Education Centre, Cave Hill Campus, University of West Indies 
P.O. Box 64, Bridgetown, Barbados 
Tel: (246) 417 4496/4497/4498  Fax (246) 421 6753  bkoul@uwichill.edu.bb 
 
N) Financing & budget  
 
US$ 3.75 million for UWI DEC’s over-all operations (1998-99); of those, US$ 
276,600 were allocated to the operations of the DEC in Trinidad & Tobago. 
 
O) Last Update 
 
December, 1999 
 
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Caribbean University Network (CUNet), Trinidad & Tobago 
 
A ) Short description of purpose 
 
CUNet is an Internet-based network that seeks to link academic, scientific, 
technological and research institutions in the Caribbean region in order to provide 
higher quality education in the region. The network intends to interconnect 
institutions from the following countries: 
 
Puerto Rico, Antigua, Bahamas, Barbados, Belize, Dominica, Dominican 
Republic, Grenada, Guyana, Haiti, Jamaica, St. Kitts & Nevis, St. Lucia, St. 
Vincent & the Grenadines, Suriname and Trinidad & Tobago. 
 
In Trinidad & Tobago, the network has sought also to interconnect project 
participants, the Ministry of Education, and other institutions to the Internet. 
 
B ) Initiator (lead agencies) 
 
• University of Puerto Rico (UPR) (co-initiator, lead, technical support, funding). 
• Organization of American States (OAS) through the Hemisphere Wide Inter-
University Scientific and Technological Information Network (RedHUCyt) (co-
initiator, technical assistance and funding). 
 
C ) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
University of the West Indies (UWI) (Initial local project management). 
 
In-country:  
• National Institute of Higher Education (NIHERST) - Current local project 
management. 
 
D ) Commercial providers/ sponsors and area of sponsorship/ donation 
 
International:  Nortel Networks (supplier of hubs and routers to UPR). 
In-country: No commercial supporters identified. 
 
E ) General key motivation/ interest of sponsors & strategic view of 
developments in these areas 
 
To improve the information flow of research material and increase the quality of 
research and education in the countries involved. 
 
Commercially, to upgrade Internet technology in the region and boost the use of 
the Internet, not only in academia but also among other public and private users. 
 
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F ) Other participants 
 
There are current negotiations to secure more involvement by the government of 
Trinidad & Tobago. 
 
G ) Type of users 
 
Students and faculty members in universities and colleges. 
 
H ) Function & environment of usage 
 
College and university research. 
 
I ) Technology used 
 
The Internet is the main technology. The system in Trinidad & Tobago includes 
the use of routers and servers to access the Internet through the national PTT, 
Telecom Services of Trinidad & Tobago Ltd. (TSTT). Currently, most of the ICT 
activity is limited to e-mail. 
 
J ) Evaluation of project 
 
CUNet has had mixed results. While the local project manager (NIHERST) has 
arranged enough funding for basic equipment, CUNet in Trinidad & Tobago has 
seen slow progress in the development of its Internet-based university network 
for academic purposes, in part due to the turnover of personnel / institutions 
involved in the project, which hindered its continuity. CUNet has been more 
successful in Jamaica and Puerto Rico, where substantial developments have 
taken place, including a satellite connection to the U.S. 
 
K ) Timeframe/ plans 
 
Phase I: Commenced in September 1991 with the first electronic node for 
communications via dial-up in Puerto Rico. During this phase, Trinidad & Tobago 
has obtained funds, equipment and technical assistance from OAS and UPR to 
set-up ongoing e-mail services.  
 
Phase II: NIHERST take over project management from UWI in Trinidad & 
Tobago. Currently, NIHERST is in the process of acquiring equipment and seeks 
to connect 11 local institutions. 
 
Intended future plans are for NIHERST to upgrade equipment to access full 
Internet services.  
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L ) Key material 
 
Description of CUNet in RedHUCyT site: 
 www.redhucyt.oas.org/webing/cunet.htm 
 
Nortel's case study on the University of Puerto Rico Educational Network: 
www.nortelnetworks.com/products/02/studies/2727.html, 
www.nortelnetworks.com/solutions/education 
 
M ) Key contacts 
 
Dr. Saul Hahn, Coordinator, Basic Sciences and Networking 
Office of Science and Technology, Organization of American States 
1889 F Street NW, Washington, DC 20006 
Phone: (202) 458-3340/53, Fax: (202) 458-3167 
E-mail: shahn@umd5.umd.edu or Hahn_Saul@oas.org 
 
Jocelyn Lee Young, Acting Registrar 
National Institute of Higher Education, Research, Science and Technology 
(NIHERST), 20 Victoria Avenue. Port of Spain, Trinidad & Tobago 
Tel (868) 625-2110/4145, Fax (868) 625-4161/5201 
E-mail: niherst@opus.co.tt 
 
N ) Financing & budget 
 
The annual budget from OAS-RedHUCyT for the development of CUNet in 
Trinidad & Tobago amounts to about US$45,000. The budget was originally 
higher during UWI management, but has been reduced since its hand-over to 
NIHERST. 
 
O ) Last update 
 
December, 1999 
 
 
Satellite-based Education and Health-Care Network for the Americas, 
Trinidad & Tobago 
 
A) Short description of purpose 
 
This planned project is a hemisphere-wide satellite-based network intended to 
provide equitable and affordable distance education, health services and training 
to citizens of the Americas to promote growth and stability. The network involves 
almost all of the countries in the American continent. 
 
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B) Initiator (lead agencies) 
 
• National Education Telecommunications Organization /Education Satellite 
(NETO/Edsat) is a Washington-based private volunteer group (Initiator, co-
management, funding) 
• Government of Trinidad & Tobago - Department of Information, 
Communications, Training & Distance Learning (Lead) 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
International: 
The Organization of American States (OAS) – Funding. 
 
In-country:  
Other universities (Not-specified). 
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
International: 
Lockheed Martin (equipment, technical assistance). 
Supporters of NETO/Edsat: Contributions and grants from Hughes 
Communications, BellCore International, Intelsat, AT&T Skynet Satellite 
Services, Westinghouse Communications and Arel Communications and 
Software Ltd. of Israel, among others (funding through NETO/Edsat). 
 
In-country:  
Unidentified private institutions 
 
E) General key motivation/ interest of sponsors & strategic view of    
           developments in these areas 
 
• To take full advantage of satellite technology to provide wide-coverage 
education and health services to the Americas and achieve socio-economic 
development. 
• To foster the use of satellite equipment in the Americas. 
 
F) Other participants 
 
The Inter-American Development Bank and other Multi-lateral institutions have 
been approached for support.  NETO/Edsat members include schools, colleges, 
government agencies, industry and public officials from the US and other 
countries. 
 
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G) Type of users 
 
Users are students of all levels and workers, regardless of wealth. Special 
attention is given to women and hard-to-reach populations. 
 
H) Function & environment of usage 
 
Education levels ranging from basic to post-graduate, continuing studies and 
training for blue-collar workers; research and health. 
 
I) Technology used 
 
Includes multimedia, broadcasting/video (including cable and one-way video), 
two-way audio, Internet, Point-to-multipoint connections, and telephone. Most of 
the information is delivered via satellite. Main hub sites are located in the USA, 
Chile and Brazil. 
 
J) Evaluation of project 
 
The project has not begun. Evaluation may be done by observing the funding 
already raised; problems, obstacles etc. 
 
K) Enabling policy 
 
Mandate from ‘The Declaration of Santiago’ and the related Plan of Action signed 
during the II Summit of the Americas, Santiago, Chile, April 18-19, 1998. The 
summit’s main focus was education. The documents, although not legally 
binding, are strong political commitments by the democratic governments of the 
Americas. 
 
L) Timeframe/ plans 
 
• 1996-98 - Phase I: Project conceptualisation and planning by NETO/Edsat. 
The project finally became mandated in April, 1998. 
• April 1999 - Phase II: The OAS, Government of Trinidad & Tobago, and 
Lockheed Martin, among others, agree to collaborate. They set the 
groundwork for the project at its inauguration. The project members are 
establishing a structure, including members of all the Americas. 
• 3-5 years after start: The system intends to deliver teaching and educational 
resources and connect 2,000 cities, towns and villages with 20,000 integrated 
multi-technology receiver sites. Initial sites in 11 countries include Trinidad & 
Tobago. 
• 5-7 years after start: The system intends to serve about 50,000 schools, 
community and health centers throughout the hemisphere. 
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M) Key material 
 
Summit of the Americas, Santiago, Chile, April 18-19, 1998 
 http://www.asil.org/peay.htm 
 
Satellite-based Education and Health-Care Network for the Americas project 
description, background and mission: http://www.ybiz.com/edsatamericas 
 
‘Trinidad & Tobago: Plans for Satellite-based Education Project’ in Reuters, 
March 29, 1999. 
 
N) Key contacts 
 
Shelly Weinstein, President and Chief Executive Officer  
National Education Telecommunications Organization/Education Satellite 
(NETO/Edsat), 1899 L Street, NW, Suite 600, Washington, DC 20036 USA 
Phone: 202-293-4211, 458 6412/3794 Fax: 202-293-4210, 458-3538 
Email: neto-edsat@mindspring.com, neto-edsat@oas.org 
Website: http://www.ybiz.com/edsatamericas, http://www.netoedsat.org 
 
Roy Thomasson, Organization of American States RThomasson@oas.org 
 
O) Financing & budget 
 
Total estimated costs for the project are US $600 to $800 million, which includes: 
satellites, uplinks and full broadcast quality production centres, operating costs, 
and classroom/ end user equipment. The infrastructure and operating costs, 
estimated at $400 to $500 million, is being set up with funding from the World 
Bank, the IADB (Inter-American Development Bank), countries involved, the 
private sector and institutions. 
 
Costs for classroom/ end user equipment and operation, estimated at $200 to 
$250 million, would be funded by the World Bank, the IADB, the country, and the 
institution.  
 
Costs per student over a five year period are estimated at $12 to $20, depending 
on the number of students.  Per student costs should drop dramatically per year 
thereafter, following the initial outlays for hardware and software. Curriculum, 
programme and instructional content costs are borne by higher education 
institutions, schools, cultural and other participating institutions. 
 
P) Last update 
 
December, 1999 
 
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                                             7.  CANADA 
 
 
Country Characteristics 
 
     Government type   Federation with Parliamentary Democracy 
 Territory            9.22 Million Km2 
 Population (1997)     30.3 Millions 
 Annual population growth (expected 1997-2015) 0.5% 
 Urban population         23.3 Million (77%) 
 Population density           3.3 People/Km2 
 Major villages and towns      N/A 
 Average village size       N/A 
 
• Administrative divisions: 10 provinces and 3 territories*; 
Alberta, British Columbia, Manitoba, New Brunswick, 
Newfoundland, Northwest Territories*, Nova Scotia, 
Nunavut*, Ontario, Prince Edward Island, Quebec, 
Saskatchewan and Yukon Territory*. 
• Culture: Heterogeneous, with 5 main ethnic groups (British 
Isles origin 40%, French origin 27%, other European 20%, 
Asian 11.5%, and Amerindian 1.5%, among others. Two 
official languages: English and French 
• Topography: 50% Forest, 15% Mountain, 15% Prairie, and 
20% Tundra. 
• Climate: Mild/cool in the south; sub-arctic and arctic in the 
north. 
 
Education 
Adult Illiteracy rate 1%  
Illiteracy rate, 1997           1% 
Public spending on education (GNP Share)      7.0% 
Universities          N/A 
 
• Gross enrolment ratio (% of relevant age group)1, 1996: 
Primary 102%, Secondary 105% and Tertiary 90% 
(including non full-time) 
1Percentages may exceed 100% since enrolment includes repeaters 
and over-aged. Tertiary enrolment includes non-university diploma 
studies and programmes requiring secondary-education certificates. 
 
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 Economy 
 
GDP (USD Billions) GNP, 1997        US$ 583.9 Billion 
398
GNP/Cap, 1997     US$ 19,290 
187 GNP/Cap PPP, 1997    US$ 21,860 
133 GDP Growth, 1998               2.2% 
18  
Output (share of GDP2), 1997 
Agriculture        3% 
Manufacturing,     22% 
Industry                 31% 
Services3                 66% 
2Sum of shares may surpass 100% due to output overlaps 
3Services Output includes Public Services 
 
• Government Revenues: (Share of GDP), 1996: 21% 
• Industries: Processed and unprocessed minerals, wood and 
paper products, food products, transportation equipment, 
chemicals, fish products, petroleum and natural gas. 
• Agriculture products: corn, wheat, beef, poultry and dairy 
products, among others. 
 
Information and Communications Technology 
 
Telephony 
 
Mainlines per 100 inhab.  Main telephone lines 
64
CAGR:1.6% 
63  existing, 1998         19.2 Million 
63.4
62  expected. 2000        20.3 Million 
61  Compound average growth rate, 1995-98:    2.6% 
60 60.9
60.2  
59 60.5
58  Main Telephone lines per 100 inhab 
 existing, 1998         63.4 
 expected, 2000        67.6 
in urban areas, 1995        N/A 
 in rural areas rural, 1995       N/A 
Compound Average Growth Rate, 1995-98    1.6% 
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Agriculture
1995 Manufacturing
1996 Industry
1997 Services
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 Quality and Investment 
 
Digitalization, 1998              99% 
 Telecom investment, 1998     US$   4.0 Billion 
 Telecom revenue, 1998     US$ 16.9 Billion 
            Reinvestment ratio (Investment/Revenues):           23% 
  
Internet and Media 
 
Ave. Annual Growth 1995-98 PCs, 1998      10 million 
PCs per 100 inhab, 1998            33.0 
44%
PCs per 100 CAGR4, 1995-98           21% 
21% Internet users, 1998    7.5 Million 
Internet users per 100 inhab, 1998           24.8 
3% 4%
Internet users CAGR4, 1995-98           83% 
Internet hosts, 1998            1.12 Million 
Internet hosts per 100 inhab 1998         3.694 
Internet hosts CAGR4             44% 
ISPs, 1998               210 
 TVs, 1998              21.5 Million 
TVs per 100 inhab, 1998            71.5 
TVs CAGR4, 1995-98               4% 
TV Broadcast stations, 1997 (repeaters not incl.):    80 
Radios, 1996             32.3 Million 
Radios per 100 inhab, 1997          106.6 
 Radio Broadcast stations, 1997            376 
 4CAGR = Compound Average Growth Rate 
 
 
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Main Telephone 
Lines
TV Sets
PCs
Internet Hosts
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7.1 Canada - General context 
 
With a 1997 per-capita GNP of US$ 19,290, Canada is the fifth highest income 
country in the Commonwealth, after Singapore, Brunei Darussalam, the United 
Kingdom and Australia.  It is by far the highest income country in the study group, 
with the next highest, Trinidad & Tobago, at US$ 4,230.  
 
The population is approximately 30 million. Geographically it is the second 
largest country in the world after Russia, and only Australia, Namibia and 
Botswana have lower population densities.  The country is 77% urbanised, hence 
7 million people live in rural or dispersed communities.     
 
Canada’s illiteracy rate, as expected, is low at 1%. Primary and secondary 
educational enrolment is about 100% of the respective age groups (higher when 
remedial students are included).  Recorded tertiary enrolment, at 90%, is the 
highest in the Commonwealth but is inflated by the fact that all post-secondary 
education is accounted for, including people in part-time attendance and those 
taking short-term individual courses. This reflects the trend in Canada for many 
people to be taking courses that interest them or upgrading themselves 
continually, which is a very important factor in the demand ICT-based learning 
and distance education. 
 
7.2 Environment & function of ICT-based distance education 
 
As a vast and recently settled country with a highly resourceful populace, 
Canada has a communications tradition and has recorded many ‘firsts’ in the 
design and deployment of telecommunications technology and networks, not 
least of which was Telesat, the world’s first nationally owned and operated 
domestic satellite system. Canada’s use of satellite technology to reach out to 
rural and remote communities with basic telephone as well as distance education 
services is therefore well established.  Almost all of its major Universities have 
distance education departments, and British Columbia’s Open Learning Agency 
is a world leader in the field of open learning. 
 
Telecommunications, computing and software development are also large 
industries, with some of the world’s leading firms such as Nortel being Canadian 
based or headquartered. With the nation’s geographic size, its leading role in the 
telecommunications industry and its status as an advanced economy, it is not 
surprising that Canada is also in the forefront of the use of ICTs for learning and 
distance education.  It also follows that many Canadian companies consider 
educational technology to represent a large market opportunity.   
 
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Canada has many hundreds of ICT initiatives in learning and distance education.  
These can be broadly categorised as being addressed or targeted towards the 
following communities of interest: 
• ‘Kindergarten to Grade 12’ (K-12) elementary and secondary school networks 
• Post-secondary education programmes including ‘Open Universities’ 
• Professional/workplace training and skills  
• Lifelong learning  
• ‘Educating the educators’  
• Health education 
• Rural and remote communities 
• Language minorities and native (‘First Nations’) 
• Post-graduate research 
 
As a Federal country, with 13 provinces and territories, a feature of the ICT 
landscape is that both the Federal and Provincial Governments have played a 
major role in promoting, scoping and ‘seed financing’ a range of ICT-based 
learning and education initiatives. The Federal programmes include, but are not 
limited to, the following ‘flagship’ projects and programmes: 
• The Canadian Network for the Advancement of Research, Industry and 
Education (CANARIE) is both an operational network which forms a high 
speed backbone to many regional educational and research networks, and a 
funding programme for development of educational, research and 
commercial development projects 
• The Learning Technologies and Community Learning Networks (CLN) 
initiatives of the Office of Learning Technologies (OLT), within a department 
of Government ‘Human Resources Canada,’ are geared towards the ‘lifelong 
learning’ needs of the Canadian populace in adapting to the demands of the 
information economy. The programmes fund ICT-based learning projects 
and have a database of 111 funded projects in which it has partnered with 
Universities, colleges, labour unions, school teacher associations, industry 
and business associations, community groups, etc.   
 
In addition and as an illustrative set of initiatives and programmes at the federal 
and provincial level, we have summarised the following in this report: 
1. SchoolNet, a Federal ‘flagship’ programme which has achieved the objective 
of connecting all of Canada’s K-12 schools (16,500) and public libraries 
(3,400) to the Internet and providing or funding development of a wide range 
of web–based resources.  Telecommunications facilities range from 
affordably priced dial-access to ‘DirecPC’ satellite links to First Nations 
schools.  
2. Community Access Programme (CAP), another Federal programme enabling 
small and remote communities to obtain affordable access to the Internet at 
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‘Community Access Centres.’ The beneficiaries of CAP are general citizens, 
small businesses and community groups who also assist the centres to 
become financially self-sufficient through user charges and other means.  
3. Telemedicine and Educational Technology Resources Agency (TETRA), an 
initiative of Memorial University, Newfoundland, which facilitates ICT - satellite 
video-conferencing, audio-conferencing, and a range of other tools - for 
health, telemedicine, professional development and distance education 
purposes in non-urban, remote and isolated areas of Newfoundland and to 
some developing country communities.   
4. Vista District Digital Intranet, another Memorial University, Newfoundland 
initiative offering advanced placement courses (e.g., Chemistry, Physics, 
Mathematics and Biology) via ‘DirecPC’ satellite and other means to young 
adult learners in rural community high schools.  
5. Athabasca University, Canada’s Open University, one of Canada’s leading 
distance education institutions, which offers full Bachelor Degree programmes 
predominantly through home study using a combination of ICT - Internet, CD-
ROM, cassettes, videotapes, audio and video conferences - and print 
materials.  
 
