TAD Consortium November 1999 Information Update 5

PROFILED ORGANIZATIONS
--- New Hub Site For The Katlegong Resource Centre

PRINTED AND OTHER RESOURCES
--- SAIDE Resource Centre : Selected Abstracts No.7/1999
--- New documentaries on knowledge for development

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NEWS

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Indian Gov't Plans E-Commerce Tax

By Uday Lal Pai

India Correspondent, asia.internet.com

[November 12, 1999--MUMBAI] Even before the cyber bill became a law, the

government of India is examining the possibility of taxing E-commerce in an

attempt to widen the tax base. The information was revealed to

asia.internet.com by highly placed sources in Finance Ministry. The

government is also planning to set up a top-level technical committee to

give its recommendations on the scope of e-commerce taxation and the

possible methods. The committee will have top IT brains besides senior

officials from the revenue department. "The government is working out

modalities of e-commerce taxation. The final modalities will be in place

only after the passage of the IT Bill '99 in the winter session of

Parliament." said a source in the Central Board of Excise and Customs. The

move is part of government attempts to widen the tax base to over 20 million

by the turn of the century. This move expected to increase the number of tax

base by 3-4 per cent, if full efficiency in tax collection mechanism was

ensured, felt the official. In fact, the e-c taxation has puzzled the

governments throughout the globe and no comprehensive method has been

developed to tax the business through the Net. Estimates suggest that,

anticipated sales of tangibles on the net is expected to cross $ 5 billion

by the turn of the century and revenue from the services and advertising

will cross $10 billion by that time. The sources in the finance ministry

said that with IT Bill becoming the law, business through e-commerce is

expected to grow manifold in India. They pointed out that it has now become

a necessity to decide very son what approach the country should take to tax

e-commerce. "We will have to choose an effective method quickly," they said.

The officials felt that o ensure that there was no leakage of tax, there

would have to be some changes in law to ensure that the Income Tax officials

had access to the memory and database of the operator. However, any

comprehensive method of e-c taxation would require modifications in double

taxation agreements with other countries. "The server used for e-commerce

transactions may be located anywhere and it is impossible to locate the

customer or seller making the existing taxation laws inapplicable. The

problem becomes more complex when there are multiple servers. This creates

immense scope for tax evasion" pointed out the official. It seems India has

identified money in e-c. India is expected to be one of the major revenue

losers under e-commerce as it is likely to become a big market for goods

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Taken from The TrainingZone LearningWire - Issue 75

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The growth of the Internet

The number of documents posted on the World Wide Web grows by a million a

day and is estimated to reach eight billion by 2002. More than 200 million

people around the world now log on and the net has become the

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Internet Service Provider, for violating the Americans with Disabilities Act

(ADA).

The advocacy group claims that AOL's websites are inaccessible to blind and

visually impaired users because they are incompatible with the adaptive

technologies that these users employ to translate screen text into Braille

or sound. A 5 November 1999 Washington Post article by Ariana Eunjung Cha

(Blind Group Sues AOL, p. E03) cites AOL's hit-and-miss use of ALT

attributes to describe images and keyboard commands as particular offences.

Cathy Schroeder, a computer programmer from Reston, attempted to sign up

with AOL but was thwarted by pop-up boxes of advertisements," reports Cha.

"The boxes commanded her to click on them to continue. Schroeder, who is

blind, remembers spending several minutes sweeping her mouse around and

randomly clicking to try to get rid of them: "That's as far I got until I

threw up my hands and said, 'I can't use this.' I couldn't even sign on."

NFB v AOL could be a landmark step in the fight to ensure that the digital

divide is not widened and the disabled are not further disadvantaged. For

information on technology and accessibility, see the Node's collection of

accessibility resources at

features an interview with Norman Coombs and an article on universal design

for the Web.

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ANNOUNCEMENTS/REQUESTS

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African Digital Library On-Line (Africa)

Centre for Lifelong Learning

A digital library for the benefit of users throughout Africa, went on-line

today, 3 November 1999. In response to the need for library books in Africa,

Technikon SA (TSA) has provided an initial sponsorship of R1m to set up the

African Digital Library.

The library is being established by TSA and the Association of African

Universities in collaboration with netLibrary, a private American company.

