NEWS
--- Kentucky's Virtual University Will Serve as an On-Line Course Catalogue
--- Aboriginal television launches in Canada
--- Satellite Varsity To Cut Costs New Vision (Kampala)
--- Africa's Internet Due for Rapid Growth
--- India sees 20 percent rise in internet usage

ANNOUNCEMENTS/REQUESTS
--- Launching of TechKnowLogia
--- Statement by Professor Kader Asmal, Minister of Education, South Africa

PROFILED ORGANIZATIONS
--- Fort Hare Distance Education Project
--- Bachelor Of Education Programme (University Of Natal, Pietermaritzburg)
--- Southern African Development, Culture and Communication Network

ONLINE RESOURCES
--- More information equals more democracy? The shape of IT to come.

ARTICLES
--- Disclaimers on Listservs

***************************

NEWS

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Kentucky's Virtual University Will Serve as an On-Line Course Catalogue

By JEFFREY R. YOUNG

Kentucky has opened one of the best-financed virtual universities in the

United States.

Kentucky Commonwealth Virtual University, which opened its doors, so to

speak, during the summer, provides students with a directory of on-line

courses offered by both public and private colleges and universities in the

distance-education directories, but Kentucky's has more money than most,

with an annual operating budget of about $8-million -- all of it from the

state legislature.

"It's a way to make rational sense of the distance-education opportunities

in Kentucky," says Mary Beth Susman, chief executive officer of the virtual

university. "I don't want to trivialize it, but it's very much like TV

Guide, although it's more than that. We tell you about the programming, and

then we distribute it."

The virtual university doesn't employ any professors, deliver its own

courses, or grant degrees. It offers a central, on-line library and a set of

support services for distance-education students -- meaning that individual

institutions in the state don't have to provide such services themselves.

The virtual university is also paying for technology that is being used on

individual campuses, and in some cases it is paying for release time so that

professors can develop on-line courses.

Part of the virtual university's support role is in operating a toll-free

"call center," where students can ask questions - technical and otherwise --

about on-line courses. The call center operates from 8 a.m. to 7 p.m.,

Monday through Friday.

A recent call to the toll-free line was answered promptly, by a woman who

declined to give her name. She said the center had been "busy, but it's been

varied." So far, most of the questions have been about how to enroll in

courses, which hadn't started yet, she added.

The virtual university is also coordinating the technology used to deliver

Kentucky institutions' on-line courses. All of the courses listed by the

university will use the same software and will have the same "look and

feel," says Ms. Susman. "That way, a student doesn't have to learn to

navigate in completely new Internet courses" each time.

So far, 22 of the state's 59 public and private colleges and universities

are participating in the effort. Within two years, the virtual university

hopes to be working with every college in the state, says Ms. Susman. The

virtual university lists 21 courses, and 175 students have enrolled for

classes.

The organizers' biggest hurdle has been getting computer systems on the

various campuses to talk to one another, she adds, joking that because of

constant technical challenges, her staff members are "running as fast as we

can on crutches."

The university's World-Wide Web site warns users that it isn't quite

finished yet. A note on the first page reads: "You may encounter dead links,

don't be alarmed -- we're working hard on fixing them. Thank you for your

patience."

While many states have started virtual universities, the results are mixed.

California officials have practically pulled the plug on California Virtual

effort had had an operating budget of about $1-million.

Regional academic groups have jumped on the virtual bandwagon as well. In

fact, many colleges in Kentucky are already working with the Southern

Regional Electronic Campus, run by the Southern Regional Education Board

16 Southern states.

The Southern Regional Electronic Campus now lists 2,000 courses from 16

states, and an estimated 20,000 students have enrolled in those courses. The

virtual institution's budget is currently about $500,000 a year.

----------------------------------------

Aboriginal television launches in Canada

WebPosted Wed Sep 1 23:21:49 1999

WINNIPEG - Canada's First Peoples welcomed the arrival of their own

television network Wednesday night. The Aboriginal Peoples Television

Network, APTN, made its inaugural broadcast with a gala performance from the

historic Forks site in Winnipeg.