The above are illustrative only, and there are many other programmes and 
initiatives in each category which could have been described. They all appear to 
be successful, with broad impact and usefulness, although their historical record 
varies from pilot phase (Vista) to very well established (Athabasca). The following 
table summarises how extensively the Federal programmes and case studies 
address interest group categories cited earlier.    
 
 CANARIE OLT CASE 1 CASE 2 CASE 3 CASE 4 CASE 5 
K-12 SCHOOLS v  v   v  
POST-SECONDARY v     v v 
PROFESSIONAL & SKILLS TRAINING v v   v   
LIFELONG LEARNING v v  v    
COMMUNITY DEVELOPMENT  v  v v   
EDUCATING THE EDUCATORS v v      
HEALTH EDUCATION     v   
RURAL AND REMOTE COMMUNITIES   v v  v  
LANGUAGE MINORITIES & 1ST NATIONS   v v    
POSTGRADUATE RESEARCH v       
 
Canada’s activities in the ICT field offer a rich array of opportunities for virtually 
all interest groups, and on the back of the government and institutional initiatives 
there is now a wide range of private players and commercial programmes 
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available through the Internet.  A huge market for technology based learning and 
education is thus emerging.  
 
No single study or report can provide an exhaustive overview of this market and 
none have been identified that attempt to do so.   
7.3 Infrastructure and Technologies 
 
Canada’s telephone penetration (more than 63 lines per 100 people), Internet 
penetration (25 users per 100 population) and the quality of service offered place 
it ahead of all other Commonwealth countries and near to the top of the world list.  
It also enjoys a level of liberalisation, competition and pricing structure which 
make it among the world’s most favourable markets from the customer 
perspective.  
 
As noted previously also, Canada has experimented with and used satellite 
systems for as long as the technology has been around. In addition, Canada was 
one of the first to use multi-access radio for rural telephony, and one of its 
companies (SR Telecom) is a world leader in rural telecommunications systems.  
 
Nevertheless, low costs and affordable access to high quality conventional 
telephone lines or higher speed facilities have been a burning issue for many 
rural communities and regions across the country. Many ‘First Nations’ 
communities have also been without service adequate for them to make full use 
of modern Internet services. It is these challenges which have given birth to 
initiatives such as SchoolNet, Community Access Programme, TETRA, Vista, 
etc. 
 
Most initiatives make use of the broadest possible range of ICT products. In the 
case of Canada, it is impossible to summarise the use of technology easily, since 
the market openness, degree of entrepreneurial energy, and Government ‘seed 
funding’ resources focused onto distance education have created an almost 
limitless supply of technology.   
 
However, it is possible to identify that traditional tools such as written materials, 
audio cassettes and videotapes, which have proven their worth in open learning 
environments (and should still be used wherever appropriate in some distance 
education environments around the world), are irreversibly giving way to more 
interactive, Internet-based techniques.  These techniques will fit better with the 
new information society modes of operation – independent, home based, PC-
oriented – and the lifestyles of the new millennium. 
 
Since these techniques are becoming more and more ‘enriched’ and require 
ever-faster access circuits, the important telecommunications technologies will 
increasingly be those which offer high-speed access, namely: 
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• cable  Internet, ADSL and LMDS radio in the urban environment (these will be 
supplied respectively by Cable TV, local telephone and new media wireless 
operators) 
• ‘DirecPC’ and other fast-access VSAT techniques in remote areas,  
combining satellite technology with the same access-media-transparent 
software as used in urban environments.     
 
On the user interface level, the case of Canada shows that there will be a large 
and rapidly growing market for advanced education-related web based servers 
and enriched learning software. 
    
7.4 Policy 
 
7.4.1 Telecommunications 
 
Until the early 1990s the Canadian telecommunications was dominated by a 
family of monopoly telecom operators, mostly constituted provincially but 
organised into a co-operative alliance called Stentor, which had the mandate to 
organise national interconnection, harmonise standards and tariffs, and 
administer long-distance revenue sharing between the operators.  Telesat, the 
national satellite operator, and Teleglobe, which retained a monopoly over 
international public service until 1999, were also part of the alliance.  
 
Commencing with long distance liberalisation in 1993, the market has been 
progressively opened up to competition such that customers now have a full 
choice of services, although the physical connections for basic telephone 
services are still predominantly provided by the incumbent local operating 
companies.  Internet services are also predominantly accessed over incumbent 
operators’ facilities – with the latest digital subscriber line (DSL) technology 
offering high speed access over copper wires – while a new generation of local 
service providers is also now competing in the small and home-based business 
and eventually the higher end residential markets. The latter is only in key urban 
centres to date. 
 
7.4.2 Universal service and rural areas 
The liberalisation of Canada’s telecommunications market is enshrined in the 
recently enacted Telecommunications Act, which also outlines the Canadian 
Government’s policy of ensuring that reliable and affordable telecommunications 
services of high quality be accessible to Canadians in both urban and rural areas 
in all regions of the country. This ‘universal service’ obligation, which includes 
some very high cost areas, is currently the responsibility of the incumbent 
operator. The national regulator – the Canadian Radio-television and 
Telecommunications Commission (CRTC) – has reviewed the issues 
surrounding the fulfilment of this obligation in high cost areas in a competitive 
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environment and confirmed the incumbents’ responsibility until such time as 
effective local service is a reality.   
 
Whereas the costs of universal service provision are, in principle, met through a 
special fund generated by contributions from all long distance service providers, 
the quality of telephone service in some rural and remote areas is inferior to that 
enjoyed by urban customers. As well, most have very limited local calling areas, 
hence the need for auxiliary initiatives such as CAP (described in Section 7.2) to 
assist with defraying the cost of accessing or creating Internet and related 
information services.  
  
7.4.3 Information Technology Policies 
 
A number of policy initiatives, which are evidenced by the programmes described 
in Section 7.2, have been developed to enhance Canadians’ access to the 
essential tools of the information economy. These include both funding for 
hardware and software developers as well as users, and infrastructure projects 
such as CANARIE.  
 
Canada’s policies, outlined in a range of fora such as Parliamentary speeches, 
party platforms and departmental (e.g., Industry Canada or Human Resources 
Canada) strategies, have variously been labelled ‘Information Highway’ or 
‘Information Society’ initiatives. Many separate programmes, including the 
Federal ones noted previously (e.g., SchoolNet, CAP, and one entitled ‘Canadian 
TeleLearning Network of Centres of Excellence’ or TL-NCE), come under the 
Information Highway umbrella, in which Industry Canada has been the 
government’s nominated lead agency.  
 
The Federal Government of Canada’s Information Highway Advisory Council 
made 224 recommendations calling on provincial governments, the private sector 
and individual Canadians to take action to advance the Information Highway in 
Canada. These recommendations addressed a wide range of issues, including a 
need to establish a lifelong learning culture in Canada.   
 
One of Industry Canada’s goals was to help Canadian educational institutions 
keep up with other leading institutions worldwide, which are increasingly adopting 
distance learning and on-line learningware to improve their education and lifelong 
learning systems. Thus it began funding and initiating programmes such as 
SchoolNet and the many projects which fall under it, to ensure the information 
highway reaches every K-12 school classroom and virtually every student has an 
opportunity to make effective use of on-line services for learning purposes. 
 
Industry Canada’s larger goals include restructuring education to use IT as a 
means of promoting the development of Canadian high-technology businesses 
and encouraging the growth of an export-oriented distance learning industry in 
Canada, and having all Canadians connected to the Internet by 2000. 
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A policy paper entitled Building the Information Society in 1996 also put forward a 
“national access strategy,” stating that universal access to essential network 
services is now widely regarded as a principal policy objective of the information 
society.  All Canadians everywhere should have ready and affordable access to 
a wide range of communication and information services to enable them to 
participate fully in all aspects of Canadian economic, social, cultural and 
democratic life.  
 
In practice government initiatives have typically drawn together federal and 
provincial departments to match one another’s contributions and/or to help bring 
private and public sector partnerships together.  However, another feature of the 
Canadian scene is that the federal initiatives have also lead to some “policy 
competition” between provincial governments intent on attracting major IT 
industrial players to locate plants in their province and/or to establish and 
contribute to key networking projects. Many of these projects are related to 
learning and distance education. Measures can include the establishment of 
special hi-tech industrial parks with subsidised rents or facilities (or with the 
government assuming part of the property development risk), special corporate 
fiscal incentives and tax benefits for individuals investing in provincial research 
and development projects. Such strategies are all essentially aimed at creating 
skills, products, high-tech sectors, relevant employment, and transformation of 
the provincial economy to be competitive in the global information society. 
 
Such government-inspired regional pro-information industry policies are a 
common feature of many advanced countries, including the United States, the 
United Kingdom and other members of the European Union. 
 
7.4.4 Media 
 
Canada’s broadcasting and media sectors are also highly developed and pro-
competitive.  One unique feature of the Canadian scene is the very high 
penetration of cable and common antenna television networks. Historically, this 
springs from the close proximity of most urban centres in Canada to the US 
border and the much larger number of television channels (most of them from the 
US) available to subscribers of cable TV companies.  
 
Over the last few years, the offerings of both the TV broadcasters and cable TV 
companies have been developed and enriched as a result of cultural policies and 
pro-Canadian legislation, which have both forced and encouraged media 
companies to improve and broaden the quality and quantity of Canadian content 
available. Some of these are directly or indirectly learning and education 
oriented, and are associated with supporting Internet web sites. For example, in 
British Colombia, courses from the Open Learning Agency are continually 
available to viewers on the ‘Knowledge Network’, with supporting Internet-based 
technology available to signed-up learners.  Also, broadcasters (in Canada as 
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elsewhere) are offering increasingly rich news information web sites, while 
agencies such as science centres and museums also play a role in both 
broadening and enriching the style and quality of Canadian and international 
material available to developers of multi-media related learning programmes.  
 
Canada thus has a wide range of small and growing software development 
companies which are enhancing the capabilities of web browsers, educational 
user interfaces, and other components useful to learning and distance education 
packages.  These enable and become part of the emergent private sector ICT 
education industry. 
 
7.4.5 Education 
 
Positive and visionary educational policies have played a significant though 
complementary role, in concert with other interests, in the development of 
telelearning in distance education.  As already noted, the existence of a strong 
set of initiatives and programmes affecting the K-12, post-secondary, 
professional skills and lifelong learning interests indicates the presence of a 
supportive policy environment involving the relevant federal and provincial 
departments of government.  
  
Covering the post-secondary, skills and lifelong learning areas, the Federal 
Government’s Office of Learning Technologies (OLT) carried out a detailed 
review of relevant educational policies in 1999. This was published in a report 
entitled Telelearning Policy Initiative: A Framework for Socio-economic Studies of 
Telelearning Initiatives. The report identified an ‘education revolution’ as a part of 
the overall information revolution, but also determined that a number of complex 
issues that are pedagogical and institutional are emerging. These also highlight 
the fact that many of the changes taking place in the method of delivering 
education are open to debate as to their full educational and societal impact. 
However, the pace of change is not necessarily slowed by these issues, which 
are only one element in a wide range of influencing factors driving the take-up of 
ICTs in education. 
 
It can be ascertained from the above and other related reports that the pace and 
diversity of development in telelearning is being led by a blend of policies that 
involve not just education, but industry, economic and regional development, and 
human resource development (led by labour market needs). Two impacts of this 
are 1) that schools and colleges are paying much more attention to the needs of 
the labour market than before, and 2) that the University is undergoing profound 
transformation which is being encouraged by government policy at several levels. 
This leads also to the understanding that a greater degree of consultation and 
policy integration is required if the educators’ insights and expertise are to be 
fully utilised in the process and if the fast changing demands of the populace are 
to be met effectively and in timely manner.  
 
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In summary, educational policy makers have largely been co-opted into a 
broader inter-sectoral process under which industry, employment and regional 
development imperatives have played the major role.  Federal and provincial 
policy makers have all been part of this process and the concepts of ‘adapting to 
change’ and ‘access for all’ have been prominent in creating the motivation for 
the rapid development of technological infrastructures for education and 
telelearning in virtually every province. These activities have generally also 
spawned extended systems, using special technologies such as satellite, to 
include schools, colleges and other places in the northern territories and ‘First 
Nations’ communities. 
 
7.5 Sponsors: Interests, key motivations & strategies 
 
The vast majority of the ICT initiatives in Canada combine government, 
institutional and commercial sponsorship.  Government and institutional interests 
and objectives have already been alluded to in previous sections.  In summary 
they are broadly as follows: 
• Government: To provide access for all to the highest quality learning 
resources possible in such as way as to allow all Canadians to prepare 
themselves well for productive and fulfilling lives in the information society. 
• Government and institutions (including educational): To deliver basic 
educational, health and other public services, especially to people in non-
urban and remote communities in the most efficient and cost-effective way.  
In some cases, the use of ICTs both improves the quality and reduces the 
cost of those services. 
• Universities and colleges: To expand the market for education as a means of 
self-funding.  
• Science Centres and Museums: To participate and play an intended social 
role in education and learning processes.    
 
In Canada, commercial sponsors are much in evidence in those initiatives where 
identification with solutions and new developments would create one of the 
following conditions: 
• New markets for ICT products and services 
e.g., Several key computer, IT software, communications router, and service 
providers who stand to gain from identifying with and growing the DE market 
(which is becoming very significantly sized) have donated equipment. Many of 
the same companies have also been beneficiaries of government funded 
‘information highway’ projects, as noted in Section 7.4.2. 
• Parallel advertising benefits  
e.g., banks, insurance groups, entertainment groups, retailers, airlines and 
community agencies also find it worthwhile to sponsor and be associated with 
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initiatives, through cash or in-kind products or contributions. In this way they 
establish themselves as participants or even leaders in the new economy. 
7.6 Country evaluation 
 
Policy, wealth, geography, public and private finance, and the North American 
entrepreneurial mindset have all played a key role in making Canada’s 
experience of ICT development a positive and expansive one.  
 
It should also be noted that much of the activity has accelerated and gained 
momentum in the past five years. This has been a time of increasing market 
liberalisation and massive Internet development. However, government finance 
and partnership programmes have seemed to play a very important role in 
bringing institutional and commercial players together to address the concerns 
regarding staying competitive with other advanced countries, geographical 
equality and ‘universal access.’  
 
It is out of this coalition of players and interests that the current explosion of 
activity and growth has taken place. The lesson should not be lost on developing 
nations where policy, liberalisation, community action and institutional support 
need to come together. 
 
Canada also illustrates well the trend noted in the Overview Report that, with the 
growth and commercialisation of the Internet and WWW, and the educational 
needs of its population, a very large private sector educational market is 
developing, which will offer a wide range of telelearning packages and services. 
 
7.7 Project descriptions 
 
7.7.1 Community Access Programme (CAP) 
 
A) Short description of purpose 
 
The Community Access Programme (CAP) was created to help provide all 
Canadians, especially small, rural and remote areas, with affordable public 
access to the Internet, and skill training to use it effectively.  Local schools, 
libraries and community centres provide the access sites, computers, and 
support.  CAP is an extension of the SchoolNet programme from schools to the 
community. 
 
Access to the Information Highway is seen as crucial to help create new 
opportunities for growth and jobs by providing communities with the ability to 
communicate, conduct business, enhance job skills or simply exchange 
information and ideas. 
 
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B) Initiator (lead agency) 
 
Industry Canada (a department of the Federal Government of Canada)  
CAP is a joint venture of federal, provincial and territorial governments. 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
Main funder and manager: Industry Canada (Federal Government) 
 
CAP receives funding under ‘Connecting Canadians’ and the ‘Youth Employment 
Strategy’ (YES) with which it co-operates. Both are federal government 
initiatives. 
 
Provincially, New Brunswick, Prince Edward Island and Saskatchewan have 
created frameworks for cooperation to implement CAP jointly.  All CAP sites are 
community based in schools, libraries and community centres with the support of 
provincial education ministries, and municipal funds. 
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
There are no major commercial providers for CAP. 
 
E) General key motivation/ interest of sponsors & strategic view of  
           developments in these areas 
 
In 1995, the Federal Government of Canada’s Information Highway Advisory 
Council made 224 recommendations calling on governments, the private sector 
and individual Canadians to take action to advance the Information Highway in 
Canada. The lead agency is Industry Canada, which funds and supports 
Information Highway initiatives and projects such as CAP, to help all Canadians 
access the Internet. 
 
Students may use CAP Internet access sites outside of school hours for distance 
education.  As well, CAP was used by more than 400 young people to convert 
heritage collections into digital form for access on SchoolNet. 
 
F) Other participants 
 
There are 41 partners of CAP, most of which are federal, provincial and 
municipal government, non-profit associations and organisations (such as the 
Office of Learning Technologies and the Canadian Association of Municipal 
Administrators). A few private sector agencies participate, such as St. John’s 
Ambulance across Canada and the Joy of Framing in New Brunswick. 
 
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G) Type of users 
 
All Canadians may use CAP sites, especially those in rural and remote areas 
who would otherwise not have access to or may not be able to afford Internet 
access.  This includes schools, colleges, universities, libraries, village 
communities and other educational associations. 
 
CAP sites are publicly accessible at community centres, schools, and libraries. 
 
H) Function & environment of usage 
 
CAP Internet access sites can be used for many areas of education, such 
as:   
• linking from CAP’s Virtual Library to the health education site Canadian 
Wellness 
• students using the Online Books and Periodicals, Canadian Reference Desk, 
International Libraries and Archives to conduct research. and  
• adults accessing DE courses through the Education Opportunities link to DE 
institutions. 
 
Programmes with associations to CAP include SchoolNet, Computers for 
Schools, Digital Collections, LibraryNet, Provincial Learning Network (PLNet), 
SchoolNet Support Parents (SSP). 
 
I) Technology used 
 
Existing telecommunication networks of provincial telecom companies, 
educational and government networks (such as CANARIE’s third generation fibre 
optic Internet network, CA*net3, which provides broadband access) and some 
satellite links (such as Telesat).  
 
Existing, purchased or donated computers and modems for schools, community 
centres and libraries are also used. 
 
J) Evaluation of project and milestones 
 
• March 1999 - CAP increased the national rural network by connecting 1,000 
communities in 1998-99, for a multi-year total of 3,200 communities and 
4,000 public access sites.  
• As of October 1998, the CAP Youth Employment component had hired 1,133 
young people to assist and promote the CAP sites within their communities. 
• Under the federal Youth Employment Strategy, Community Access 
Programme’s Youth Internship Programme hired 3,000 youths to work with 
their communities on Internet training. 
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K) Timeframe/ plans 
 
February 1995 - Community Access Programme approved and launched by 
Industry Minister Manley. 
 