It will provide Internet access to African users throughout the continent to

a library of full-text books at no cost to the user.

Over 60 publishers will provide full-text books. Encryption will ensure that

only one user will access a book at any one time, and loan periods will be a

few hours as users work with the books.

"The cost of establishing physical infrastructure, purchase and maintenance

of books makes the provision of an acceptable level of support a daunting

task. The cost of joining virtual libraries is out of reach for many African

institutions. Accordingly, the COLISA (Confederation of Open Learning

Institutions of South Africa) partners are coming in to provide support.

TSA's Centre for Lifelong Learning is approaching private and public sector

institutions," says Paul West, the Centre's Director. Sponsorships will be

on a per-book basis, and sponsors will be able to advertise by means of

banners per book sponsored.

As far as use is concerned, persons in any Africa country with a server

suffix which cannot be identified as African should provide the Director of

the Centre for Lifelong Learning with their IP address range so that the

service can become accessible free of charge to their subscribers also .

Users will then be able to open an account with the library free of charge.

The library will be made available to people using the Internet in Africa

only. As Internet access expands in Africa, the e-book collection will grow

and accommodate user needs. "At this point the library contains 3000 books,

and the collection will be built as fast as funds permit," said West. "The

African Digital Library is yet another venture initiated by TSA's Centre for

Lifelong Learning to bring learner support to learners in Africa. It is an

exciting step which will open doors for many who would previously have had

limited access to resource material. Technikon SA has great hopes for

development of this service for the benefit of the peoples of Africa."

For further information, contact Paul West, Director CLL at Technikon SA at

e-mail address LibraryAdmin@AfricaEducation.org

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Acacia is recruiting evaluation research associates to be based in

Johannesburg and be responsible for field evaluation of Acacia projects in

South Africa and Mozambique. The initial period would be for one year or

less, and could be done on a consulting basis. It could also be suitable for

a faculty member on sabbatical. One of the positions will deal primarily

with evaluation of Schoolnet projects, while the other will include projects

such as telecentres, community applications of ICT, telemedicine etc. If you

know of people who may be interested, please ask them to send me a CV as

soon as possible.

Evaluation Research Associate: Communications Applications for Development

The International Development Research Centre (IDRC) is a Canadian public

corporation which supports development research and policy formulation in

developing countries IDRC is recruiting Evaluation Research Associates for

its Acacia Program, which is an initiative to empower Sub-Saharan African

communities to apply information and communication technologies (ICTs) for

development. More information is available at www.idrc.ca/acacia. The Acacia

Research Associate will responsible primarily for coordinating evaluation of

school networking projects, but may also be involved in evaluation of other

Acacia projects such as telecentres, telemedicine, and community

applications of ICTs. Successful candidates will have a graduate degree in

social sciences, training in research methods including survey design and

statistical analysis, field research experience, and excellent writing

skills. The position will be based in Johannesburg.

Starting Date: December 1, 1999, or as soon as possible thereafter for an

initial period of 12 months. Please submit CV, cover letter, and contact

information for two referees as soon as possible to the attention of Dr.

Heather Hudson, hhudson@idrc.org.za or fax 27 11 403 1417.

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UNIVERSITY OF CAPE TOWN

CENTRE FOR HIGHER EDUCATION DEVELOPMENT MULTIMEDIA EDUCATION GROUP

Co-ordinator and Researcher

(Three-year contract post, Lecturer/Senior Lecturer level)

The Multimedia Education Group is a constituent unit of the University of

Cape Town's Centre for Higher Education Development (CHED) which produces

educational multimedia to support a range of strategically placed

skills-development projects at UCT.

The primary responsibilities of the appointee will be as follows:

1) Co-ordination and overall project management of the Multimedia Education

Group (MEG).

2) Leading internal research and evaluation projects for MEG and liaising

with MEG's external evaluators.

3) Representing MEG within the Centre for Higher Education Development

(CHED) and the broader university community.

4) Teaching on relevant MEG and University of Cape Town courses

5) Carrying out and publishing research.

This is a three-year contract academic appointment at Lecturer/Senior

Lecturer level. The applicant should ideally have a solid background as a

researcher in educational evaluation, technology in education, instructional

design or academic development. Leadership ability and information

technology project management skills would be an important recommendation.