APTN's principal aim is to offer viewers a glimpse into the rich variety and

texture of aboriginal life in Canada. Network will be beginning of

recapturing lost languages and culture. Jim Compton, director of

communications for the network, says APTN is the start of something very

special.

"I would hope that the Aboriginal People's Television Network would serve as

a beacon of hope for our people," says Compton. "I mean we've gone through

500 years of contact with European cultures and other cultures and we've

lost a lot of our languages, our traditions and our cultures. So I would

hope that this network would be the beginning of recapturing those languages

and our tradition and our culture."

The station will broadcast programs 18 hours a day, seven days a week. The

vast majority of APTN's programming will be generated by other networks and

independent production houses.

"Well, certainly there's a lot of programming out there that we're finding

and we've acquired enough to fill our schedule," says Compton. "Certainly

there are holes in it. But we're confident that with all the aboriginal

talent that's out there in producers and directors that we will fill those

holes."

----------------------------------------

Satellite Varsity To Cut Costs New Vision (Kampala)

September 4, 1999

Kampala - Students of the newly-conceived satellite university education

system will pay less than half the current university fees, the State

Minister for Higher Education, Dr. Abel Rwendeire, said yesterday, reports

Charles Wendo.

He said compared to the current Makerere University fees, which average sh1m

per semester, the satellite university students will pay sh400,000 per

semester.

"We are forming a task force which should report in two months. We shall be

starting next year," he said during an international veterinary conference

at the International Conference Centre.

Students in various parts of the country will simultaneously listen to their

lecturers sitting in Kampala, and be able to ask questions, Rwendeire told

the conference attended by veterinary doctors from Uganda, Kenya, Zimbabwe

and Namibia.

Rwendeire said 20 sites will be established around the country so that

students do not have to travel to Kampala for university education.

"This is an upgraded form of distance learning which Makerere University has

been providing," he said.

Prof. Ojok Lonzy, of Makerere's faculty of veterinary medicine, said the

technology will ease the scramble for university education.

The Dean of the Faculty of Veterinary Medicine, Dr. Elly Katunguka, appealed

to the Ministry of Education and Sports to establish a training institute

for para-veterinarians. Katunguka said the Bukalasa Agricultural College

which trains paravets, does not give enough coverage for animal health

because it is dominated by agriculturists.

----------------------------------------

Africa's Internet Due for Rapid Growth

By Gideon F. For-Mukwai

GABARONE, Botswana - Africa may be a late starter on the Internet but it is

currently undergoing a rapid transformation, outpacing the global average

for growth in number of host systems, according to statistics presented at a

workshop on telecommunications reform here recently.

From July 1998 to January 1999, the number of Internet hosts grew at a rate

of 38 percent, from 7,800 to 10,703, while the worldwide average growth rate

stood at 18 percent, said Mike Jensen of Communications Consulting, at an

International Telecommunications Union workshop.

One factor driving the growth is the assistance provided by various foreign

organizations. In particular, there is strong support from various

Francophone support agencies concerned about the dominance of English on the

Internet, with the result that French-speaking countries have a far higher

Internet profile and more institutional connectivity than non-French

speaking countries, Jensen said.

Continentwide, northern and southern Africa are leading the west and east in

terms of Internet development; central Africa, Jensen said, is grossly

lagging behind.

South Africa in particular is developing rapidly, with about 225,000 dial-up

accounts and hosting between 700,000 to 800,000 of Africa 's 1.2 million

Internet users. South Africa also has more than 70 POPs (points of presence)

in both metropolitan and rural towns, unlike most of Africa.

Also following the faster trend of development in southern Africa are Angola

and Botswana, while in the north, Egypt and Morocco are leading, with

Tunisia following.

Eastern Africa's leaders include Kenya and Uganda, while in west Africa,

Senegal, Ghana and Benin are leading the trail. Cameroon is ahead of the

rest of central Africa, followed by Gabon and then Nigeria. The increasing

use of the Internet in Nigeria may cause major changes on the continent

because it is the most populous nation, Jensen said. The country has

authorized some 38 Internet service providers to operate, and out of this

number, 12 are already functioning.

Internet development in Africa is constrained by poor telephone

infrastructure, low international bandwith and high dial-up tariffs levied

on Internet users, according to Jensen. This has limited Net access to

mostly those with a good education or IT staffers - more or less an elite.