March 1998 – CAP expanded to help create a National Access System to: 
• bring on-line an additional 5,000 community access centres in urban areas by 
2000; 
• make all 10,000 CAP sites self-sustaining within four years; 
• upgrade the CAP site bandwidth and technological infrastructure to provide 
greater transmission integrity, more powerful learning tools and content and 
rapid exchange of electronic goods and services; 
• implement a Francophone Intranet that would serve Francophone 
communities throughout Canada, especially those outside Quebec; 
• accelerate the development of new educational products and services by the 
private sector and domestic firms. 
 
July 1999 – Plan for up to 10,000 public access centres to be established by 
March 31, 2001.  Urban communities and all remote and rural communities with 
populations of more than 400 will be connected. 
 
L) Key Material 
 
CAP website http://cap.ic.gc.ca includes links to partners, all the CAP sites 
currently operating in Canada, CAP online discussion groups, and virtual 
library links to many other groups and services. 
 
Industry Canada http://strategis.gc.ca for status reports and press releases 
 
M) Key contacts 
 
Regional Managers: 
David Reid (ON, SK)  613-991-1256    reid.david@ic.gc.ca  
Michel Carrière  (QC, NB)  613-954-3477    carriere.michel@ic.gc.ca  
Winnie Pietrykowski (PEI, NS, NFLD, MB, NWT)  613-991-4656 
pietrykowski.winnie@ic.gc.ca  
Rose Sirois (BC, AB, YK)  250-363-0148   sirois.rose@ic.gc.ca  
 
National Advisory Committee: Includes representatives from national 
organisations involved in education, libraries, tourism, municipal and 
community development, and IT and telecommunications. 
 
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N) Financing & budget 
 
February 1998 - Federal Budget allocated more than $200 million to expand 
Information Highway programmes, such as Community Access, SchoolNet, and 
Connecting Canadians. Funding was allocated for more than 1000 CAP sites in 
over 830 rural and remote communities across Canada. 
 
March 1999 - Industry Canada's 1998-99 total budget for SchoolNet and the 
Community Access Programme is $58.5 million.  Under the federal Youth 
Employment Strategy, extended programme funding of $19.8 million for projects 
supported by Industry Canada provided 3,000 youth for CAP to work with their 
communities on Internet training. 
 
O) Last Update 
 
December, 1999 
 
 
SchoolNet 
 
A) Short description of purpose 
 
SchoolNet's main objective was to connect all of Canada's K-12 schools (16,500) 
and public libraries (3,400) to the Internet, which it achieved on March 31, 1999, 
making it the first country in the world to reach this milestone.  
 
SchoolNet gives students access to courses, online encyclopaedias, library 
indices, newspaper databases and discussion groups and other Internet 
resources. Educators use SchoolNet to collaborate on projects, and to share and 
access resources across Canada and throughout the world. 
 
SchoolNet’s mission is to prepare learners for the knowledge-based economy, 
champion life-long learning, and stimulate the creation of world-class educational 
resources through information technology. SchoolNet will extend connectivity 
from schools to the classroom by 2001.  It currently has 25 programmes and 150 
partners / sponsors. 
 
B) Initiator (lead agency) 
 
Industry Canada (a department of the Federal Government of Canada).  
SchoolNet is the flagship programme for promoting the development of high 
technology use in education.  
 
SchoolNet is directed by a National Advisory Board of provincial and territorial 
governments, universities and colleges, educational associations, the 
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telecommunications industry and other private sector representatives, such as 
financial institutions. 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
Main funder: Industry Canada (Federal Government) 
Partial funding: Federal Youth Employment Strategy (Federal Government) 
 
SchoolNet is a collaborative initiative between provincial and territorial 
governments, ministries of education, universities and colleges, educational 
associations, non-profit technology and networking organisations, and First 
Nations groups.  A full list of all partners is available on SchoolNet’s website  
www.schoolnet.ca. 
 
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
A great deal of SchoolNet’s equipment is provided by private industry (see the 
Computers in Schools project for details).  SchoolNet’s commercial partners are 
from the telecommunication industry (incumbent provincial telecommunication 
operators), the IT sector (Apple Canada, Sun Microsystems, Worldlinx), and 
other private business sectors such as financial institutions (Royal Bank) and 
communications companies (Globe and Mail, Southam News, CTV). A full list of 
partners is available at SchoolNet’s website. 
 
SchoolNet also has special programmes to encourage sponsorship: 
• CanConnect aims to mobilise thousands of private companies, organisations 
and volunteers to help link schools and public libraries within their community, 
develop on-line activities and offer Internet information sessions.  It involves 
companies who sign on as “signatories”.  They pool their resources and share 
information about the activities they are currently undertaking, and the ICT 
resources they provide.  Their endorsement to CanConnect demonstrates 
their interest and commitment to working together to help Canadian youth 
develop ICT skills.  Of the 44 organizations involved, some of the private 
“signatories” are: Bank Of Montreal Institute For Learning, Hewlett-Packard 
Canada Ltd., Nortel, and On-Site- Energy Pathways Inc. 
• Network to Savings - is a programme that offers schools and libraries that 
register with SchoolNet discounted prices on a number of computer and 
software products offered by many vendors across the country. 
• Computers for Schools  - has provided 125,000 computers for Canadian 
elementary and secondary schools from surplus equipment which is donated 
by communities, businesses and government.  Providers include computer 
manufacturers (Hewlett Packard), airlines (Canadian), financial and 
investment institutions (CIBC and Investors Group), software companies 
(Microsoft), transportation companies (CN), insurance groups (Halifax 
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Insurance), retailers (Canadian Tire), entertainment groups (Famous Players) 
and telecom companies (Newbridge, Nortel, Telus). 
 
E) General key motivation/ interest of sponsors & strategic view of  
           developments in these areas 
 
One of Industry Canada’s goals in funding and promoting SchoolNet is to help 
Canadian educational institutions keep up with other leading institutions 
worldwide, which are increasingly adopting distance learning and on-line 
learningware to improve their education and lifelong learning systems.  
 
Industry Canada’s larger goals include restructuring education to use IT as a 
means of promoting the development of Canadian high-technology businesses 
and encouraging the growth of an export-oriented distance learning industry in 
Canada, and having all Canadians connected to the Internet by 2000. 
 
F) Other Participants 
 
SchoolNet’s participants include:  
• other government programmes such as Connecting Canadians and the Youth 
Employment Strategy 
• various educational institutions and associations, such as Open Learning 
Agency and Canadian Library Association 
• technology and networking organisations, such as Nova Scotia Technology 
Network 
• First Nations groups such as Assembly of First Nations 
• volunteers 
• libraries 
• francocommuniautes 
• financial institutions such as CIBC and the Bank of Montreal, and  
• other private sector businesses with an interest in the educational sector, 
such as Apple Canada, Science World BC and Sun Microsystems of Canada 
Inc. 
 
Commercial sponsors provide funding support for teachers to develop on-line 
projects, technical support for schools and libraries, and reduced prices or free 
equipment/software to schools and libraries. 
 
G) Type of users 
 
Main users: All of Canada’s K-12 school students (aged 5 – 18), teachers, and 
libraries in urban and rural areas, in both official languages. 
 
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Secondary: all Canadians through SchoolNet’s participation in ‘Connecting 
Canadians’, a federal government programme which provides public Internet 
access sites in 5,000 rural and remote communities and 5,000 urban areas, with 
a goal of connecting all Canadians to the Internet.  
 
Parents: SchoolNet Support Parents (SSP) programme offers free Internet 
training to parents across Prince Edward Island.  
 
H) Function & environment of usage 
 
SchoolNet’s primary function is a network to connect all Canadian K-12 schools 
and libraries to the Internet and learning resources.  
 
SchoolNet is currently used in schools, but will extend connectivity to classrooms 
by 2001, and to rural and urban Canadian communities after that, to provide 
lifelong learning opportunities and world class educational resources. 
 
SchoolNet is also used by post-secondary students, businesses, rural residents, 
and others, through the following programmes linked to SchoolNet:  
• Campus WorkLink 
• NGR 
• CanConnect 
• Community Access Programme 
• Computers for Schools 
• Digital Collections, First Nations 
• Global Learning Consortium 
• GrassRoots Programme 
• LibraryNet 
• Network to Savings 
• Office of International Partnerships 
• Prime Minister’s Awards for Teaching Excellence 
• SchoolNet News Network 
• Virtual Products. 
 
The SchoolNet Youth Employment Initiative is part of the Youth Employment 
Strategy (YES). This programme helps high school, college and university 
graduates with proficiency in information and communication technology (ICT), 
acquire valuable employability skills by training students and the community on 
how to use ICTs and the Internet.  
  
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I) Technology used 
 
SchoolNet uses: 
• telecommunication networks of incumbent telecom companies (Telus, Bell 
Canada, Island Tel, Maritime Tel, Manitoba Telecom, NBTel, NewTel 
Communications, NorthwesTel, Quebec Tel, SaskTel)  
• AT&T Canada Long Distance Services 
• Telus and Telesat’s satellite services 
• CANARIE’s NA*III  
• educational institutions and government networks in each province  
• existing, purchased or donated computers for access to the Internet. 
 
Technologies specific to projects: 
• First Nations schools use Telesat’s DirecPC Internet services and long-term 
loans of DirecPC satellite terminals and Pentium computers, to connect to the 
Internet.  First Nations’ homepages include information on indigenous 
languages on their sites. 
• Computer training lab in a van – This is a new mobile training unit which uses 
a van equipped with satellite technology, a dedicated computer network 
server, eight multimedia laptops connected by wireless to a server, and a 
data projector. The van will provide accessible, convenient and cost-effective 
technology training as it travels to schools throughout Saskatchewan. 
• The summer interactive webcast pilot series can be accessed from 
SchoolNet’s Internet web site without special software.  It will run 24 15-
minute learning episodes, 12 in French and 12 in English for elementary 
students. 
• SchoolNet Support Parents Project in Manitoba - uses Websurfer Internet set-
top boxes placed in 15 student homes/schools in Manitoba school divisions to 
make the Internet more accessible to Manitoba schools, students and 
parents. 
• CANARIE’s third generation fibre optic internet network, the National Optical 
Internet, or CA*net3, launched in August 1998, provides network services to 
SchoolNet. 
 
J) Evaluation of project and milestones 
 
SchoolNet has connected all 16,500 Canadian K-12 schools and 3,400 public 
libraries to the Internet and is proceeding to achieve on-line networking in every 
classroom. The project appears to have been very successful to date, judging by 
the activities and outputs generated. Achievements or milestones include the 
following:   
 
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• Under the Federal Youth Employment Strategy, 188 youths have been hired 
to develop on-line courseware used with SchoolNet’s Notemakers. 
SchoolNet’s Youth Internship Programme hired 836 youths to help connect 
schools and libraries. SchoolNet Digital Collections hired 1,570 youths to 
produce Canadian multimedia products for display on SchoolNet, including 
the display of Aboriginal digital collections. 
• SchoolNet GrassRoots Project has nearly 2,000 on-line projects developed 
by Canadian teachers and students, involving over 500,000 students. 
• As of October 1998, 366 of 460 First Nations schools under federal 
jurisdiction were connected through SchoolNet using DirecPC. 
• As of February 1998, research on effective integration of information 
technology into the learning process has been disseminated to educators in 
partnership with the Council of Ministers of Education Canada (CMEC). 
• SchoolNet has developed new teacher training models which have been 
adopted by various provinces for pre-service and in-service teacher training. 
• SchoolNet Digital Collections is the largest on-line heritage site in Canada 
and the National Atlas, Special Needs Network and Media Awareness 
Network are internationally acclaimed.  
• The National Graduate Register, Canada's largest placement service, has 
generated more than 100,000 employment matches. 
 
K) Timeframe/ plans 
 
• 1993 - SchoolNet was established as part of Federal Government's Jobs & 
Growth Strategy. 
• March 31, 1999 - SchoolNet connected all Canadian K-12’s 16,500 schools 
and 3,400 public libraries to the internet. 
 
Future:  
• SchoolNet will extend connection from schools to classrooms by March 31, 
2001.   
• Will work with ‘Connecting Canadians’ to help bring access to ICTs to all 
Canadians, to help fulfil Industry Canada’s goal of having all Canadians 
connected to the Internet by 2000.   
• Support classroom learning projects, on-line learning products and services 
that help students to acquire new skills, and teachers and courseware 
producers to develop new media materials.   
• Challenge Canadian businesses and governments through the Computers for 
Schools programme, to provide 250,000 used or refurbished computers for 
use in classrooms across the country. 
 
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L) Key material 
 
SchoolNet’s website:  www.schoolnet.ca 
Connecting Canadians website:  www.connect.gc.ca 
Industry Canada –http://strategis.gc.ca  (for status report on SchoolNet and 
project press releases) 
 
M) Key contacts 
 
SchoolNet National Office 
Industry Canada, Ottawa ON K1A 0H5 
Phone:  613-993-5452    Toll-free: 1-800-268-6608 / 1-800-575-9200    
Email: schoolnet@ic.gc.ca   website  http://www.schoolnet.ca 
 
Each programme also has a separate contact person. 
 
N) Financing & budget 
 
The following are an assortment of expenditures identified: 
  
March 1999 - Industry Canada's 1998-99 total budget for SchoolNet and the 
Community Access Programme was $58.5 million.  The Federal Youth 
Employment Strategy 1999 budget extended programme funding for projects 
supported by Industry Canada by $19.8 million annually, including some 
SchoolNet projects, such as Digital Collections and Notemakers. The federal 
government invested $15 million in on-line classroom projects to be developed 
by Canadian teachers and students, directed to Industry Canada's SchoolNet 
GrassRoots project.  
 
February 1998 Federal Budget - allocated more than $200 million to expand 
Information Highway programmes, one of which was SchoolNet.  
 
June 1998 – Industry Canada funded a total of $500,000 to Notemakers (a 
project to develop online university and college credit courses by youth), based 
on budgets of:   
• $12,500 per on-line course, to $25,000 for two or more courses, for proposals 
from individual institutions  
• $50,000 per on-line course, to a ceiling of $100,000 for two or more courses, 
for proposals from groups of institutions or for proposals involving a private 
sector firm. 
 
March 1996 - SchoolNet Community Access Initiatives - $13 million  
 
1996-97 - Digital Collections $1 million four-year programme starting in 1996-97 
funded 30 projects up to $30,000 each Grassroots project  
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O) Last update 
 
December, 1999 
 
 
Vista District Digital Intranet, Newfoundland 
 
A) Short description of purpose 
 
This pilot project delivers internet-based advanced placement courses (equal to 
first year courses at Memorial University in Newfoundland) in Chemistry, Physics, 
Math and Biology, to young adult learners in rural community high schools in 
Newfoundland. 
 
In the 1998-99 school year, the first project (Alpha) created an Intranet, course 
content and delivery modules, trained 4 teachers to administer the courses, and 
provided online support for the Vista School District (Newfoundland) in four 
centres.  Three were located in high schools and one in the Faculty of Education 
at Memorial University.  Courses are received via satellite to computers in the 
Vista District schools on alternating days. 
 
In 1999-2000 school year, the second (Beta) project added three more districts 
and five schools outside of the Vista District, but still within Newfoundland and 
Labrador, offering the same courses via the same modes with the same 
teachers. 
 
B) Initiator (lead agency) 
 
Centre for TeleLearning and Rural Education, Faculty of Education, Memorial 
University of Newfoundland (researches and develops courses), in partnership 
with Vista School District.  This unit does research, course development, 
provides professional development programmes (educate educators) in online 
education.  It is one of the Telelearning National Network of Centres of 
Excellence (TL-NCE) sites. 
 
Industry Canada is the main funder and national initiator with TL-NCE and 
STEM-Net, which provides network use, access and resources for K-12 schools 
in Newfoundland and Labrador.  
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
Supporting Partners (non-profit): 
• Ministry of Education of Newfoundland – helped fund computers for project. 
• Vista School District – helped fund equipment for project. 
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• Canada-Newfoundland Co-operation Agreement on Human Resource 
Development – national programme which funds STEM-Net. 
• Financial assistance was also provided to STEM~Net for the purchase of 
some of the DirecPC satellite dishes under the Canada-Newfoundland 
Cooperation Agreement on Human Resource Development. 
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
Supporting Partners (private): 
• Newtel Communications Inc. (private national telecommunication consortium) 
- helped fund telecom equipment with Industry Canada. 
• DirecPC - provided satellite dishes - through the partnership with NewTel 
Communications Inc. (partially funded with Vista School District, STEM~Net/ 
SchoolNet/ Industry Canada). 
• Addison Wesley Longman (Canadian publisher), Prentice Hall Ginn Canada 
(Canadian publisher) provided multi-media workstation financial assistance. 
• Prentice Hall – gave copyright permission to use textbooks without charge. 
 
E) General key motivation/ interest of sponsors & strategic view of  
           developments in these areas 
 
The mission of the lead agency, Memorial University’s Centre for 
TeleLearning and Rural Education, is to facilitate research and 
development in K-12 distance education, with a special focus on effective 
utilisation of ICTs. It also promotes excellence in teaching and learning in 
small rural K-12 schools in Newfoundland and Labrador. The Centre's 
goals being tested in the Vista District project are:  
• to conduct research in the areas of telelearning and rural education in 
Newfoundland and Labrador; 
• to conduct research related to the instructional design of senior high school 
courses for delivery by telecommunications technologies in Newfoundland 
and Labrador; 
• to facilitate the design and delivery of professional development for teachers 
in small rural schools throughout Newfoundland and Labrador. 
 
Network Centres of Excellence/ TL-NCE (Canadian national organisation) - 
encourages, tracks and evaluates K-12 and post-secondary telelearning 
research advances, and develops software, as well as providing funding, and 
resources.  The Vista District Project is a TL-NCE project. 
 
Industry Canada (funding through SchoolNet) - national strategy is to connect all 
Canadians to the ‘Information Highway’ including K-12 Schools.  
 
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Stem-Net – (educational network in Newfoundland and Labrador) has been set 
up to help enhance the DE opportunities for K-12 schools through Internet and 
educational resources, research and development in networking for students and 
educators in Newfoundland and Labrador. It is funded by the Canada/ 
Newfoundland Cooperation Agreement on Human Resource Development. 
 
Support by commercial sponsors is only a small part of the project. It helps in  
community development and serves as a form of advertising. 
 
F) Other participants 
• Government endorsement by The Programme Development Division of the 
Department of Education, Government of Newfoundland and Labrador 
(provincial). 
• SchoolNet - national programme for networking all K-12 schools funded by 
Industry Canada (federal government of Canada) 
• Memorial University (provincial post-secondary institute) – equipment, 
network interconnection 
 
G) Type of users 
 
Projected End users: all young adult learners (ages 16-18) who want to study 
Advanced Placement (university entrance level) courses online at secondary 
high schools in participating rural Newfoundland and Labrador schools.  
 
Pilot Project users: Vista School District secondary students aiming for university 
admittance. 
 
Educators: will learn how to develop courses for online delivery, use associated 
technology and teach online.  Currently only four teachers are involved in the 
pilot project – this number should grow as the number of subjects increases. 
 
H) Function & environment of usage 
 
Use: secondary (9-12) Advanced Placement (university entrance level) courses 
at Memorial University in Newfoundland. 
 
Environment:  asynchronous online courses in WebCT on PC computers in Vista 
School District secondary schools. 
 