Although the applicant does not require a formal technical background or

training in multimedia development, substantial experience with

computer-assisted learning would be a considerable advantage, and the

successful applicant will be expected to speedily develop a wide range of

skills and expertise in this area.

Send your CV (including the names, postal/email addresses, telephone/fax

numbers of 3 referees) to: Marion Walton, Multimedia Education Group, UCT,

Rondebosch, 7701 by 30 November 1999. Tel: (021) 650-3148; fax: (021)

650-3728; email: mwalton@its.uct.ac.za.

UNIVERSITY OF CAPE TOWN

CENTRE FOR HIGHER EDUCATION DEVELOPMENT MULTIMEDIA EDUCATION GROUP

Researcher

(Three-year contract post, Lecturer/Senior Lecturer level)

The primary responsibilities of the appointee will be as follows:

1) Leading internal research and evaluation projects for MEG and liaise with

MEG's external evaluators.

2) Teaching on relevant MEG and University of Cape Town courses

3) Carrying out and publishing research.

This is a three-year contract academic appointment at Lecturer/Senior

Lecturer level. The applicant should ideally have a solid background as a

researcher in educational evaluation, technology in education, instructional

design or academic development. Although the applicant does not require a

formal technical background or training in multimedia development,

substantial experience with computer-assisted learning would be a

considerable advantage, and the successful applicant will be expected to

speedily develop a wide range of skills and expertise in this area.

Send your CV (including the names, postal/email addresses, telephone/fax

numbers of 3 referees) to: Marion Walton, Multimedia Education Group, UCT,

Rondebosch, 7701 by 30 November 1999. Tel: (021) 650-3148; fax: (021)

650-3728; email: mwalton@its.uct.ac.za.

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PROFILED ORGANIZATIONS

(This component of the TAD Consortium Newsletter kindly sponsored by Times

Media Limited - www.tml.co.za)

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NEW HUB SITE FOR THE KATLEGONG RESOURCE CENTRE

Nortel Networks is one of the leading telecommunications companies in South

Africa. It has in partnership with SchoolNet SA, a non-profit organisation

focusing on effective use of Information and Communication Technology (ICT)

in Education in South Africa, selected the Katlegong Resource Centre on the

East Rand area for the establishment of its first "Phumelela Networks"

community hub site.

The new hub site was officially opened on Friday, 19, November 1999. The hub

site will provide Computers, Telecommunication and Internet technologies

that will put to work for the benefit of the Katlegong community. Mr.

Mongesi Chongweni from the Department of Communications presented a speech

in which he affirmed that the government, and his department in particular,

"will do what ever it takes to provide assistance in building the

partnership of such stature". He confessed that the government is slow in

providing such necessities, but thanked the private sectors like Nortel

Networks who see the need to development information and communications

technologies in previously disadvantaged communities of this country.

The Phumelela Networks hubsites at Katlegong Resource Centre is the first of

the three sites to be established. Other suitable sites are being sought in

the Eastern Cape and Northern Province. According Danis Brandjies, Executive

Director at SchoolNet SA, SchoolNet SA will provide appropriate educational

support and training at the Phumelela hub sites so that educators and

learners are able to use technology, particularly the Internet, as a

teaching and learning resource. SchoolNet SA will also train dedicated

technical interns at each site.

Zola Makai of Nortel Networks mentioned that Nortel Networks identified the

need to promote the use of information and communication technologies in

previously disadvantaged communities and schools in South Africa,

particularly to boost the acquisition of science, mathematics, engineering

and technology skills which are severely lacking in underprivileged

communities. Nortel Networks is investing R1.5-million over the next two

years to bring technology closer to needy communities and nurture interest

among children and adults in developing scientific skills. SchoolNet SA,

which is administered by the International Development Research Centre

(IDRC), a Canadian parastatal donor organization is driving the search for

suitable sites. Phumelela Hub Sites will be established at the existing

community centres that meet the criteria, like the Katlegong Community

Center.

Makai said "a critical factor in our selection of sites will be the

potential to develop partnerships with the local community. we also want

these projects to generate income for the community centre so that they are

sustainable for the foreseeable future". Other important selection criteria

include strong support for and utilization of the centre by the local

community and well-established administration and management structures. The

hub sites will consist of networked computers and telecommunications

infrastructure to service local schools and the community at large.