Access to the Internet is mostly in major cities, sidelining the 70 percent

of Africans who are rural dwellers.

Gideon F. For-Mukwai

----------------------------------------

India sees 20 percent rise in internet usage

NEW DELHI (September 9) : An explosion of Indian web sites has been Internet

usage in Indian cities jump 20 percent since the beginning of the year,

reports said on Wednesday.

The Business Standard quoted Amitabh Kumar, director of India's largest

Internet service provider, Videsh Sanchar Nigam Ltd (VSNL), as saying 8,000

to 10,000 new people took to the Internet every month. "Exciting

India-focused websites ... have led to a 20 percent rise in internet usage

among domestic users," said Kumar. "This has helped us cut down on our cost

of operations."

About 60 percent of VSNL's customers use the service for overseas access,

while the rest of the Internet traffic is between Indian cities. Kumar said

India had to strengthen its infrastructure because a week telecom network

would cripple the country's efforts to promote trading on the Internet.

"Commerce on the Internet will be a pie in the sky, unless basic telephony

services in India improve," Sunil Bharti Mittal, chairman of cellular

service provider Bharti Enterprises Ltd, told AFP.

According to industry experts, the number of Internet users in India will

explode to two million over the next two years from the current level of

250,000. The National Association of Software and Service Companies

(Nasscom), estimates that India's electronic commerce transactions for the

year ending March 31, 1999 was about 1.4 billion rupees (33 million

dollars). However, analysts say that if the telephone network is

strengthened and more people have computers, India could generate 100

billion rupees worth of business on the net in two years. India's telephone

network has 20 million lines for a population of nearly one billion. Some

2.4 million Indians are in the queue for a phone connection. State-owned

VSNL has set itself the target of installing 500,000 Internet connections by

***************************

ANNOUNCEMENTS/REQUESTS

-----------

We are pleased to announce the launching of TechKnowLogia, an International

Online Journal of Technologies for the advancement of Knowledge and

Learning.

TechKnowLogia is published bimonthly by Knowledge Enterprise, Inc., in

Just register, and you can enjoy the site's unique capabilities as well as

the wealth of informative and engaging articles ( all 27 of them!) written

by top experts in the field of technology and learning. And once you

subscribe, you will receive an email from us (including an annotated table

of contents) every time a newissue is posted.

The Journal's editor-in-chief, Dr. Wadi D. Haddad, is recognized worldwide

for his expertise and long and diverse experience in the field of education

and technology. He is President of Knowledge Enterprise, Inc., a

commissioner of the GIIC, former Director and Deputy Corporate Secretary of

the World Bank, and Special Adviser to the Director-General of UNESCO.

TechKnowLogia provides policy makers, strategists, practitioners and

technologists at the local, national and global levels with a strategic

forum to share policies, strategies, experiences and tools in harnessing

technologies for knowledge dissemination, effective learning, and efficient

education services. It also reviews systematically the latest systems and

products of technologies of today, and peeks into the world of tomorrow.

the Journal's exciting features, departments, and editorial policy.

We hope that TechKnowLogia will meet your needs as a source of knowledge and

inspiration. To extend the benefits to others, please pass on this

announcement to your colleagues, co-workers or anyone whom you think may be

interested in this Journal.

----------------------------------------

Statement by Professor Kader Asmal, Minister of Education, South Africa,

Tuesday 27 July 1999

---

Call to Action: Mobilising Citizens to Build a South African Education and

Training System. Professor Asmal's speech is available to NADEOSA members

digitally. The following are his nine priorities for a national mobilisation

for education and training.

3. Schools must become centres of community life.

4. We must end conditions of physical degradation in South African schools

5. We must develop the professional quality of our teaching force

7. We must create a vibrant further education and training system to equip

youth and adults to meet the social and economic needs of the 21st century

8. We must implement a rational, seamless higher education system that

9. We must deal urgently and purposefully with the HIV/AIDS emergency in and

through the education and training system

***************************

PROFILED ORGANIZATIONS

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FORT HARE DISTANCE EDUCATION PROJECT

CONTEXT

The DANIDA-sponsored 1995 National Teacher Audit revealed that 42% of the

teachers in the Eastern Cape Province were under-qualified. At the primary

school level 59% of the African teachers were inappropriately qualified, and

most of these were in the rural parts of the province.