I) Technology used 
 
Delivery: Intranet from DirecPC satellite dish 
Mode: audio-graphic technology and web pages 
Platform:  Windows NT on PCs 
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Courseware: WebCT asynchronous courses online (FrontPage for development)  
Discussion software: Net Meeting and Meeting Point (1-way at present) 
 
 
J) Evaluation of project 
 
The Alpha pilot project ran during the 1998-99 school year, and the Beta project 
is currently running during the 1999-2000 school year.  The Physics and Math 
courses have been evaluated to be the most successful.  Industry Canada will 
help evaluate the pilot project and determine marketing potential to other 
countries. 
 
K) Timeframe/ plans 
 
• The prototype Alpha pilot project was for the 1998–99 school year. It was 
launched May 1, 1998, as part of a five year strategic plan 1997 – 2002 for 
Vista School District’s goals for using technology in education. 
• The Beta Project is for the 1999 – 2000 school year and added three more 
school districts (1, 5, 6, 7 and 8) outside of the Vista District. 
• There are plans to offer Advanced Placement courses in this mode for more 
subjects in Newfoundland / Labrador school districts, based on the lessons 
learned from the Alpha and Beta pilot projects.  
• This mode of course delivery may also be expanded to teacher training for 
University students in Education. 
 
L) Key material 
 
Vista Project Website: www.k12.nf.ca/vista/specialprojects/ddintranet.html and 
three information pages linked from homepage. 
 
Information on the Centre for Telelearning and Rural Education, Faculty of 
Education, Memorial  University is at  http://www.tellearn.mun.ca/fhome.html. 
 
Vista School District website – school area covered and schools: 
http://www.k12.nf.ca/vista 
 
M) Key contacts 
 
Vista District Intranet Advisory Committee: 
Mr. Wilbert Boone, Director, Centre for Telelearning and Rural Education, Faculty 
of Education, MUN  709-737-8616 
 
Telelearning and Rural Education Centre, Memorial University: 
Dr. Ken Stevens, Chair, Telelearning and Rural Education Centre, MUN   
Kstevens@morgan.ucs.mun.ca  
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N) Financing & budget 
 
Information not available. 
 
O) Last update 
 
December, 1999 
 
Athabasca University – Canada’s Open University, Alberta 
 
A) Short description of purpose 
 
Athabasca University (AU) is Canada's leading distance education university.  It 
aims to provide a university education to Canadians regardless of geographical 
location, or other commitments such as career or family.  
 
AU’s focus is on removing accessibility barriers that traditionally restricted adult 
learners: location, availability, prior academic credentials, past educational 
experience, level of income, etc., to improve equality of educational opportunity 
for all adult Canadians. 
 
AU's programmes are predominantly home study using ICTs and print-based 
materials: 435 courses use some form of ICT delivery method and four areas use 
internet-enhanced course delivery: Computing Information Systems and 
Mathematics, Nursing, Psychology and Business.   
 
AU offers full university bachelor degree programmes in Arts, General Studies, 
Science, Administrative Studies, Commerce and Nursing. Masters programmes 
are offered in Business Administration (MBA), Distance Education (MDE) and 
Health Studies. A number of Certificate programmes (non-degree credit) are 
offered:  Accounting, Administration, Computers & Management, Information 
Systems, Counselling Women, English Language Studies, French Language 
Proficiency, Health Development, Home Health Nursing, Computing & 
Information Systems, Labour Studies, Public Administration, Rehabilitation 
Practice. 
 
B) Initiator (lead agency) 
 
Alberta Learning (Alberta Provincial Government’s ministry for K-12 
Education, Advanced Education, Apprenticeship and Industry Training) 
 
C) Non-profit providers/ sponsors and area of sponsorship/ donation 
 
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AU receives funding grants from the Government of Alberta, which receives 
transfers for educational funding from the Canadian federal government.  
Funding amounts are listed in section (O) Financing and Budget.  
 
D)  Commercial providers/ sponsors and area of sponsorship/ donation 
 
AU also obtains funds from tuition and related fees, sales and services, 
investments, donations, and a small percentage from other unidentified sources.  
These funding amounts are also listed in section (N) Financing and Budget. 
 
E) General key motivation/ interest of sponsors & strategic view of  
           developments in these areas 
 
Post-secondary educational institutions in Canada fall under provincial 
jurisdiction and, as such, receive grants for operating and capital costs.  In 
Alberta, the Alberta Advanced Education Department (now Alberta Learning) 
covers funding not obtained from tuition, services, donations or other sources. 
 
F) Other participants 
 
AU has collaborative agreements with 76 provincial and national organizations:  
• broadcasters (such as ACCESS TV, CKUA radio network),  
• other educational institutes (such as Northern Alberta Institute of Technology, 
Labour College of Canada, Télé-université du Quebec),  
• educational associations and societies (such as Alberta Distance Ed & 
Training Association (ADETA), Society for Engineering Technologists (ASET), 
Canadian Association for Distance Education(CADE)),  
• municipal and governmental service providers (such as Canadian Police 
Service, Canadian Hospitals Association, Canadian International 
Development Agency (CIDA)),  
• first nations groups (such as Yellowhead Tribal Council),  
• finance, industry and the private sector (such as the Credit Union Institute of 
Canada, Certified General Accountants, Syncrude, Nortel Corporation). 
 
See Athabasca University’s site http://www.athabascau.ca/html/collab/collab.htm 
for a complete list of all the organisations. 
 
G) Type of users (description of users) 
 
Main users: Adults wishing to take university credit and non-credit courses at a 
distance, specifically those in Alberta’s rural and remote northern areas.  
 
AU had 16,081 students in 1998-99 and 33,620 individual course registrations, 
from all provinces and territories. Alberta students represented 57.5% of total. 
Educational level of undergraduate students on entry was: high school or less - 
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14%; post-secondary - 67%; university degree - 18.9%. The student gender 
balance was 64.3% female, 35.7% male. The age profile of undergraduate 
students was: under 25 - 31%; 25 to 34 - 35%; 35-44 - 24%; 45+ -10%. 
 
H) Function & environment of usage 
 
Athabasca University's 450 courses are mostly home study, although some 
courses may be taken in classrooms at other collaborating institutions (AU’s 
provides a listing of current courses and the institutes they are offered at online).   
 
For undergraduate home-study courses, there are no admissions deadlines; 
students may enrol year-round. University graduate and non-degree University 
Certificate Programmes are also offered.   
 
AU also provides student services by phone (toll-free), email and internet, 
comprising: academic advising (course and programme) and counselling; study 
skills development, financial aid information, registration services, exam 
supervision, computing help desk, audio-visual equipment and course audio- and 
video-tapes reference and self-help material, liaison with groups and 
communities, procedural information, assistance from the Athabasca University 
Students' Association, online academic journals, library services (at AU for 
students, staff, faculty, tutors, and external borrowers, or associated libraries). 
 
I) Technology used 
 
In addition to home-study packages (student manual, study guide, textbook(s), 
the following ICTs are used: 
• CD-ROM, audiocassettes and videotapes 
• seminars (home study materials plus teleconference or videoconference 
sessions)  
• Internet - AU has a Virtual Teaching & Learning (ViTAL) electronic classroom. 
 
J) Evaluation of Project 
 
Since it was created by the Government of Alberta in 1972, more than 140,000 
students have taken AU's individualised courses and programmes. No evaluation 
was identified. 
 
K) Timeframe/ Plans 
 
1972 – Government of Alberta created Athabasca University. 
 
Future: continuance dependent on government financing to meet full funding 
requirements. 
 
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L) Key material 
 
Athabasca University’s website: www.athabascau.ca 
Alberta Advanced Education (now Alberta Learning) Annual Report: 
www.aecd.gov.ab.ca/learning/publications/annual_reports/1998/index.htm#topof
page 
 
M) Key contacts 
 
Jon Baggaley, Chair and Director of Educational Technology 
Athabasca University, 1 University Drive, Athabasca, Alberta T9S 3A3  
Tel.: (780) 675-6334  Fax: (780) 675-6338   baggaley@athabascau.ca 
(Baggaley has been responsible for the development of new media technologies 
and policy for the distance-based delivery of the University's programmes) 
 
Peter Holt, Associate Professor, Computing Science  
Centre for Computing Information Systems and Mathematics 
Athabasca University, 1 University Drive, Athabasca, Alberta T9S 3A3 
Tel: (780) 675-6225 or (800) 788-9041 ext. 6225     holt@athabascau.ca 
 
N) Financing & Budget 
 
The Ministry of Advanced Education and Career Development (now Alberta 
Learning) provided $923 million in grants for adult learning institutions in the 
province in 1998-99.  Of this, AU received $15.2 million for operational and 
conditional funding, access, learning enhancement, research, intellectual infra-
structure partner-ships, infrastructure renewal and performance. 
 
Outside of its government grants AU obtained a total of $19.6 million from other 
sources: $14.5 million from tuition and related fees, $2.6 million from sales and 
services, and another $2.5 million from investments, donations and other private 
sources (private source information is confidential). 
 
In total, AU received approximately $34.8 million in finances ($783,000 short of 
its costs). 
 
O) Last Update 
 
December, 1999 
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Telemedicine and Educational Technology Resources Agency of Memorial 
University (TETRA), Newfoundland 
 
A) Short description of purpose 
 
Telemedicine and Educational Technology Resources Agency (TETRA) at 
Memorial University is a provincial communications resource and research and 
development facility.  It was established to facilitate the use of Information 
Technology (IT) and telecommunications in the delivery of health services and 
education to non-urban, remote and isolated areas in Newfoundland and some 
developing countries. It also specialises in the development of distance 
education courses. 
 
The teleconference network has many contributing institutions and agencies. The 
network is divided into 11 separate teleconferencing circuits with over 200 sites 
in approximately 150 communities throughout the province. In addition to 
audioconference capabilities there are also tele-writer workstations in over 140 of 
the communities providing a remote blackboarding function to the user. 
 
B) Initiator (lead agency) 
 
Telemedicine and Educational Technology Resources Agency (TETRA) and the 
Memorial University of Newfoundland’s Faculty of Medicine and Health Science 
Centre – all broadcasting facilities are located at Memorial. 
 
C) Providers/ sponsors and area of sponsorship/ donation 
 
TETRA has received a series of significant grants. International project funding is 
from the following sources:  
• Project SHARE, East Africa (1981) – funded by the Canadian International 
Development Agency (CIDA) Child Health and Medical Education Programme 
CHAMP), Teleglobe Canada and Intelesat – to provide assistance and 
teaching sessions to the Pediatric Dept. of Makerere University in Kampala, 
Uganda. 
• Project SHARE, University of the West Indies (1986) – funded by CIDA, with 
the help of Newfoundland Telephone Company – a telemedicine science 
course offered by teleconferencing. 
• Intra-Jamaican Project (1987) – funded by CIDA with the help of 
Newfoundland Telephone Company – distance education science 
programmes for teacher upgrading were offered. 
• SatelLife (1990) – funded by IDRC (International Development Research 
Centre, Canada) and a number of granting agencies – this international 
organisation is devoted to improving health information for developing 
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countries and provides access to an email link for information transfer via 
satellite in North America, Europe and developing countries. 
• Philippines Project (1991) – funded by Memorial University and TETRA – 
provides a teleconference system to help develop the College of Public 
Health at the University of the Philippines distance education and outreach 
programmes for health professionals. 
 
D) Commercial providers/ sponsors and area of sponsorship/ donation 
 
The day-to-day operating expenses of Telemedicine are entirely recovered from 
user fees. Specific projects have both non-profit and commercial funders. 
 
E) General key motivation/ interest of sponsors & strategic view of  
           developments in these areas 
 
TETRA has been established to make the distance education resources and 
online health services of Newfoundland's Memorial University, Faculty of 
Medicine and Health Sciences, available to physicians and health workers in 
rural and remote locations in Newfoundland. 
 
It also allows the Centre to conduct research and interact with other health 
practitioners through the network, and to participate in health projects in rural 
communities or other countries.  
 
By allowing the Centre to be used by other interested groups, such as schools, 
government departments, medical associations and communication projects, at a 
specified fee, it is able to recover its costs. 
 
F) Other participants 
 
TETRA works with many provincial institutions and agencies to provide a 
teleconferencing network for secondary and post-secondary students, rural 
communities, government offices, non-profit health and social organizations, and 
some private agencies. See H) for a description of participants’ use of the 
network. 
 
G) Type of users 
 
Main users: provincial health workers and medical practitioners, medical students 
and researchers within Newfoundland, and some developing countries 
 
Secondary:  students at secondary and post-secondary schools and communities 
in Newfoundland, government offices, non-profit health and social organisations,  
and some private agencies. 
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H) Function & environment of usage 
 
• Medical practitioners use TETRA for a range of services and education - 
testing hearts, nuclear medicine and radiology, clinical consultations and 
continuing medical education. A new DE programme is aimed at rural doctors 
using the combined technologies of CD-ROM and the Internet. 
• University courses (such as medicine, science and engineering) are offered 
by Memorial to students and health practitioners in remote communities in 
Newfoundland and in other countries through interactive teleconferencing. 
• Students from small schools in Newfoundland attend some of their classes 
via teleconference. Forty classes each day are delivered on the network using 
both the audio and audiographic capabilities. Subjects include French, 
physics, mathematics and chemistry.    
• Government sector use includes training, meetings and dissemination of 
information, such as training of volunteers for Revenue Canada. 
• Non-profit organisations use teleconferencing to hold meetings and deliver 
training programmes, such as the Women’s Enterprise Bureau training 
programme, and the Association of Registered Nurses of Newfoundland 
continuing education programme. 
• Private sector use for the general public includes educational packages, such 
as the Diabetes Management Programme for public participants. 
 
The Virtual Design Centre (VDC) - This Centre will enable the instructional 
designers and media specialists at Memorial University to DE programmes, 
training for health workers, distributed learning programmes for financial 
companies, and other applications.  They will work collaboratively with the 
College of the North Atlantic, and with writers, graphic artists and designers from 
private multimedia and design firms in St. John’s. 
 
I) Technology used 
 
• Audio teleconferencing (regional, national and international applications). 
Each location is equipped with an audio conference kit, (a specially designed 
speaker and microphones) for participation by several people at each place.  
• Electronic whiteboard – Audio-conference participants can draw on a 
electronic whiteboard tablet and the information is simultaneously displayed 
on a monitor at all locations. Using standard, PC-based graphics packages, 
diagrams or charts can be displayed on the electronic whiteboard throughout 
the session.  Applications include: listing information during brainstorming, 
problem-solving and other group activities presentations that rely on numbers, 
charts, diagrams or text for clarification sessions that benefit from immediate 
written responses from participants.  
• Video production - for broadcast or distribution on video cassette 
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• Training manuals and workbooks  - created and put onto CDROM 
• Interactive video teleconferencing by satellite - a presentation is broadcast, 
live by satellite, from one main centre. Other locations receive the broadcast 
on a monitor. Attendees interact with the presenters by telephone during the 
presentation, either by calling the broadcast site periodically or by maintaining 
a telephone connection throughout the programme.  Applications include: 
training and education programmes; information dissemination; conferences 
and seminars.  
 
The Telemedicine Centre provides users with the ability to teleconference to any 
location in the world through the use of standard telephone lines or localities with 
a satellite receiver. The current network capabilities include audioconferencing, 
medical data transfer, interactive audiographics and videoconferencing. 
 
The current audio teleconference platform utilises ‘voice grade’ facilities and end 
equipment that supports the real time exchange of audio and graphic information 
within a normal telephone circuit bandwidth. Network configurations include 4-
wire multi-point and 2-wire dial-up connections over standard telephony service. 
End equipment consists of audio conference units, PC workstations, interface 
devices and software packages. These systems allow users to share written text, 
annotated computer graphics and medical imagery.   
 
Telemedicine/TETRA also provides slow speed video conference services, using 
compression technology over 56 Kbit facilities. This system provides users with 
the ability to see each other and exchange visual materials in either point to point 
or multi-point configurations. Access to this type of service is limited to areas 
supported to digital telecommunications systems. 
 
J) Evaluation of project 
 
• TETRA is now one of the most sophisticated medical networks in North 
America, using state-of-the-art satellite technology. 
• The network has 11 separate teleconferencing circuits with over 250 sites in 
approximately 160 communities throughout Newfoundland and Labrador.  
• Telewriter workstations are in over 160 of the communities providing remote 
blackboarding functions, and 75 sites have multimedia workstations.  
• Receiver sites include all provincial hospitals, community colleges, university 
campuses, 50 small rural high schools, a number of nursing clinics on the 
coast of Labrador, and a variety of government offices. A user consortium, 
consisting of health, education, government, and community groups 
participates in approximately 5,500 programmes per year. 
• As of 1997, approximately 70% of all programming was distant high school 
and university education, 20% health education, 5% clinical activities, and 5% 
other uses. Approximately 4900 hours of DE for high school and college 
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students was delivered over the TCS network, making the Telemedicine 
Centre the most active distance education provider in Canada at that time. 
• The Telemedicine Centre has been involved in over 30 telemedicine projects, 
many of which became ongoing services. 
• TETRA also facilitates application trials for new compressed video 
applications and high-speed diagnostic medical data transmissions. A variety 
of single-purpose remote testing units are used in some patient care. 
Occasionally, TETRA uses the "original" format of one-way video or two-way 
audio satellite conferencing for a large audience.  This was used, for 
example, for the recent Women in Business and the ‘Alternatives to Fisheries’ 
conventions. 
 
K) Timeframe/ plans 
 
• 1975 – Telemedicine activities began at Memorial University 
• 1979 – MUN’s Telemedicine programme added an audio teleconference 
network serving 9 communities in Newfoundland and Labrador to create an 
ongoing and self-sufficient Telemedicine Centre.   
• Future: TETRA is a self sufficient, expanding and in-demand network which 
has a multitude of applications for medicine and education delivery to remote 
locations, which can be used throughout Canada and in other countries. 
 
L) Key material 
 
TETRA’s website:  www.med.mun.ca/med/telemed 
Telemedicine Activities at MUN:  www.med.mun.ca/telemed/telehist/telemulti.htm 
Industry Canada –http://strategis.ic.gc.ca/SSG/in02200e.html  
– project description 
 
M) Key contacts 
 
Ms. Andrea Battcock, 
Faculty of Medicine, Memorial University of Newfoundland 
Health Sciences Complex, Prince Philip Drive, St. John's, NFLD   A1B 3V6 
Phone 709-737-6654  Fax 790-737-7054  email:  tcs@morgan.ucs.mun.ca 
 
Rod Elford, M.D., CCFP, M.Sc., Associate Director  Research and Development 
Telemedicine Centre, Faculty of Medicine, Memorial University of Newfoundland 
300 Prince Philip Drive, St. John's, NF, Canada   AIB 3V6 
 
N) Financing & budget 
 
• TETRA began out of Memorial University’s Faculty of Medicine 1975 
Telemedicine Programme, which was funded by grants.   
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COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION – CANADA        
 
• The Centre's operating budget for 1997 was approximately $850,000 
(excluding research grants). 
• The Centre’s entire day-to-day operating expenses are recovered from user 
fees. No money is received from the government or from the university to 
assist in operations; however, the Faculty of Medicine does provide the 
physical space in kind. All employees' salaries are paid by the Centre with the 
exception of the Chair and the Associate Director-Research and 
Development, whose salaries are funded entirely or in part by the Faculty of 
Medicine. Individuals involved in research activities are funded by grants.  
• To recover the network running costs of the TCS network and maintain the 
teleconference equipment, each site on the network pays an annual fee and 
an hourly rate for network use. Sites not on the dedicated TCS network pay a 
port fee to access the audioconference bridge plus long distance costs. Billing 
for videoconferencing is variable and depends on the facility, the user (e.g., 
hospital employee or not), and the number of lines used.  
 