The partnership arrangement between Nortel Networks and SchoolNet SA

provides the possibility of extending the projects to other provinces in

South Africa. In addition, the Internet Solution has committed to providing

lease line Internet accesses to the centres. The Internet infrastructure

forms part of something more important, a bigger picture of which SchoolNet

is champion. Charles Webster of Internet Solution said, " we hope to

continue our contribution for the benefit of the broader South African

society which has contributed to our success". For more information contact

Malcolm Bayes (Nortel) + 27 11 808 4000 or Danis Branjies (SchoolNet) + 27

11 403 3952. Nortel's web site is www.nortelnetworks.com.

THE GAUTENG SCHOOLS NETWORK (GSN)

The partnership between Nortel Networks and SchoolNet SA is regarded as a

trendsetter to other private sectors to begin investing in education,

particularly in the areas of information and communication technologies.

Also it gives a wakeup call for other Provinces to begin drawing proposal on

how they intend integrating technology in education. In Gauteng, there is an

existing proposal that is drafted by the Gauteng Schools Network (GSN).

Gauteng Schools Network is a non-profit organization providing service to

schools in their respective regions. It is involved in developing the use of

Information and Communication Technologies (ICT) in education. The Gauteng

Schools Networking is established by committed educators and networking

specialists to bring the benefit of electronic communication to all schools

in Gauteng.

The Gauteng Schools Network recognizes that each school has different needs

and requirements and offers a range of networking options for schools. The

options vary from single dial-up email connection to full 24 hours Internet

access for teachers and pupils. It will help schools decide on an option

which is financially viable yet provides the best educational value. The

next step is helping schools get on line including those that cannot afford

expensive equipment but need improved educational resources. More

information on the Gauteng Schools Network can be accessed on their web

site, www.gp.school.za

Their fax number is (012) 346 1740, contactable persons Mr. Ron Beyers,

Chairman - email beyers@school.za; cell: 083 310 8843 or Ms. Ursula Herbst,

Secretary- email ursula@gp.school.za; cell 082 718 0454

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ONLINE RESOURCES

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UNESCO today released its World Communication and Information Report

1999-2000. The 18 articles of the Report give an overview on the development

of information and communication technologies and their sociocultural

impacts, in an environment where economic concentration, technical

integration and business mega-mergers are the keywords. UNESCO's World

Communication and Information Report 1999-2000 can be obtained through

UNESCO's publishing house.

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Diverging opinions on access to cyberspace and on the need for Internet

regulation, as well as concerns over disparities between countries vis-à-vis

the Information Society were at the heart of the roundtable debate "Social,

Ethical and Legal Issues of Cyberspace in the 21st Century", held yesterday

at UNESCO Headquarters in the framework of the 30th session of the General

Conference. Chaired by Torben Krogh, Chairman of the Danish National

Commission for UNESCO, the roundtable highlighted the universal challenges

cyberspace poses, in the context of globalisation which has taken the planet

from the Industrial Age to the Information Age, and explored the role UNESCO

could play.

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A new report:

'Information, ICTs and Small Enterprise: Lessons from Botswana' is available

It summarises interim findings from a research project in Botswana about the

information systems and information needs of small enterprises. It also

presents recommendations on ICT use in small enterprises.

As usual with our papers, there is an educators' guide for those wishing to

use the paper for individual or group training.

Richard Heeks

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PRINTED AND OTHER RESOURCES

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SAIDE Resource Centre : Selected Abstracts No.7/1999

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Evaluations

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Empowerment Evaluation: Knowledge and Tools for Self-Assessment &

Accountability by David M Fetterman and others. London : Sage Publications,

1996.

This group of evaluators from academia, government, nonprofits, and

foundations explores empowerment evaluation, a method for using evaluation

concepts, techniques, and findings to foster improvement and

self-determination. The book begins with an in-depth examination of this

type of evaluation as it has been adopted in academic and foundation

settings. The book then focuses on the various contexts in which empowerment

evaluation is conducted, ranging from resistant environments (in which

significant effort is required to move from passive-compliance orientations)

to responsive environments (that already have a tradition of

self-determination and community organizing). Interesting highlights

concerning the role empowerment evaluation has played in the US Department

of Health and Human services' substance abuse prevention programmes are

detailed through the book. The contributors also provide down-to-earth tools

and technical assistance needed to conduct empowerment evaluation. This

volume concludes with themes that emerge from the chapters and

recommendations concerning next steps. This serves to strengthen the links

between empowerment evaluation and community capacity building. This book

provides evaluators and program participants with the tools to address the

concerns of self-assessment and accountability through the use of

empowerment evaluation.

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Globalisation of Education

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Education and Globalization by Jacques Hallak. IIEP Contributions no. 26.

Paris : IIEP, 1998.

Sometimes considered as one of the main features of this century,

globalization is quite simply the acceleration of a trend which has been

affecting our society for the past hundred years : the liberalization of

exchanges and the increasing interdependence of societies. However, whether

political, economic or social, change systematically puts pressure on

education which, as one of the main social sectors, has to reflect these

transformations and continue to meet the expectations and needs of society.

As the trend towards globalization accelerates, education has to meet new

priorities and develop new plans of action. Educational aims have to be

rethought, structures redesigned, teacher training and educational content

adapted, and issues concerning certification or the development of

educational policy should be rediscussed. This text outlines a few of the

main directions for reflection on educational reforms which would guarantee

an education system able to meet the needs of a society in constant

mutation.

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Higher Education

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Diversification of Sources and the Role of Privatization in Financing Higher

Education in the Arab States Region by Bikas C. Sanyal. IIEP Contributions

no. 30. Paris : IIEP, 1998.

How have the patterns of higher education changed over time around the world

and why? How have they affected the higher education system of the Arab

States region? Why have the resources for higher education in the region

become scarce in recent years? What were the effects of the reduced

resources on the system's quantitative development? How did the countries of

the different sub-regions of the Arab world diversify their financing of

higher education? How did they generate new income? What lessons could be

learned from the experiences of the other regions? What could be the role of

the private sector in the development of higher education? What are the

merits and disadvantages of privatization? What strategies could the Arab

States region adopt in respect of privatization? Some attempts have been

made to answer these questions in this booklet.

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Management of Higher Education with Special Reference to Financial

Management in African Countries by Bikas C Sanyal and Michaela Martin. IIEP

Contributions no. 28. Paris : IIEP, 1998.

Higher education systems around the world are going through a financial

crisis. In Africa this crisis has been more serious because of the overall

economic crisis and the imposition of the structural adjustment programmes

by the international donor agencies. This has called for better management

of financial resources. This booklet describes the techniques available in

this area. It illustrates how to generate new resources and how to utilize

existing resources more effectively. Examples of good practice in some

industrialized countries are given, but the overall emphasis is on good

practices observed in Africa. In its conclusion, the booklet lists the

lessons learned from the different experiences.

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Learning

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Models of Learning - Tools for Teaching by Bruce Joyce, Emily Calhoun and

David Hopkins. Buckingham : Open University Press, 1997.

The purpose of this book is to introduce some of the array of models of

teaching that have been developed, polished and studied over the last twenty

five years. It is hoped that teachers, advisers, inspectors, teacher

education and educational researchers will study these models. If they do,

they will discover elegant modes of teaching that have great power for

learners. Some of these models have been shown both to accelerate rates of

learning and also bring within reach of pupils types of conceptual control

and modes of inquiry which have been almost impossible to generate through

traditional chalk and talk teaching. Rather than being formulas to be

followed slavishly, each model brings teachers into the study of how

students learn thereby promoting reflective action research in the

classroom.

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Research

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Giving Voice: Practical Guidelines for Implementing Oral Testimony Projects

by the Panos Oral Testimony Programme. London : Panos Institute, 1999.

The purpose of this manual is to provide simple and practical guidelines to

help with the implementation of oral testimony projects. While "testimony"

can have legal or other meanings, when Panos and its partners refer to oral

testimonies, they mean the result of free-ranging, open-ended interviews

around a series of topics, drawing on direct personal memory and experience.

Interviewers do not use formal questionnaires, and narrators are encouraged

to reflect upon events they describe, and to give their views and opinions.

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Teacher Support

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Teacher Support through Resource Centres: the Nepalese Case by Tirth Raj

Khaniya. Trends in School Supervision Series. Paris : IIEP, 1997.