O) Last Update 
 
December, 1999 
 
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COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION   
202 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                       ANNEX A 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
ANNEX A 
 
BASELINE DATA ON COMMONWEALTH COUNTRIES 
 
 
203 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                        ANNEX A   
 
Commonwealth Countries – Geography & population 
 
Country                L  a nd Area Total Population Population Urban Population Villages Village 
(000's Population growth Growth Population Density (000's) Size 
Km2) CW ('000s) (%p.a.) (%p.a.) 1997- (%) 1996-97, (ppl/sqkm) (Inhab.) 
1997, 1980-96, CW 2015, CW 1997, Derived 
Derived CW WB/CW Intelecon 
Antigua & Barbuda 0.40 66 0.5  36% 165.7   
Australia 7,682.30 18,500 1.3 0.7 85% 2.4   
Bahamas 13.90 278 1.9  87% 20.0   
Bangladesh 148.40 122,963 1.9 1.4 19% 828.6 68 1,465 
Barbados 0.40 264 0.3  48% 660.5   
Belize 23.00 228 2.5  47% 9.9   
Botswana 582.00 1,510 3.1 1.2 63% 2.6   
Brunei Darussalam 5.80 285 2.8  70% 49.1   
Cameroon 475.40 14,000 2.8 2.5 46% 29.4   
Canada 9,221.00 30,300 1.2 0.5 77% 3.3   
Cyprus 9.30 726 1.3  54% 78.1   
Dominica 0.80 74 -0.3  69% 92.9   
Fiji 18.30 813 1.4  41% 44.4   
Gambia 11.30 1,169 3.6 2.3 30% 103.4   
Ghana 228.00 18,000 3.1 2.3 37% 78.9 48 235 
Grenada 0.30 99 0.2  37% 328.9   
Guyana 215.00 846 0.6  36% 3.9   
India 3,287.30 958,718 2 1.2 27% 291.6 600 1,166 
Jamaica 11.00 2,564 1 0.9 55% 233.1   
Kenya 582.60 28,182 3.2 1.9 30% 48.4   
Kiribati 0.70 84 1.7  36% 119.3   
Lesotho 30.40 2,090 2.6 1.8 26% 68.7   
Malawi 118.50 10,455 2.9 2.2 14% 88.2   
Malaysia 329.80 20,983 2.5 1.6 55% 63.6   
Maldives 0.30 262 3.2  27% 872.5   
Malta 0.30 371 0.8  89% 1,237.2   
Mauritius 2.00 1,132 1 0.9 41% 565.8   
Mozambique 784.00 16,600 2.4 1.8 36% 21.2   
Namibia 824.30 1,622 2.7 1.9 38% 2.0   
Nauru 0.02  2.8  100%    
New Zealand 270.50 3,671 0.9 0.5 86% 13.6   
Nigeria 923.80 118,077 2.9 2.5 41% 127.8   
Pakistan 796.10 137,143 3.1 2.3 35% 172.3 45 1,981 
Papua New Guinea 461.70 4,468 2.2 1.9 17% 9.7   
Saint Kitts and Nevis 0.30 41 -0.4  34% 136.4   
Saint Lucia 0.60 159 1.4  38% 265.2   
Saint Vincent & The 0.40 112 0.9  50% 281.0   
Grenadines 
Samoa 2.80 173 0.4  22% 61.8   
Seychelles 0.50 78 1  55% 156.1   
Sierra Leone 71.70 4,625 1.8 1.9 35% 64.5   
Singapore 0.60 3,090 2.1 0.9 100% 5,150.8   
Solomon Islands 27.60 402 3.4  18% 14.6   
South Africa 1,221.00 40,600 2.3 1.1 50% 33.3 6 3,383 
Sri Lanka 65.60 18,500 1.3 1 23% 282.0 13 1,096 
Swaziland 17.40 951 2.8  32% 54.6   
Tanzania 945.10 31,429 3.2 2.1 26% 33.3   
Tonga 0.70 98 0.4  42% 139.7   
Trinidad & Tobago 5.00 1,300 1.1 0.9 73% 260.0   
Tuvalu 0.03  1.4  40%    
Uganda 236.00 20,625 2.7 2.3 13% 87.4   
United Kingdom 242.00 58,918 0.2 0 89% 243.5   
Vanuatu 12.20 178 2.5  19% 14.6   
Zambia 752.60 9,474 2.3 1.9 44% 12.6   
Zimbabwe 390.60 11,467 3 1.3 33% 29.4   
Sources: CW=Commonwealth, CIA=Central Investigation Agency, ITU=International Telecommunications Union, 
WB=World Bank 
204 
  
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                        ANNEX A   
 
Commonwealth Countries - Education 
 
Country                A   d  u  lt  I l l i t e  r a  c  y   Public Sending Gross enrollment ratio Gross enrollment ratio - Gross enrollment 
(%) 1995-98, on education - Primary (% of Secondary (% of ratio - Tertiary (% of 
CW (% of GNP) relevant age group) relevant age group) relevant age group) 
1996, WB 1996, WB/CW 1996, WB/CW 1996, WB/CW 
Antigua & Barbuda 5     
Australia 1 5.6 101 148 76 
Bahamas 2  94 90  
Bangladesh 62 2.9 78 19 6 
Barbados 3 7.2 90 85  
Belize 30 6.1 121 49  
Botswana 30 10.4 108 65 6 
Brunei Darussalam 10  110 78  
Cameroon 37 2.9 89 27 4 
Canada 1 7.0 102 105 90 
Cyprus 4 4.4 100 97  
Dominica 6  - -  
Fiji 8 5.4 128 64  
Gambia 61 6 77 25 2 
Ghana 35 3.3 77 37 1 
Grenada 2     
Guyana 2 4.1 94 76  
India 48 3.4 100 49 7 
Jamaica 15 7.4 100 - 8 
Kenya 22 6.6 85 24 2 
Kiribati 7     
Lesotho 29 7 108 31 2 
Malawi 44 5.5 89 17 1 
Malaysia 16 5.2 102 61 11 
Maldives 4 8.4 134 49  
Malta 9 5.2 109 88  
Mauritius 17 4.3 107 65 7 
Mozambique 60 - 60 7 1 
Namibia 24 9.1 131 61 9 
Nauru      
New Zealand 1 7.3 99 114 59 
Nigeria 43 0.9 98 33 4 
Pakistan 62 3 74 - 3 
Papua New Guinea 28 - 80 14 3 
Saint Kitts and Nevis 10 3.3    
Saint Lucia 18 9.9    
Saint Vincent & The 18     
Grenadines 
Samoa 2  116 47  
Seychelles 12 7.5    
Sierra Leone 69 - 51 17 2 
Singapore 9 3 101 67 39 
Solomon Islands 38  97 17  
South Africa 18 7.9 131 94 19 
Sri Lanka 10 3.4 109 75 5 
Swaziland 23 8.1 122 52  
Tanzania 32 - 66 5 1 
Tonga 1     
Trinidad & Tobago 2 9.7 98 74 8 
Tuvalu 1     
Uganda 38 2.6 74 12 2 
United Kingdom 1 5.4 115 133 50 
Vanuatu 36 4.9 106 20  
Zambia 22 2.2 89 27 3 
Zimbabwe 15 8.3 113 49 7 
Sources: CW=Commonwealth, CIA=Central Investigation Agency, ITU=International Telecommunications Union, 
WB=World Bank 
 
205 
  
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                        ANNEX A   
 
Commonwealth Countries - Economy 
 
Country         G   N   P    ( U   S  $          G   N  P  GDP GNP/Cap GNP/Cap Agriculture Industry Manufactu- Services Government 
Millions) 1997, Growth Growth (US$) (US$PPP) (% of GDP) (% of ring (% of (% of Revenues (% 
CW (%) (%) 1997, CW 1997, CW 1997, WB, GDP) GDP) GDP) of GDP) 
1990- 1998, CW 1997, WB, 1997, WB, 1997, 1996, WB 
97, WB WB CW CW WB, CW 
Antigua & 489 1.5  7,380 8,720 4 20  76  
Barbuda 
Australia 380,000 0.6 3.6 20,540 20,170 4 28 15 68 24.3 
Bahamas 3,288   11,830 10,180 2 14  84  
Banglades 33,200 6.3 5.6 270 1,050 30 17 9 53  
h 
Barbados 1,741   6,590 10,510 5 16  79  
Belize 625 2.4  2,740 4,110 20 28  53  
Botswana 4,922 5.5 4.5 3,260 8,220 5 46  48 49.4 
Brunei 7,151   25,090  3 81  17  
Darussala
m 
Cameroon 9,100 4.6 5 650 1,980 41 20 10 39 13 
Canada 583,900 4.0 2.2 19,290 21,860 3 31 22 66 20.6 
Cyprus 10,839   14,930 20,490 5 25  69  
Dominica 232 2.7  3,120 4,470 21 18  56  
Fiji 2,009 1.9 2.4 2,470 4,040 21 18  61  
Gambia 409 5.2 2.2 350 1,340 28 15  58 24.5 
Ghana 6,600 4.3 4.5 370 1,790 36 26 9 39 17.9 
Grenada 296 4.9  3,000 4,450 11 19  67  
Guyana 677 7.1  800 2,890 36 29  30  
India 373,900 6.1 5.2 390 1,650 27 30 19 43 13.6 
Jamaica 4,000   1,560 3,470 8 36 17 55  
Kenya 9,300 2.9 2.7 330 1,110 29 17 11 54 27.1 
Kiribati 76 1.4  910  24 9  67  
Lesotho 1,400 4.5 7.8 670 2,480 14 41 16 45 55 
Malawi 2,300 5.2 4 220 700 36 18 14 46  
Malaysia 98,200 7.5  4,680 10,920 13 46 34 41 24.9 
Maldives 301 8.5  1,150 3,230 22 17  61  
Malta 3,203 4.8  8,630 13,870 3 35  62  
Mauritius 4,300 5.2 5.3 3,800 9,360 10 32 23 58 18.8 
Mozambiqu 1,700 13.3 4.9 90 520 39 23 10 38  
e 
Namibia 3,600 1.2 3.8 2,220 5,440 14 34 12 52  
Nauru           
New 60,500 0.9 3.4 16,480 16,600 8 29 18 63 35.3 
Zealand 
Nigeria 30,700 5.1  260 880 45 24 8 32  
Pakistan 67,200 0.0 5.3 490 1,590 26 25 17 50 17.1 
Papua New 4,200  2.5 940 2,390 26 40 8 33 22 
Guinea 
Saint Kitts 252 7.4  6,160 7,730 6 26  68  
and Nevis 
Saint Lucia 576 1.9  3,620 5,030 11 21  68  
Saint 281 3.0  2,500 4,320 11 23  59  
Vincent & 
The 
Grenadines 
Samoa 199   1,150  40 20  40  
Seychelles 537 3.8  6,880  4 19  77  
Sierra 925  0.7 200 510 44 24 6 32 8 
Leone 
Singapore 101,800 8.8 8.5 32,940 29,000 0 36 26 64 29 
Solomon 362 2.6  900 2,350 52 8  40  
Islands 
South 130,200 1.3 1 3,400 7,490 5 39 24 57 28.8 
Africa 
Sri Lanka 14,800 7.3 5 800 2,460 22 26 17 52 19 
Swaziland 1,369 7.1  1,440 3,560 9 39  50  
206 
  
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                        ANNEX A   
 
Tanzania 6,600 3.9 2.7 210  58 17  24  
Tonga 179 2.2  1,830  35 13  52  
Trinidad & 5,500 7.9 3.2 4,230 6,410 2 43 8 55 27.3 
Tobago 
Tuvalu      17 14  77  
Uganda 6,600 6.0 7.4 320 1,050 44 17 8 39  
United 1,220,200 4.0 2 20,710 20,520 2 32 21 66 36.2 
Kingdom 
Vanuatu 233 3.9  1,310 3,020 20 14  66  
Zambia 3,600 4.4  380 890 16 41 30 43 18.6 
Zimbabwe 8,600 2.1 2.4 750 2,280 28 32 19 41  
Sources: CW=Commonwealth, CIA=Central Investigation Agency, ITU=International Telecommunications Union, 
WB=World Bank
207 
  
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                        ANNEX A   
 
Commonwealth Countries - Telephony 
 
Country               M   a  i n  l in  e         M   a  inline Mainline Mainline Mainline Mainline Digitali- Telecom Telecom Telecom 
Telephones Telephones Telephones Telephones Telephones Telephones sation Investme Revenue Investment/
(000's) (000's) CAGR (%) per 100 per 100 per 100 inhab (%) nt (US$ (US$ Revenue 
1998, ITU 2000 1995-98, inhab. inhab. 2000 CAGR (%) 1998,   Millions) Millions) Ratio 
expected, ITU 1998, ITU expected, 1995-98, ITU ITU 1998, 1998, ITU 
ITU ITU ITU 
Antigua & Barbuda 34.0 40 9.5 46.8 59.16 6.4 100.0 - - 
Australia 9,580.0 9,967 2.5 51.21 52.46 1.3 95.0 2,844.5 12,941.1 0.22
Bahamas 104.3 120 7.6 35.23 40.25 5.5 100.0 16.2 156.7 0.10
Bangladesh 378.0 454 9.7 0.3 0.34 7.7 66.8 34.5 255.8 0.13
Barbados 113.6 131 8.0 42.4 47.50 7.1 100.0 25.0 176.0 0.14
Belize 31.6 33 3.0 13.75 13.62 0.9 99.6 12.0 40.0 0.30
Botswana 85.6 142 19.8 5.64 7.11 17.4 100.0 36.8 82.7 0.44
Brunei Darussalam 77.7 87 4.5 24.68 28.26 1.0 100.0 - 58.7 
Cameroon 75.2 92 7.1 0.54 0.58 4.7 68.3 35.6 73.9 0.48
Canada 19,206.0        20,265 2.6 63.39 67.55 1.6 99.4 4,033.9 16,919.4 0.24
Cyprus 404.7 448 5.2 58.51 58.17 2.8 88.2 88.8 260.3 0.34
Dominica 18.7 26 5.3 25.23 33.28 4.5 100.0 - - 
Fiji 77.1               88 6.0 9.68 10.79 4.8 99.7 10.8 61.9 0.17
Gambia 25.6 30 10.1 2.08 2.38 5.9 100.0 5.6 17.4 0.32
Ghana 144.2             245 31.7 0.75 1.22 26.8 70.0 7.3 145.9 0.05
Grenada 27.5 31 5.8 26.28 29.66 2.7 100.0 - - 
Guyana 59.9 70 10.3 7.05 7.87 9.5 100.0 53.6 79.7 0.67
India 21,593.7 32,061 21.7 2.2 3.16 19.4 99.0 2,405.1 5,051.1 0.48
Jamaica 419.4 708 19.9 16.57 23.61 19.1 100.0 133.9 427.7 0.31
Kenya 271.8 324 3.0 0.92 1.08 4.7 56.0 70.9 310.8 0.23
Kiribati 2.8 3 11.4 3.46 3.98 10.3 100.0 1.5 3.5 0.43
Lesotho 20.1 23 4.1 0.97 1.02 3.6 99.0 0.8 13.8 0.06
Malawi 37.4 40 2.9 0.35 0.36 -0.3 58.8 - 32.8 
Malaysia 4,384.0 5,424 9.6 19.76 24.66 6.0 97.0 2,188.9 2,492.1 0.88
Maldives 20.0 26 13.0 7.05 8.68 7.5 100.0 11.1 39.1 0.28
Malta 191.5 208 3.9 49.88 53.95 2.8 100.0 20.6 97.8 0.21
Mauritius 245.4 338 18.3 21.37 28.41 17.4 100.0 45.3 126.4 0.36
Mozambique 75.4               86 7.2 0.4 0.43 4.4 99.0 22.2 63.8 0.35
Namibia 113.9 145 13.2 6.86 7.27 10.7 98.0 49.0 82.1 0.60
Nauru          
New Zealand 1,868.0 1,983 2.8 47.91 49.57 0.4 100.0 302.0 1,838.5 0.16
Nigeria 412.8 531 1.9 0.4 0.41 0.9 42.5 188.4 771.2 0.24
Pakistan 2,757.0 3,384 9.0 1.94 2.29 5.9 92.6 311.4 978.6 0.32
Papua New Guinea 47.0 61 7.7 1.14 1.21 5.9 61.0 - 113.6 
Saint Kitts and 17.2 22 9.2 41.83 52.78 9.0 100.0 3.1 27.0 0.11
Nevis 
Saint Lucia 39.5 50 8.9 26.79 29.37 8.4 100.0 - - 
Saint Vincent & The 20.5 24 6.0 18.37 21.00 5.6 100.0 - - 
Grenadines 
Samoa 8.5 9 2.8 4.87 5.16 1.0 100.0 1.0 9.8 0.10
Seychelles 19.0 23 11.9 24.35 28.59 10.7 100.0 4.7 35.2 0.13
Sierra Leone 17.4 18 1.5 0.38 0.37 1.1 88.9 8.7 2.2 3.95
Singapore 1,777.9 2,054 7.6 56.2 64.30 5.5 100.0 751.8 2,915.9 0.26
Solomon Islands 7.9 9 6.6 1.89 2.07 3.0 100.0 5.2 13.8 0.38
South Africa 5075.4          5,885 8.2 11.46 12.52 5.7 82.0 2,738.3 5,971.5 0.46
Sri Lanka 523.5 891 36.5 2.84 4.69 35.6 100.0 152.3 2,143.2 0.07
Swaziland 29.0 37 11.1 3.05 3.28 9.5 100.0 13.7 22.2 0.62
Tanzania 121.8 143 10.5 0.38 0.43 7.6 82.3 254.7 109.9 2.32
Tonga 7.8 11 17.7 7.9 11.03 17.2 84.0 1.2 5.3 0.23
Trinidad & Tobago 264.1             301 8.1 20.58 22.7 7.1 100.0 34.4 212.6 0.16
Tuvalu          
Uganda 56.9 78 13.5 0.28 0.35 11.1 90.6 2.0 32.8 0.06
United Kingdom 32,800.0 35,275 3.7 55.64 59.79 3.5 100.0 7,453.7 36,990.9 0.20
Vanuatu 5.2 6 7.0 2.84 2.93 4.5 100.0 - - 
Zambia 77.7 77 0.4 0.88 0.77 -2.3 73.1 10.8 102.0 0.11
Zimbabwe 212.0 309 17.9 1.72 2.58 11.6 50.0 130.0 135.6 0.96
Sources: CW=Commonwealth, CIA=Central Investigation Agency, ITU=International Telecommunications Union, 
WB=World Bank 
208 
  
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                        ANNEX A   
 