This paper presents one strategy, which the Nepalese Government has

implemented to improve the quality of education, in particular in the more

remote regions of the country. Nepal, like many other countries, is faced

with the problem of ensuring that quality teaching takes place in isolated

schools, which are far from the established education offices and therefore

receive few visits, and where teachers struggle with a feeling of

abandonment. A solution to this problem lies in strengthening the relations

between neighbouring schools, while at the same time posting specific

support agents closer to these schools. One way of doing this is to cluster

schools around resource centres, which offer professional support to

teachers. Such a strategy has been adopted in many countries. This monograph

discusses its development in Nepal, its potential contribution to improving

the quality of schools, and the obstacles it has encountered.

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Teacher Training

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The Role of the University in Initial Teacher Training: Trends, Current

Problems and Strategies for Improvement by Michaela Martin. IIEP

Contributions no. 32. Paris : IIEP, 1999.

This paper is a critical review of the specific role played by universities

in initial teacher training (ITT). It highlights several unique

contributions to good quality teacher training within the university

setting. These include advanced subject-matter training, research based

instruction and a critical reflection on practice. The paper also identifies

a number of ways to improve existing training provision. They include the

integration of subject matter competency, pedagogical skills, and practice

teaching in order to transmit a holistic and meaningful set of tools and

learning to the future teacher. In this respect, the paper discusses how

mutually beneficial partnerships between schools and universities can be

developed and sustained. Finally, the paper provides two examples of recent

innovations in the United Kingdom and France concerning the institutional

set-up of initial teacher training. Both countries have adopted very

different reform options which correspond to existing earlier structures,

address the particular problems inherent in each system and attempt to

achieve the objectives of their respective educational policies.

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Technology Enhanced Learning

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Assessing the Costs and Benefits of Telelearning: Case Studies from the

University of British Columbia and The Ontario Institute for Studies in

Education of the University of Toronto by Silvia Bartolic-Zlomislic, AW

Bates and Clare Brett. Vancouver : UBC, 1999.

This project, "Developing and Applying a Cost-Benefit Model for Assessing

Telelearning involves universities, colleges, schools, public organizations

and private organizations across Canada and involves projects which study

the effects of modern telecommunications on both learning and teaching. The

cost measures assessed include: capital and recurrent costs; production and

delivery costs; fixed and variable costs. Benefit measures include:

performance driven benefits; value driven benefits and societal or value

added benefits. Data was collected through quantitative and qualitative

research techniques and include student, faculty/staff and campus

planner/administrator perspectives. (The above two titles are the first case

studies in a proposed series of reports and are available on the internet).

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Implementing Learning Technology ed. By Greg Stoner. Edinburgh :

Heriot-Watt, 1996.

This book aims to provide material which will be helpful for those in Higher

Education who wish to take advantage of the benefits that can arise by

implementing Learning Technology (LT) materials into their teaching.

Learning Technology, the application of technology for the enhancement of

teaching, learning and assessment, offers many benefits for staff and

students in Higher Education. This book is focused on issues concerned with

implementing learning technology materials into the curriculum, specifically

excluding issues concerned only or primarily with the development/authoring

of LT materials. This focus reflects the aims of the Learning Technology

Dissemination Initiative, stressing the value to be obtained from using LT

materials that have already been developed. The emphasis on implementation

does not imply that LT material development is unimportant. It clearly is,

as without development/authoring there would be no LT materials worth

implementing. However the costs of development can be extensive and the

benefits to be gained are most likely to materialise when the materials are

widely used and thoughtfully implemented into the curriculum. It is,

however, hoped that this book will also be of interest to developers of LT

as implementation is an important aspect of LT material development.

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The World Bank Institute's Global Links television series has released three

new documentaries on knowledge for development under the overall title It

Takes Knowledge... Produced in English, French, Spanish, and an

international version for dubbing into other languages, the three titles

are: Preserving Our Environment, Improving Livelihoods, and For a Healthier

World. Broadcast rights for Global Links are available for a nominal fee to

broadcasters in developed countries and free to broadcasters in developing

countries. For information contact Christina Hoffman at +1 (202) 473-3929 or

e-mail globallinks@worldbank.org or visit the website at

www.worldbank.org/globallinks

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