 
Commonwealth Countries - Internet and PCs 
 
Country                       P  C   s        P   C  s per PC Internet Internet Internet Internet Internet Internet 
(000's) 100 CAGR Users Users per Users Hosts 1998, Hosts per Hosts 
1998, ITU  inhab (%) (000's) 100 inhab CAGR (%) ITU 100 inhab CAGR (%) 
1998, 1995-98, 1998, ITU 1998, 1995-98, 1998, ITU 1995-98, 
ITU Derived Derived Derived Derived 
Antigua & Barbuda    3.0 4.53 26.0 175 0.241 3.0 
Australia          7,700 41.2 15.6 3,000.0 16.22 44.2 750,000 4.009 34.3 
Bahamas    12.0 4.32 64.4 481 0.163 20.3 
Bangladesh    1.2      
Barbados               20 7.5 10.1 5.0 1.89 530.0 44 0.016 180.2 
Belize 6 2.8  10.0 4.38  252 0.110  
Botswana               40 2.6 59.4 10.0 0.66  658 0.042  
Brunei Darussalam 8 2.9  10.0 3.51 128.9 1,195 0.379 97.1 
Cameroon 20 0.2  2.0 0.01  3   
Canada        10,000 33.0 20.6 7,500.0 24.78            83.2 1,119,172 3.694 44.2 
Cyprus 29 4.1  30.0 4.13 115.4 5,491 0.794 141.5 
Dominica    2.0 2.69 74.4 148 0.195 58.7 
Fiji    5.0 0.61          314.9 214 0.027 60.3 
Gambia                 3 0.3  2.5 0.21  10 0.001  
Ghana               30 0.2 14.5 6.0 0.03          364.2 192 0.001 217.5 
Grenada    2.0 2.03  3 0.003  
Guyana    2.0 0.24  69 0.008  
India          2,700 0.3 31.0 500.0 0.05 268.4 13,253 0.001 156.2 
Jamaica               12 0.5  50.0 1.95 215.0 322 0.013 25.2 
Kenya               75 0.3 60.9 15.0 0.05 321.7 686 0.002 243.0 
Kiribati                 1 0.7  0.3 0.36     
Lesotho    0.2 0.01  19 0.001  
Malawi    2.0 0.02  1   
Malaysia          1,300 5.9 17.6 800.0 3.81 171.4 47,852 0.216 125.1 
Maldives  1.2  1.5 0.57  109 0.039  
Malta             100 26.0 49.4 20.0 5.39 186.6 1,838 0.479 177.5 
Mauritius             100 8.7 40.6 12.5 1.10  575 0.050  
Mozambique               30 0.2 21.8 3.5 0.02          758.4 141 0.001 313.1 
Namibia               30 1.9 15.0 5.0 0.31 256.9 2,654 0.160 522.5 
Nauru          
New Zealand          1,100 28.2 11.2 600.0 16.34 49.4 137,247 3.520 36.8 
Nigeria             600 0.6 10.9 4.0   410   
Pakistan             561 0.4 53.5 61.9 0.05 628.7 3,096 0.002 466.8 
Papua New Guinea    0.1   118 0.003  
Saint Kitts and Nevis                 5 12.2  1.5 3.67  5 0.012  
Saint Lucia               20 13.6  2.0 1.26 64.4 23 0.016 184.4 
Saint Vincent & The Grenadines -  2.0 1.78     
Samoa                 1 0.5  0.4 0.23  2 0.001  
Seychelles  -  2.0 2.56  7 0.009  
Sierra Leone    5.0 0.11  13   
Singapore          1,450 45.8 41.2 550.0 17.80 82.8 67,060 2.120 43.3 
Solomon Islands  -  2.0 0.50 181.1 20 0.005 30.5 
South Africa          2,100 4.7 24.1 1,266.0 3.31             0.1 144,445 0.326 44.1 
Sri Lanka               76 0.4 56.0 20.0 0.11 593.4 539 0.003 347.9 
Swaziland  -  1.0 0.11 364.2 278 0.029 552.7 
Tanzania               50 0.2  3.0 0.01  129   
Tonga  -  0.2 0.20 26.0 1,871 1.890 1132.2 
Trinidad & Tobago               60 4.7 33.9 20.0 1.54          116.9 1,944 0.152 228.2 
Tuvalu          
Uganda               30 0.2 44.2 4.0 0.02 88.2 113 0.001 24.9 
United Kingdom        15,500 26.3 12.5 8,000.0 13.58 74.7 1,449,315 2.459 48.8 
Vanuatu  -  0.1 0.06  78 0.043  
Zambia    3.0 0.03 55.4 303 0.004 63.8 
Zimbabwe             110 0.9 49.4 10.0 0.09  1,031 0.008  
Sources: CW=Commonwealth, CIA=Central Investigation Agency, ITU=International Telecommunications Union, WB=World 
Bank  
209 
  
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                        ANNEX A   
 
Commonwealth Countries - Media 
 
Country                        T  V  s            T Vs per TV CAGR (%) TV   Radios  Radios per Radio 
(000's) 100 inhab 1995-98, Broadcasting (000's) 100 inhab Broadcast 
1998, 1998, ITU Derived Networks 1997, CIA  1997, Stations 
ITU 1997, CIA Derived 1997, CIA 
Antigua & Barbuda 31 45.2 4.7 2   6 
Australia 11,840 63.9 0.8 104       25,294 136.7 608 
Bahamas 259 89.6 58.5 1            200 72.0 7 
Bangladesh 850 0.7  11         6,065 4.9 26 
Barbados 75 28.3  1   5 
Belize 40 18.0 3.6 2   13 
Botswana 40 2.7 4.6             226 14.9 27 
Brunei Darussalam 196 63.8 4.2 2            284 99.6 13 
Cameroon 1,100 8.1 4.6 1         6,000 42.9 22 
Canada 21,450 71.5 4.3 80       32,276 106.6 376 
Cyprus 110 16.7 1.6 49            500 68.9 49 
Dominica 13 17.5 9.1               45 60.5 5 
Fiji 75 9.7 2.3    8 
Gambia 4 0.4  1            190 16.3 7 
Ghana 2,200 11.5 102.5 15       12,500 70.1 27 
Grenada 35 32.5 32.6 2              80 81.1 1 
Guyana 50 5.9 12.6 3            398 47.0 8 
India 66,000 6.9 5.0 562     111,000 11.6 303 
Jamaica 813 32.3 1.7 7         1,973 76.9 8 
Kenya 620 2.1 10.3 8         5,000 17.7 33 
Kiribati 2 2.2  1              15 18.0 1 
Lesotho 50 2.4 56.7               66 3.2 7 
Malawi 23 0.2           1,011 9.7 27 
Malaysia 3,600 16.6  27         8,080 38.5 31 
Maldives 10 3.9  1              28 10.8 3 
Malta 196 51.8 5.5 2            189 50.9 12 
Mauritius 260 22.8 7.4 13            401 35.4 2 
Mozambique 70 0.4 11.1 1 700 3.7 33 
Namibia 50 3.2 3.6 28            223 13.7 44 
Nauru    1                4  1 
New Zealand 1,845 50.1 0.5 743         3,868 105.4 66 
Nigeria 7,000 6.7 20.5 1       17,200 14.6 124 
Pakistan 12,500 8.8 64.7 29       10,200 7.4 47 
Papua New Guinea  2.4  3            401 9.0 33 
Saint Kitts and Nevis 10 24.4  4              25 61.1 2 
Saint Lucia 31 21.1  3            104 65.4 5 
Saint Vincent & The 18 16.2  4              76 67.6 2 
Grenadines 
Samoa 12 6.9 19.7 6              76 43.9 1 
Seychelles 15 19.0 2.3 11              50 64.1 3 
Sierra Leone 120 2.6 18.0 2         1,159 25.1 2 
Singapore 1,100 34.8 0.6 4         2,244 72.6 17 
Solomon Islands 6 1.4                38 9.4 4 
South Africa 5,399 12.5 8.7 556 7500 19.6 180 
Sri Lanka 1,700 9.2 12.3 21         3,856 20.8 17 
Swaziland 100 10.7 3.6 9            200 21.0 13 
Tanzania 650 2.1 13.0 4         8,432 26.8 16 
Tonga 5 5.1 35.7 1              66 67.5 1 
Trinidad & Tobago 419 33.1 0.3 4 700 53.8 11 
Tuvalu                    4  1 
Uganda 525 2.6 1.6 9         2,431 11.8 10 
United Kingdom 38,000 64.5 2.0 947       70,000 118.8 750 
Vanuatu 2 1.3  1              49 27.5 2 
Zambia 1,200 13.7 26.0 9         1,889 19.9 16 
Zimbabwe 350 2.9 6.5 16         1,072 9.3 26 
Sources: CW=Commonwealth, CIA=Central Investigation Agency, ITU=International Telecommunications Union, 
WB=World Bank 
 
 210 
  
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                         ANNEX B 
 
 
 
 
 
 
 
 
 
 
 
 
ANNEX B 
 
TELECENTRE SUMMARY TABLE 
 
 
 
211 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                                                                                                                        ANNEX B 
 
TELECENTRE SUMMARY CHART 
 
Project generalities Operational Characteristics and Issues 
Location Total Time Frame Services/Functio Environment/U Sustainability Problems 
nality sage: 
Suriname - Brownsweg 2 Started up; Telephone, Fax, Basic Initial funding by International Market: Lack of marketing, low 
(1) and Gujaba (1) Operated data Communicatio Organisations, national NGOs and partnership enlargement, lack of local 
1996-97; Communications, ns, Tele- local government. entrepreneurial spirit; non-competitive 
Finalized Computer;  education  prices. 
Link through a  Operational: lack of training 
Fixed Cellular (operational and customer service), 
Communication Population considered able to high cost of band-with, continuous 
System; No sustain telecentre. (prepared to pay technical problems: short operational 
communications 3% of income). periods, Internet congestion in 
facilities or feeding center (Paramaribo).  funding 
continuous partially supplied, 
power.  
South Africa - in the 8 Started up: Telephone, fax, Basic Initial funding provided by the High cost of internet provision; sub-
following provinces:  early 1998, photocopying, telecommunica Universal Service Agency optimal equipment use; no 
Northern Province, operating PC, e-mail, tions, office supported by: a R$ 3 Million fund, tariff/pricing guidelines; no proper 
Northern Cape, scanner  equipment use International Organisations and financial management; unclear hr 
Kwa Zulu Natal, and training National Telecoms Providers policies; security concerns. 
North West Province,  
Free State and  
Eastern Cape. 
India – Pondicherry 4  Project Telephone, fax, Access to Project finance by IDRC and Infrastructure problems e.g. 
 launched etc. and Internet information 
additional finance and unreliable telephone connection and 
Feb. 1998 and local info meeting local management by M.S. sporadic power supply 
(2 more databases needs e.g. 
Swaminathan Research 
agricultural Foundation telecentres 
planned) market info 
India – Madras 11 no Telephone and Networking Planned to be self-sustaining, Infrastructure problems e.g. 
information Internet services, currently supported by Foundation  unreliable telephone connection and 
available electronic of Occupational Development sporadic power supply 
databases (FOOD) 
 
212   
  
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                                                                                                                        ANNEX B 
 
 
Uganda – Nakaseke, 3 Original Not all have Education, Investment over 3 years:  
Nabweru, Buwama Start-up working phone Health, US$396K: International telecom 
date: Nov- connections yet; Network: and development organisations 
Dec 1998; books, videos, NGO's, local US$68K: UPTC 
Pilot to last 3 CD-ROMs and gov, and 
yrs. library to be business; US$56K:other national partners 
included farmers and  
women 
Mozambique - Manhica 2 Operations Telephone, fax, 3 Telecommunic Support by International  
(1) and Namaacha (1) started-up computers, ations, IT development organisation and local 
Aug 1999 printers, Internet, training, university: 
Pilot to last 4 photocopying, education US$60K approx: Feasibility Studies 
yrs. scanner, word 
Currently processing US$80K: site setup (CIEUM) 
tested.  service; library,  
teaching rooms 
Projects with       
operations to be 
assessed: 
Mali - Timbuktu.  1 Original Basic telecoms, Education, Initial support from national and  
Start-up health, local gov's: 
date: Jan commerce, $155K: PTT SOTELMA ($278K, + 
1998; pilot to weather, subsidies on calls and waived 
last 3 yrs. agriculture connection fees) 
research. 
$423K: Intl. telecom, and 
development organisation.  
Bhutan - Jakar 1 Original Telephony, fax, DE, tele- Support by International telecom  
Start-up date photocopying, medicine, and development organisations 
Jan 1998 Internet in 99, community and national PTT 
(Equipment virtual office, Eq. info, tele-  
and TB installed trading. 
training); Nov/Dec 98 Medical equipment was offered to 
Operations be supplied by Japanese 
start-up: manufacturer. 
Nov-Dec 
1998 
213   
  
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                                                                                                                        ANNEX B 
 
 
Benin - Malanville 1 Original Includes basic  Participation from Intl. telecom, and  
Start-up date Telecom development organisation. 
1999; Pilot services; relies 
to last 3 yrs. on use of VSAT 
Honduras - Valle de 1 Original Telephony, fax, telemedicine Support by International telecom  
Angeles Start-up date Photocopying and DE and development organisations 
end 1998 and national PTT 
Tanzania - Sengerema 1 Original   Support by International telecom  
Start-up date and development organisations 
1999;  
Pilot to last 3 
yrs. 
Romania - Balotesti 1 Original   Support by International telecom  
Start-up date and development organisations 
1999;  and national PTT 
Pilot to last 3  
yrs.  Local supermarkets Involved 
Ghana - Asante Akim;  1 Original   Support by foreign non-profit IT  
Start-up development organisations and 
date: Dec local government. International 
2000 development groups and a private 
company contacted 
Projects still in       
Planning stages: 
Vietnam - dac Lac 4 Network   Support by International telecom  
Province (2) and Ha bac Planning: and development organisations 
(2). March 1998 and national PTT 
Pilot to last 3 
yrs. 
Haiti 1 Feasibility   ITU  
study to start 
Aug 98. 
Maldives 1 Proposal:     
Jan 98. 
Total 43 1993-1999     
214 
  
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                     ANNEX C 
 
 
 
 
 
 
 
 
 
 
ANNEX C 
 
LIST OF KEY MATERIALS 
 
 
 
 
 
 
 
215 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
ANNEX C: KEY SOURCE MATERIALS 
 
 
Telecommunications Sources and Websites 
 
BMI-TechKnowledge Group (1999), Communication Technologies Handbook 
1999, Johannesburg, South Africa 
Website at: www.bmi-t.co.za 
 
 
Materials and Websites related to ICT and Education - by Organization 
 
AfricaEducation (Centre for Lifelong Learning) 
 
This website provides the latest information in the area of education and 
development in Africa. It was conceived, created and maintained by the Centre 
for Lifelong Learning®. 
Website found at: www.africaeducation.org 
 
Africa Internet Connectivity 
 
Jensen, Mike, "Information & Communication Technologies (ICTs) 
Telecommunications, Internet and Computer Infrastructure in Africa". 
Last update: July 1999.  
Extensive website with National ICT profiles for 54 African countries: 
http://www3.sn.apc.org/ 
http://www3.sn.apc.org/africa/ 
http://www2.sn.apc.org/africa/counsrch.cfm 
http://www3.sn.apc.org/africa/afrmain.htm 
http://www3.sn.apc.org/africa/partial.html 
 
Jensen, Mike. "African Internet Status", July 1999. 
Document found at: http://www3.sn.apc.org/afstat.htm 
 
Jensen, Mike, "Summary of International ICT Development Projects in Africa", 
October 1998. Website at: http://www3.sn.apc.org/projects.htm 
 
African Information Society Initiative (AISI) - see also Economic 
Commission of Africa (ECA) 
 
Website at: http://resources.bellanet.org/partners/aisi/index.htm 
 
African Information Society Initiative, Meeting Report (21-23 October 1996) - Co-
ordination Meeting African Information Society Initiative, Addis Ababa, Ethiopia. 
Document found at: www.bellanet.org/partners/aisi/coordn/oct21/finrepor.htm
216  
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
African Information Society Initiative, Report of the Donor and Executing Agency 
Meeting on Information Technology (IT) for Development in Africa, Rabat 16-18 
April, 1997, Rev. 2 (23 May 1997). 
 
Ndiaye, Momar Aly, Moustapha Ndiaye, and Papa Assane Dieye (April 1996), 
"Empowering Socio-Economic Development in Africa Utilizing Information 
Technology A Critical Examination of the Social, Economic, Technical and Policy 
Issues in: Senegal", African Information Society Initiative (AISI) Case Study. 
Document found at: www.bellanet.org/partners/aisi/policy/cntry/senegal.htm 
 
Werner, Marcel (April 1996), "Empowering Socio-economic Development in 
Africa Utilizing Information Technology - A Critical Examination of the Social, 
Economic, Technical and Policy Issues in Mozambique". African Information 
Society Initiative (AISI) Case Study. Document can be found at: 
www.bellanet.org/partners/aisi/policy 
  
African Virtual University (AVU) 
 
Website at: www.avu.org 
Provides background documentation, rationale, list of institutions, etc. 
 
African Virtual University, "Feasibility Study and Preparation of Prototype Service 
Phase". Document found at: www.infodev.org 
When at infoDev website select "Our Projects" link. Then select "Completed 
infoDev Projects" for a listing of completed projects. Select African Virtual 
University final report. 
 
Alliance for Global Learning 
 
Alliance for Global Learning, a strategic partnership between Schools Online, 
World Links for Development (WorLD), and the International Education and 
Resource Network (I*EARN), was created to provide education opportunities for 
students around the world. 
 
Alliance for Global Learning website at: www.global-learning.org 
International Education and Resource Network (I*EARN) website at: 
http://www.igc.apc.org/iearn/globe.html 
Schools Online website at: http://www.schoolsonline.org/ 
 
The British Council 
 
Website at: www.britishcouncil.org 
 
"Commonwealth Knowledge" initiative - a partnership among the British Council, 
OneWorld Online, and Article 19 - website at: www.commonwealthvoices.org
217 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
 
Canadian International Development Agency (CIDA) 
 
Website at: www.acdi-cida.gc.ca/index.htm 
Use keywords to search for past ICT, education or country-related projects. 
 
Sectors of Intervention website: http://www.acdi-cida.gc.ca/sector-e.htm 
Select "Education" for a listing of news releases and reports. 
 
Caribbean Community and Common Market (CARICOM). Canada and Caricom -
Summit of the Americas, Santiago, Chile. (April 18-19, 1998). Background 
Information. 
 
Commonwealth of Learning 
 
Website at: www.col.org 
 
The Commonwealth of Learning (1999), The Development of Virtual Education: 
A Global Perspective, Dr. Glen M. Farrell, Editor, COL, Vancouver, British 
Colombia, Canada. 
 
The Commonwealth of Learning (1997), Perspectives on Distance Education: 
Quality Assurance in Higher Education - Selected Case Studies, Alan Tait, 
Editor, COL, Vancouver, British Colombia, Canada. 
 
The Commonwealth of Learning (1999), Report to Ministers of Education, COL, 
Vancouver, British Colombia, Canada. 
 
Economic Commission of Africa (ECA) - African Information Society 
Initiative (AISI) 
 
Economic Commission for Africa (ECA) - NICI in Africa. "Building National 
Information and Communications Infrastructure (NICI) for Sustainable 
Development in Africa" - an extensive NICI website with 53 NICI Country Profiles 
prepared for ADF'99 (20 October 1999) can be found at: 
www.bellanet.org/partners/aisi/nici 
www.bellanet.org/partners/aisi/nici/index.htm 
 
NICI in Africa - Building National Information and Communications Infrastructure 
(NICI) for Sustainable Development in Africa, (last update),  
 
African Information Society Initiative (1994-1997). Policy and Awareness - 
Studies of Effectiveness of Informatics Policy Instruments in Africa  
List of studies can be found at: www.bellanet.org/partners/aisi/policy 
218  
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
United Nations Economic and Social Council (30 May 1995), "Building Africa's 
Information Highway: The Case of Mozambique", Economic Commission for 
Africa. Document can be found at: www.idsc.gov.eg/aii/mozambiq.htm 
 
FAO 
 
D. Richardson and L. Paisley, eds., FAO 1998. (For a copy contact: FAO 
Communication for Development Group, Viale delle Terme di Caracalla, 00100 
Rome, Italy, Email: loyvan.crowder@fao.org). Last update: 28 July 1999. 
Relevant sections of this document can be found at: 
www.fao.org/waicent/faoinfo/sustdev/CDdirect/CDan0010.htm 
www.fao.org/waicent/faoinfo/sustdev/CDdirect/CDre0025.htm 
 
The Global Knowledge Partnership (GKP) 
 
Website at: www.globalknowledge.org 
 
Global Knowledge Activity Information Management System (GK-AIMS) - Online 
tools for Information Sharing and Project Planning. Projects / Activities database 
and record details. 
Website at: http://gkaims.globalknowledge.org/ 
When in website, select the "Project & Activities Link" for a comprehensive 
database - detailed information can be found on the specific activities in which 
GKP Partners are involved. Often, information such as budgets, locations, 
contact names and project abstracts are included. 
 
International Centre for Distance Learning (iCDL) 
 
Institutions & Courses databases as well as Literature database at: 
http://www-icdl.open.ac.uk/icdl/index.htm 
 
International Development Research Centre (IDRC) - Acacia Initiative 
 
Website at: www.idrc.ca or www.idrc.ca/acacia 
IDRC (South Africa) website at: http://www.idrc.org.za 
Acacia website at: www.acacia.org 
 
Graham, Michael (Evaluation Unit, Corporate Services Branch, IDRC), "Use of 
Information and Communication Technologies in IDRC Projects: Lessons 
Learned", IDRC Study/Acacia Initiative, April 1997. 
 
Harfoush, Nabil (BNK Informatics Canada Inc.). "Acacia Information and 
Telecommunications Technology Issues". IDRC Study / Acacia Initiative. 
 
Harker, John (7 March 1997). "SchoolNet, Africa, and the IDRC", IDRC Study / 
Acacia Initiative.
219  
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
IDRC Study / Acacia Initiative (mid-1990s), "Acacia National Strategies: 
Mozambique", a document prepared on the basis of a 2 day workshop initiated 
by IDRC to assist in designing the programme. 
 
Knoch, Carsten (Global One South Africa) (February 1997), "Uninet - The South 
African Academic and Research Network", IDRC Study / Acacia Initiative 
 
M-POWA, Midrand, South Africa (February 1997). "Exploring a Basic Illiterate 
Web Access System - Discussion and demonstration of technical concepts, and 
pointers to future research". IDRC Study / Acacia Initiative. 
 
International Institute for Communication and Development (IICD) 
 
IICD's website, which serves as a starting point for gathering information on 
issues with ICT and sustainable development relevance, can be found at: 
www.iicd.org/index.ap 
At website, select any interesting links, including "Latest Project Updates". 
 
International Telecommunication Union (ITU) 
 
Telecommunication Development Bureau - ITU-D Study Groups (5 August 1999), 
"Partial Draft of the Report of the Focus Group on Promotion of Infrastructure and 
Use of the Internet in Developing Countries", Document 1/xxx-E, ITU, Geneva. 
Source: Chairman of the Focus Group (Study Group 1). 
 
PANOS 
 
PANOS Media Briefing No. 28, April 1998, "The Internet and Poverty",  
Document can be found at: http://www.oneworld.org/panos/briefing/interpov.htm 
 
SchoolNet 
 
Bracewell, Robert, Alain Breuleux, Thérèse Laferrière, Jean Benoit, and 
M'hammed Abdous (30 December 1998). "The emerging contribution of online 
resources and tools to classroom learning and teaching". Report submitted to 
SchoolNet / Rescol by TeleLearning Network Inc. (Contractor) 
Document found at: www.tact.fse.ulaval.ca/ang/html/review98.html 
Executive summary found at: www.tact.fse.ulaval.ca/ang/html/rev98es2.html 
 
Grégoire inc., Réginald, Robert Bracewell and Thérèse Laferrière (14 August 
1996), "The Contribution of New Technologies to Learning and Teaching in 
Elementary and Secondary Schools" - Document Review - a collaboration of 
Laval University and McGill University.  
Document found at: www.tact.fse.ulaval.ca/fr/html/apport/impact96.html 
 
220 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
The South African Institute for Distance Education (SAIDE) 
 
References to all SAIDE Publications (1998-1999)  - online, published or 
unpublished reports can be found at: www.saide.org.za/publications.htm 
 
Online SAIDE Publications: 
SAIDE (1998). Quality Criteria for Distance Education: Draft Policy Guidelines. 
 
Butcher (1998). Possibilities and Pitfalls of Harnessing Information and 
Communications Technologies (ICTS) to Accelerate Social Development: A 
South African Perspective. SAIDE: Johannesburg 
 
SAIDE (1998). Distance Education Practices of the Wits P& DM Master of 
Management Programme in Mpumalanga: An Evaluation Prepared by the South 
African Institute for Distance Education. SAIDE: Johannesburg 
 
SAIDE (1998). Promat's Part Time In-Service Programme for Teachers : An 
Evaluation Prepared by the South African Institute for Distance Education - 
September 1997 to March 1998, SAIDE: Johannesburg. 
 
SAIDE (1998). School Based Educational Broadcasting Service for South Africa : 
Strategic Plan Developed for the South African Broadcasting Corporation. 
SAIDE: Johannesburg. 
 
Swedish International Development Cooperation Agency (SIDA) 
 
Website at: www.sida.se 
 
Ekenberg, Love and Lars Asker (October 1999), "IT in Swedish Development 
Cooperation - Suggestions for ways of including the Low-income Countries", 
SIDA - Corporate Development Division, Stockholm, Sweden. 
 
Telematics for African Development 
 
infoDev (September 1995 - July 1996), "Telematics for African Development", 
Final Project Report. 
Website at: www.infodev.org 
When at infoDev website select "Our Projects" link. Then select "Completed 
infoDev Projects" for a listing of projects select Telematics for African 
Development final report. 
 
UNINET 
 
Steering Group for the Uninet Needs Analysis (15 December 1998), "Uninet 
Needs Analysis Draft Report", Version 1.4. 
221 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
United Nations Development Programme (UNDP) - IT for Development 
Programme 
 
Information and Communications Technologies for Development website at:  
www.undp.org/info21/index5.htm 
www.undp.org/info21 
 
The Alliance of Small Island States (AOSIS), a coalition of 42 small island states 
from all regions of the world, has website at: www.aosis.org 
 
The Small Island Developing States Network (SIDSnet) website and a Virtual 
Library can be found at:  
www.sidsnet.org/main.html 
www.sidsnet.org/sidsdocs/impdocs.html 
 
Pacific Human Development Report 1999 - Creating Opportunities 
Document found at: www.sidsnet.org/pacific/phdrwww/phdr 
At website, select "See the full report" link, the select "Chapter 3: Broadening 
opportunities for Education and Training" 
 
Website at www.undp.org.fj 
 
United Nations Educational, Scientific and Cultural Organization (UNESCO) 
 
Website at: www.unesco.org 
 
UNESCO - Education Sector - Unit for Education of the Twenty-first Century 
 
UNESCO Education Sector website: www.unesco.org/education/index.html 
 
Delors, Jacques, chairman (The International Commission on Education for the 
Twenty-first Century) and members. "Learning: The Treasure Within". Report to 
UNESCO of the International Commission on Education for the Twenty-first 
Century, UNESCO Publishing. 
 
UNESCO - “Creating Learning networks for African Teachers” Initiative 
 
UNESCO (1999), "Introducing the Internet in African Teachers’ Colleges - A 
Reflection" - part of a larger “Harnessing Information Technology for 
Development in Africa” project 
 
UNESCO - Information and Informatics Division 
 
Rose, John B. (early 1999). "Multipurpose Community Telecentres in support of 
People-Centred Development". UNESCO - Information and Informatics Division.
222 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
UNESCO, "Multipurpose Community Telecentre - a Community Learning Centre" 
 
UNESCO - Learning Without Frontiers (LWF) 
 
Learning Without Frontiers: Constructing Open Learning Communities for 
Lifelong Learning. Last Update: October-December 1999. 
Website at: www.unesco.org/education/lwf 
 
Telecentre links: www.unesco.org/education/educprog/lwf/links/mct.html 
Internet in Africa link: www.unesco.org/education/educprog/lwf/links/iafr.html 
LWF activities: www.unesco.org/education/educprog/lwf/lwf_activities.html 
LWF documents: www.unesco.org/education/educprog/lwf/lwf_docs.html 
 
Berg, David and Jeannette Vogelaar. The Need for a New Perspective: Creating 
Learning Networks for African Teachers, Change, Professional Development and 
ICTs, paper presented at the conference: Capacity Building for Information 
Technologies in Education in Developing Countries (CapBIT) 25-29 August 1997, 
Harare, Zimbabwe. 
Document can be found at: www.unesco.org/education/educprog/lwf/doc/ifip.htm 
 
Siegel, Elliot, Bonnie C. Carroll and Patricia Thompson. Pilot Project on Access 
to Telematics Facilities in the Eastern Caribbean sponsored by Commonwealth 
of Learning, International Council for Scientific and Technical Information, 
International Telecommunication Union, Pan American Health Organization, 
United Nations Development Programme and UNESCO (December 1998) - Final 
Report. UNESCO, Paris. 
Document found at: www.unesco.org/webworld/publications/index.shtml 
 
UNESCO - Learning Without Frontiers (LWF) Coordination Unit and the NGO 
Programme on Literacy and Education for All, in collaboration with ActionAid 
(UK). Background Document and Concept Note. Project: Transforming 
Community Schools into Open Learning Communities: Workshop, 12-16 July 
1999, Ouagadougou, Burkina Faso. UNESCO, Paris. 
 
Zuber, Ahmed and Fernanda Farinha. (April 1998) "Learning Without Frontiers - 
Project Proposal", February, 1999. Maputo.  
 
USAID 
 
The Southern Africa Regional Telecommunications Restructuring (RTR) 
Programme. South Africa Telecommunications Sector Profile. The web site 
includes country profile, tender notices, news articles and other items to meet the 
information needs of businesses seeking to enter or expand their presence in the 
regional telecom market. The SATCC Telecommunications Sector Development 
Programme is funded by USAID. 
223 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
University of Pretoria 
 
University of Pretoria - Virtual Campus - website at: www.up.ac.za/telematic 
 
World Bank - Information for Development (infoDev) 
 
infoDev is a World Bank Grant Programme for the innovative use of 
communication and information technology. 
Website at: www.infodev.org 
When at infoDev website select "Our Projects" link. Then select "Funded infoDev 
Projects" or "Completed infoDev Projects" for a listing of projects, organized by 
focus: education, Internet, telecommunications, etc. Completed projects may 
have final reports available online. 
 
World Bank - World Links for Development (WorLD) 
 
World Links for Development Programme website at: 
www.worldbank.org/worldlinks 
 
Ehsun, Samuel. World Links for Development Programme - Ghana: Opening a 
World of Learning. Presented at the Meeting for Headmasters / Headmistresses 
of Schools Nominated for WorLD Programme Phase 2 Expansion, November 
1999. 
 
SRI International. World Links for Development: Accomplishments and 
Challenges - Monitoring and Evaluation Annual Report 1998-1999. SRI Project 
No. P03617. 
 
World Links for Development Programme. "WorLD - Ghana: Annual Report for 
Fiscal Year 1999 (July 1998 - June 1999)". 
 
World Links for Development Programme. WorLD Programme Coordinators' 
Meeting - Mozambique Country Report, July 1999. 
 
Kotsokane, Philemon Boragane, WorLD - South Africa (SchoolNet SA) Report 
(including spreadsheet with sub-sections on Institutional Information, Project 
Information, School Connectivity, Teacher Training as well as a section outlining 
successes, weaknesses, recommendations and objectives, and the way ahead). 
 
 
Key Materials and Websites - by Country 
 
Canada 
 
Advisory Council on Health Infostructure, "Canada Health Infoway: Paths to 
Better Health".
224 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
Alberta Advance Education and Career Development. "1998-1999 Annual 
Report". 
Extracts can be found at: www.learning.gov.ab.ca and www.gov.ab.ca/pao 
 
Alberta Education (March 1999), "On-line Learning: Best Practices for Alberta 
School Jurisdictions". 
Document found at: http://ednet.edc.gov.ab.ca/technology/ 
 
The Arlington Consulting Group, "The Canadian Health Info-Structure: A 
Conceptual Overview" (November 1997) - Background Paper for the February 
1998 National Conference on Health Info-Structure. Prepared for Health Canada, 
Office of Health and the Information Highway and Alberta Heath. 
 
Athabasca University website at: www.athabascau.ca 
 
Canadian Network for the Advancement of Research, Industry and Education 
(CANARIE), "Towards A Canadian Health Iway - Vision, Opportunities and 
Future Steps" (September 27, 1997). 
 
CANARIE, "Towards a Strategy for Distributed Learning in Support of Health" 
(June 1998) - based on the workshop "Bridging the Pacific: Education and Health 
for All through Distance Learning, November 21-22, 1997, Vancouver, B.C."  
 
Human Resources Development Canada (1999). "Professional Development and 
Learning Technologies". Canadian Alliance of Education and Training 
Organizations - Office of Learning Technologies and Human Resources 
Partnerships Directorate, Human Resources Development Canada. 
 
Human Resources Development Canada (March 1999). "The Impact of 
Technologies on Learning in the Workplace". Final Report prepared for the Office 
of Learning Technologies by Ekos Research Associates Inc. And Lyndsay Green 
& Associates. 
 
Industry Canada. "Industry Canada: Making A Difference - Our Priorities for 
1999-2000". 
Industry Canada corporate documents including "Making a Difference - Overview 
of Activities and Plans" can be found at: http://info.ic.gc.ca/epublications 
 
Lee, Marc (February 1998). "Report of the National Conference on Health Info-
structure"- final report for conference, 8-10 February 1998. 
 
"The RM G7 Report 1998: ICT Provision in Schools". Research carried out by 
The Advisory Unit: Computers in Education. 
 
"Technology-Mediated Learning: Current Initiatives and Implications for Higher 
Education". Report presented to the Council of Ministers of Education, Canada 
225 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
(25 November 1998). Prepared by Simon Fraser University Telelearning Policy 
Initiative: Brian Lewis, Richard Smith and Christine Massey, and TeleEducation 
NB: Rory McBreal and Julia Innes. 
 
 
Fiji 
 
The University of the South Pacific (USP) 
 
USP's University Extension - Distance & Continuing Education website: 
www.usp.ac.fj/ext and www.usp.ac.fj 
 
Others 
 
Keith Harry, Editor (1999). "Higher Education through Open and Distance 
Learning - World Review of Distance Education and Open Learning". Routledge: 
London and New York and The Commonwealth of Learning. 
 
Telecom Fiji Limited website: www.tfl.com.fj 
 
Cafe Pacific (Nius Country Profiles - Fiji Islands) website: 
www.asiapac.org.fj/cafepacific/resources/profiles/fiji.html 
 
Fiji government website: http://www.fiji.gov.fj/core/about.html 
 
 
Ghana 
 
World Links for Development (WorLD) 
 
World Links for Development (WorLD) – Internet connectivity & training in the 
use of technology for secondary schools, Ghana 
 
WorLD - Ghana: Annual report for Fiscal Year 1999 (July 1998 - June 1999) 
 
WorLD: Accomplishments and Challenges Monitoring and Evaluation Annual 
Report 1998-1999 
 
WorLD – Ghana, Internal report prepared by Samuel Eshun, national 
coordinator, November 1999 
 
www.worldbank.org/worldlinks/english/html/ghana.htm 
 
www.world-links.org/ghana/about.html
226 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
 
Asante Akim Multipurpose Community Telecentre Project 
 
http://ghaclad.org/about/index.htm 
 
http://ghaclad.org/changes/index.htm 
 
www.uic.edu/~darkwa/profile.htm 
 
Others 
 
General Regulations under the National Communications Act of 1996. 
 
Ministry of Transport and Communications, Telecommunications Policy for an 
Accelerated Development Programme 1994-2000. 
Document found at www.communication.gov.gh 
 
Ghana Broadcasting Corporation: www.gbc.com.gh 
 
Ghana Review - Newsreel (news articles). Last update: November 5, 1999 
http://www.ghanareview.co.uk/ 
 
 
MOZAMBIQUE 
 
Eduardo Mondlane University's (EMU) Distance Education 
 
University Eduardo Mondlane website: (in Portuguese) http://www.ci.uem.mz 
 
SchoolNet - Mozambique 
 
WorLD: Mozambique Country Report, July 1999 - Coordinator internal report.  
 
www.worldbank.org/worldlinks/english/html/mozam.htm 
 
Telecentres in Mozambique 
 
Telecentres website: www.telecentros.org.mz 
 
Information on telecentres can be found at: 
www.ci.uem.mz/telecentros/index.htm, www.ci.uem.mz 
When at website, select "Pesquisa e Desenvolvimento" link for one paragraph 
announcement of telecentres, and a brief description about 2 telecentres "Pilot 
Telecentres in Manhiça and Namaacha".  
 
MAAC's description on telecentres: http://www.iscd.mz/maacs/projtele.htm
227 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
Global Knowledge Information on telecentres: gkaims.globalknowledge.org 
(choose projects and search by country) - one page abstract about project from 
the GK-AIM database.  
 
Learning Without Frontiers - Reaching Unreached Learners in Mozambique 
 
http://www.unesco.org/education/educprog/lwf/dl/mozproposal.pdf 
 
Ahmed Z. et al. "Quadro Operacional Para Um Projecto De Aprender Sem 
Fronteiras em Moçambique (proposta)". 
 
www.unesco.org/education/educprog/lwf/dl/moz98_06p.pdf 
 
Klees S., et al. (November 1997). "A Report to the Minister of education on 
Learning Needs and Alternative Pathways to learning in the Perspective of an 
integrated response to the needs of a Rapidly developing Society in a Complex 
World", www.unesco.org/education/educprog/lwf/dl/moz97_11.pdf 
 
Programme and other materials are all listed at: http://www.learndev.org and 
http://www.unesco.org/education/educprog/lwf/lwf_docs.html 
 
 
SOUTH AFRICA  
 
AVU 
 
David A. Light . Pioneering distance education in Africa. Harvard Business 
Review, September/October 1999. 
 
Mark Turner.  Virtual learning spurs Africa's universities: As the continent's 
education deteriorates at an alarming rate, the AVU is offering quality courses. 
Financial Times, USA edition, February 17, 1999. 
 
Charlotte Kukunda. World Bank Boss Dares Journalists.  Africa News Service, 
November 4, 1999. 
 
Sherna Berger Gluck.  Namibia Host Business Reporting Workshop.  Africa 
News Service, October 5, 1999. 
 
Andrea Useem.  Wiring African universities proves a formidable challenge. The 
Chronicle of Higher Education, April 2, 1999. 
 
Christian Science Monitor.  A Learning Boost for Africa [ALL Edition].   
February 25, 1999.
228 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
Bruce S. Byrne.  Distance learning in Kenya, and the African Virtual University. 
Technical Training, January/ February 1999. 
 
Kariuki Waihenya Distance education only way out for poor countries.  Africa 
News Service, November 9, 1998. 
 
Mamelodi Community Information Services (MACIS) 
 
1995-1996 MACIS report 
1996-1997 MACIS report 
1997-1998 MACIS report 
1998-1999 MACIS report 
MACIS Business Plan 
 
SchoolNet South Africa (SchoolNet SA) 
 
SchoolNet SA website: www.school.za 
 
SchoolNet SA 1998 Annual Report 
 
"Report on School Networking Projects supported by Acacia" - compiled by 
Shafika Isaacs and Frank Tulus, 14 November 1999 
 
Technology Enhanced Learning Initiative of Southern Africa (TELISA) 
 
The TELISA Concept Document, July 1998 
 
Updates on the TELISA Initiative, March and August 1999 
TELISA websites:  
http://pgw.org/telisa/ 
http://pgw.org/telisa/news.htm 
http://pgw.org/pw/ 
 
The Distance Education Digital Learning System Project 
 
Overview of the project, describing the pilot phase and rationale can be found at: 
www.unisa.ac.za 
www.unisa.ac.za/dept/buo/projects/dedls/index.html  
www.unisa.ac.za/dept/buo/projects/dedls/foundations.html 
 
Universal Service Agency – Franchised Telecentres 
 
Website: www.usa.org.za 
 
Universal Service Agency's website: www.usa.org.za 
229 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
 
http://usa.org.za/projects/field.htm explains the telecentre project in terms of 
selection criteria and provincial breakdown of approved telecentres 
 
www.usa.org.za/works/bplan.htm provides a business plan. 
"Universal Access and Universal Service Discussion Paper" - second draft  
 
www.vodacom.co.za/a3five.html: Vodacom webpage - community services.  
 
Other Material 
 
Butcher, N. (1998). "The Possibilities and Pitfalls of Harnessing ICTs to 
Accelerate Social Development: A South African Perspective. SAIDE: 
Johannesburg 
 
Jensen, M. (1998). In: "The Regional Informatics Network for Africa (RINAF) - an 
external evaluation for UNESCO", South Africa.  
Document also available at the UNESCO Web Site. 
 
Jordan, Z. Pallo. 1996. White Paper on Telecommunication Policy. Pretoria: The 
Ministry of Posts, Telecommunications and Broadcasting. 
 
The Ministry of Posts, Telecommunications and Broadcasting. 1998. South 
Africa’s National Information and Communications Superhighway. Pretoria: 
Ministry Press Release - March 4, 1998. 
 
Technology-Enhanced Learning in South Africa: A Discussion Document, Report 
for the Minister of Education, 1996, Pretoria. (Also known as the TELI Report) 
 
The Department of Education's National Centre for Educational Technology and 
Distance Education in Pretoria, South Africa. 
www.ncetde.co.za 
 
http://education.pwv.gov.za/ 
 
White Paper on Telecommunications Policy: 
www.doc.gov.za/docs/policy/telewp.html 
 
 
TRINIDAD & TOBAGO 
 
University Of West Indies Distance Education Centres (UWI DEC) 
 
UWI's website: www.uwichill.edu.bb 
 
UWI DEC's directory: http://www.uwichill.edu.bb/bnccde/dec.htm
230 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      ANNEX C   
 
Website of the university's Board for Non-Campus Countries and Distance 
Education: www.uwichill.edu.bb/bnccde 
 
"Towards a Strategic Plan for Outreach to the Non-Campus Countries, 1998-
2002”.  Draft Document for the Board of Non-Campus Countries and Distance 
Education, May 1998.  www.uwichill.edu.bb/bnccde/docs/spon.html. 
 
"Policies on Distance Education and Outreach Activity” in the Commonwealth of 
Learning report, "The Development of Virtual Education: A global Perspective", 
June 1999, page 50-57. www.uwichill.edu.bb/bnccde/docs/depolicy.html 
 
Caribbean University Network (CUNeT) 
 
Description of CUNet in RedHUCyT site: 
www.redhucyt.oas.org/webing/cunet.htm 
 
Nortel's case study on the University of Puerto Rico Educational Network: 
www.nortelnetworks.com/products/02/studies/2727.html, 
www.nortelnetworks.com/solutions/education 
 
Satellite-based Education and Health-Care Network for the Americas, 
Trinidad & Tobago 
 
Website: http://www.ybiz.com/edsatamericas, http://www.netoedsat.org 
 
II Summit of the Americas, Santiago, Chile, April 18-19, 1998. 
http://www.asil.org/peay.htm 
 
Satellite-based Education and Health-Care Network for the Americas project 
description, background and mission: http://www.ybiz.com/edsatamericas 
 
"Trinidad and Tobago: Plans for Satellite-based Education Project" in Reuters, 
March 29, 1999. 
231 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                      
 
232 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                     ANNEX D 
 
 
 
 
 
 
 
 
 
 
 
 
 
ANNEX D 
 
LIST OF KEY CONTACTS 
 
 
 
 
233 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                     ANNEX D 
 
ANNEX D: KEY CONTACTS  
 
Countries - Fiji 
 
The University of the South Pacific (USP) 
 
Dr. Howard Van Trease 
Director, University Extension (distance education/learning) 
University of the South Pacific, Fiji 
Tel: (679) 313 900 ext. 2515 
Fax: (679) 302 556 
E-mail: vantrease_h@usp.ac.fj 
 
Richard Wah 
Deputy Director, University Extension (distance education/learning) 
University of the South Pacific, Fiji 
Tel. (679) 313 900 ext. 2515 
Fax. (679) 302 556 
E-mail: wah_r@usp.ac.fj 
 
Dr. Esekia Solofa, Vice-Chancellor 
The University of the South Pacific 
Tel. # (679) 313 900 ext. 2515 
Fax. # (679) 302 556 
E-mail: solofa_e@usp.ac.fj  
 
 
Ghana 
 
Ministry of Education 
 
Mr. Reuben Aggor 
National Coordinator for Distance Education 
Ministry of Education, Accra, Ghana 
Tel / Fax: +233 (21) 500391 
 
African Virtual University (participating universities in Ghana)   
 
Campus Coordinator: To be announced. 
University of Accra 
Tel: +233 (21) 502-262 
Fax: +233 (21) 502-262 
E-mail: avulegon@ug.edu.gh
234 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                     ANNEX D 
 
Campus Coordinator: Dr. Ben K. Gordor  
University of Cape Coast  
Telephone: +233 (42) 34-613 
Fax: +233 (42) 34-612 
E-mail: csucc@ghana.com 
 
Campus Coordinator: Prof. K. Singh 
University of Science and Technology, Kumasi 
Telephone: (233-51) 600-13 
Fax: (233-51) 600-14 
E-mail: avuust@ghana.com 
 
Ghana Computer Literacy and Distance Education (GHACLAD) 
 
Dr. Osei Darkwa, President 
Ghana Computer Literacy and Distance Education (GHACLAD) 
Jane Adams College of Social Work (M/C 309) 
University of Illinois at Chicago 
1040 West Harrison Street, Chicago, Illinois 
USA 606 07-7134 
Tel: 312 996 8508 
Fax: 312 996 2770 
E-mail: darkwa@uic.edu 
 
World Links for Development Programme - Ghana (WorLD-Ghana) 
 
Samuel Ehsun, National Coordinator for the WorLD Ghana project 
Tel: +233 (21) 775287 
Mobile: +233 (27) 581480 
E-mail: sgehsun@africaonline.com.gh 
 
Sam Carlson, WorLD programme Coordinator, World Bank 
scarlson@worldbank.org 
 
 
MOZAMBIQUE 
 
Eduardo Mondlane University (EMU) - Distance Education 
 
Mouzinho Mario, Assistant Professor 
Eduardo Mondlane University 
P.O. Box 1329, Maputo, Mozambique 
Tel. 258-1-49 33 13 (office) 
Tel: 258-1-49 45 38 (home) 
E-mail: mouzinho@zebra.uem.mz 
 
Francisco Mabila, Facility Supervisor - Computer Science Centre (CIUEM)
235 
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                     ANNEX D 
 
 
Eduardo Mondlane University 
E-mail: mabila@nambu.uem.mz 
 
Learning Without Frontiers - Reaching Unreached Learners in Mozambique 
 
Jan Visser, Ph.D. 
Learning Development Institute 
Casa 'A Alternativa' 5, rue du Figuier, 13630 Eyragues, France 
Tel / Fax: 334-902-49275 
Mobile: 336-071-34671 
E-mail: jvisser@learndev.org 
 
SchoolNet - Mozambique 
 
Innocente Vasco Mutimucuio, WorLD Mozambique Coordinator 
E-mail: inno@buscep.uem.mz 
 
Dr. Generosa Cossa, Project Coordinator 
Mozambique Acacia Advisory Committee (MAAC) 
E-mail: generosa@nambu.uem.mz 
 
Telecentres in Mozambique 
 
Dr. Polly Gaster, Coordinator 
Departamento de Serviços de Informação e Criação de Conteúdos 
Computer Science Centre (CIUEM), Eduardo Mondlane University  
Tel: +258-1-49 26 01 ext. 217 
E-mail: polly@nambu.uem.mz 
 
Rui Fernandes, Chairman and Managing Director 
Telecomunicacoes de Mozambique 
Rua da Se, 2, P.O. Box 25, Maputo, Mozambique 
Tel. +258-1-23 19 21 
Fax +258-1-43 12 75 
E-mail: Rfernand@tdm.mz 
 
IDRC members involved:  
Kate Wild, E-mail: kwild@idrc.ca 
Ronald Archer, E-mail: rarcher@idrc.org.sn 
 
Pilot sites: Telecentro de Manhiça, E-mail: telemanh@telec.org.mz 
   Telecentro de Namaacha, E-mail: telenam@telec.org.mz 
236  
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                     ANNEX D 
 
SOUTH AFRICA 
 
African Virtual University (AVU) 
 
David Berk, AVU Manager 
World Bank, 1818 H Street, NW,  
Washington, DC 20433 USA 
Tel: (202) 473-4897 
Fax: (202) 614-0188 
E-mail: dberk@Worldbank.org 
 
Stefan Quenneville, Programme Coordinator 
African Virtual University (AVU) 
World Bank, 1818 H Street, NW,  
Washington, DC 20433 USA 
Tel: (202) 458-9890 
Fax: (202) 614-0188 
E-mail: squenneville@worldbank.org 
 
African Virtual University (participating universities in South Africa)   
 
Campus Coordinator: Mr. Paul G. West 
Technikon Southern Africa, Florida 
Telephone: (2712) 471-2320 
Fax: 27-(0) 82-131-889-2466 
E-mail: pgwest@ibm.net 
 
Campus Coordinator: Almero Dupisani 
University of Pretoria 
Telephone: (2712) 420-3779 
E-mail: dupisani@postino.up.ac.za 
 
International Development Research Centre (IDRC) - Acacia Project 
 
Tina James 
Acacia - International Development Research Centre (IDRC) 
Regional Office Southern Africa 
P.O. Box 477, WITS, 2050 South Africa 
Tel: +27 11 403 3952 
Fax: +27 11 403 1417 
E-mail: tjames@idrc.org.za 
 
Shafika Isaacs, Senior Programme Officer 
Acacia - International Development Research Centre 
Tel: +27 11 403 3952 
Mobile: 082 9005793 
Fax: +27 11 403 1417
237  
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                     ANNEX D 
 
E-mail: SIsaacs@idrc.org.za 
 
Mamelodi Community Information Services (MACIS) 
 
Esme Modisane, MACIS Project Manager 
PO Box 77851, MAMELODI WEST 0101, South Africa 
Tel: +27 12 805 1294 
Fax: +27 12 805 1293 
E-mail: emodisan@callisto.cids.org.za 
 
Mike Seloane, Chairperson 
Tel: 082 374 8461 
 
Nego Legoabe, Founder member 
Tel: 082 454 2235 
 
National Ministry of Education 
 
Alice Makua, Administrative Secretary 
Office of the Deputy Director 
National Ministry of Education 
Private Bag X895, Pretoria 0001, South Africa 
Tel: +12 326 1966 
Mobile: 08 2922 430 
Fax: +12 323 5618 
 
Technology Enhanced Learning Initiative of Southern Africa (TELISA) 
 
Paul G. West, Director, Centre for Lifelong Learning 
Technikon Southern Africa 
Private Bag X24, Florida, 1710, South Africa 
Tel: +27 (0) 11 471 2575 
Fax: +27 (0) 82 131 889 2466 
Faxes sent to e-mail: +1 (209) 391-7751 
 
Universal Service Agency 
 
Universal Service Agency 
Government of South Africa 
Pretoria, South Africa 
Tel: +27 11 726 5241 
Fax: +27 11 726 5313 
E-mail: usa@usa.org.za or kathrina@usa.org.za
238  
 
COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                     ANNEX D 
 
University of South Africa (UNISA) 
 
Wayne G Mackintosh, Chief Teaching Advisor 
Bureau for University Teaching 
University of South Africa (Unisa) 
Distance Education Digital Learning System Project: 
P.O. Box 392, Pretoria 0001, Gauteng, South Africa 
Tel: +27 12 429 6347 (work) 
Fax +27 12 429 3551  
E-mail: mackiwg@alpha.unisa.ac.za 
 
SchoolNet South Africa (SchoolNet SA) 
 
Ntutule Tshenye 
Education Initiatives Director 
SchoolNet SA 
9th Floor, Braamfontein Centre 
23 Jorissen Street, Braamfontein, 2017, South Africa 
Postal Address: P.O. Box 477, Wits, 2050 
Tel: +27 (0) 11 403 3952 
Fax: +27 (0) 11 403 1417 
Mobile: 082 900 8623 
E-mail: ntutule@schoolnet.org.za 
 
World Links for Development in South Africa (WorLD-South Africa) 
 
Philemon Kotsokoane, WorLD Coordinator for SchoolNet SA 
E-mail: philemon@schoolnet.org.za 
 
 
TRINIDAD & TOBAGO 
 
University Of West Indies Distance Education Centres (UWI DEC)  
 
Dr. Olabisi Kuboni, Campus Coordinator 
Distance Education Centre, St. Augustine Campus, University of the West Indies 
Tel: (868) 645 2995 
Fax: (868) 645 2424 
E-mail: disted@tstt.net.tt 
 
Prof. Badri N Koul, Director 
Distance Education Centre, Cave Hill Campus, University of West Indies 
P.O. Box 64, Bridgetown, Barbados 
Tel: (246) 417 4496/4497/4498 
Fax: (246) 421 6753 
E-mail: bkoul@uwichill.edu.bb
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COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                     ANNEX D 
 
Caribbean University Network (CUNeT) 
 
Dr. Saul Hahn, Coordinator, Basic Sciences and Networking 
Office of Science and Technology, Organization of American States 
1889 F Street NW, Washington, DC 20006 
Tel: (202) 458-3340/53 
Fax: (202) 458-3167 
E-mail: shahn@umd5.umd.edu or Hahn_Saul@oas.org 
 
Jocelyn Lee Young, Acting Registrar 
National Institute of Higher Education, Research, Science and Technology 
(NIHERST), 20 Victoria Avenue. Port of Spain, Trinidad and Tobago 
Tel: (868) 625-2110/4145 
Fax: (868) 625-4161/5201 
E-mail: niherst@opus.co.tt 
 
Satellite-based Education and Health-Care Network for the Americas 
 
Shelly Weinstein, President and Chief Executive Officer  
National Education Telecommunications Organization/Education Satellite 
(NETO/Edsat), 1899 L Street, NW, Suite 600, Washington, DC 20036 USA 
Tel: 202-293-4211, 458 6412/3794 
Fax: 202-293-4210, 458-3538 
E-mail: neto-edsat@mindspring.com, neto-edsat@oas.org 
 
Roy Thomasson, Organization of American States 
E-mail: RThomasson@oas.org 
 
Ministry of Information, Communications, Training and Distance Learning 
 
Mr. Winston Ragbir, Director of Telecommunications 
Ministry of Information, Communications, Training and Distance Learning 
Level 17, Central Bank Tower 
Port of Spain, Trinidad and Tobago 
Tel: (809) 627-2051 
Fax: (809) 624-3869 
 
Key Contacts - Organisations 
 
UNESCO 
 
John Rose Tel: +33-1-45684529 in Paris 
Peter Gonda and Peter Hunya, Jeanette Vogelaar, e-mail addresses 
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COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                     ANNEX D 
 
World Bank 
 
Joan Capper, Department of Education Technology Tel: 202-473-2092 
 
Megan (Joan Capper's assistant) Tel: 202-473-4799 
 
Ellen Bunker, Bill Saint and Paud Murphy 
 
 
World Bank - Global Knowledge Partnership 
 
Joan Hubbard Tel: 1-202-4735847 Fax: 1-202-5221492 E-mail: 
jhubbard@worldbank 
 
Donald McDonald, Distance Education/ Learning Team of the World Bank 
Tel: 1-202-458-7478 
 
 
World Bank Links for Development  
 
Sam Carlson Tel: 1-202-473 75 61 E-mail: scarlson@worldbank.org 
 
 
IDRC 
 
Grant Thomas Tel: 1-613-236 6163 ext. 2084 
 
Heather Cook, ext. 2038 E-mail: gthomas@idrc.ca 
 
Heather Hudson and Robert Valentin, Scientist Tel: 1-613-236 6163 ext. 2604 
 
 
CIDA 
 
Gerard Kenney Tel: 1-819-994 5419 E-mail gerard_kenney@acdi-cida.gc.ca 
 
John Morris, responsible for distance education in CIDA, Tel: 1-819-997-1543 
 
Tony Zeitoun, telecentres in the Philippines Tel: 997-1480 
ITU 
 
Guy Girardet E-mail: guy.girardet@itu.int 
 
 
Others 
 
Prof. Sam Lanfranco, Bellanet (database on ICT and development)
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COL INTERNATIONAL – USE OF ICT FOR DISTANCE EDUCATION                                                     ANNEX D 
 
Dr. David Souter, Executive Director, Commonwealth Telecommunications 
Organisation 
 
Nazira Ismail, International Centre for Distance Learning (ICDL)  
 
Bruce Drake Tel: 666-1400 Executive Director for the Department of Industry, 
Community Access Programme, Canada 
 
 
 
 
 
 
 
 
 
 
242