The Fort Hare Distance Education Project (DEP) was started as a response to

the challenge of providing in-service development of the province's teachers

through upgrading their professional qualifications, as well as improving

their classroom practice in learning areas determined as relevant and

critical to the province's development. The project is a collaborative

venture between the University of Fort Hare, the provincial Department of

Education, non-government education organisations (NGOs) and teacher

organisations operating in the province. In addition, the project has

secured linkages with the University of South Australia and the Open

University.

SIZE, DURATION AND GEOGRAPHICAL COVERAGE

The DEP enrolled its first intake of learner-teachers in July 1998 and its

second intake in January 1999. The total enrolment is around 1000 learners.

A survey of the demand for the DEP programme in 1996 revealed that about

5000 teachers were interested in enrolling in the DEP programme. The

programme offers a Bachelor of Teaching in Primary Education. The mode of

delivery is through distance education. The programme utilises continuous

assessment which includes self, peer and tutor assessment. The DEP has a

range of learner support systems which include school-based, self-help

groups of other teacher-learners, tutors, centre co-ordinators, and central

staff.

----------------------------------------

BACHELOR OF EDUCATION PROGRAMME (UNIVERSITY OF NATAL, PIETERMARITZBURG)

The Bachelor of Education programme at the University of Natal,

Pietermaritzburg (B.Ed., UNP) is currently in a transition phase, from a

lecture-based, traditional postgraduate programme to a materials-based,

distance education programme. This transition appears to be a response by

the university's department of education to the greater demand for higher

qualifications by teachers. It is also a response to the perceived need by

the faculty to have an impact on the empowerment of teachers to participate

in the current debates surrounding educational change, both in their

immediate environments as well as in the broader educational context.

The programme offers a Bachelor of Education (B.Ed..) degree, which is a

degree usually taken by students who have completed a three-year bachelor's

degree, followed by a one-year Higher Diploma in Education. With the current

move towards flexibility and mobility, many students are now admitted to a

B.Ed.. degree, after having completed a three-year teaching diploma followed

by a Further Diploma in Education (FDE). The full-time degree is a one-year

programme, while part-time students usually take two years. The programme is

modularised and each module takes one semester of study to complete. The

programme is offered in partnership with the South African College for

Teacher Education (SACTE), and is designed as a distance education programme

which largely relies on materials-based learning. The new B.Ed.. programme

has essentially grown out of an older, more traditional programme, and the

new materials-based learning programme requires the lecturers to work as a

team rather than as isolated individuals. Although the programme is

geographically located at Madadeni, near Newcastle in KwaZulu/Natal, it is

in principle available to any person in South Africa. There are

approximately 750 students expected to enrol in 1999.

While the programme is open to anybody, the target audience consists mostly

of previously disadvantaged teachers, away from big centres such as Durban

and Johannesburg.

Programme assessment is largely by examination (70% of the final mark), as

the programme is emB.Ed.ded in a university structure which requires this.

Throughout the course, however, there are times when other forms of

assessment are used.

Learner support is largely through the materials, which in the exemplar of

the course supplied for our case study consisted of a reader, a lecture tape

and a course guide with learning activities outlined in it. In addition,

lecturers go from Pietermaritzburg to the main centre in Madadeni in order

to provide tutorial support to the students.

----------------------------------------

The Southern African Development, Culture and Communication Network

(SADECCON) is a regional coalition of organizations which will network,

research and coordinate regional activities and initiatives in development,

culture, communication and information. The network is coordinated by the

Human Sciences Research Council (HSRC) in Pretoria, and is aimed at

promoting liaison between organizations, researchers and academics, as well

as the dissemination of information and data bases. A consortium

SADECCON was established at a regional workshop in September 1997 (see key

currently developing a proposal for a database of ICT development projects

in Southern Africa. The aim is to bring together the major stakeholders to a

conference in Mozambique in order to develop a comprehensive project

proposal that will enable SADC and its regional ICT partners to plan the

following for the SADC region.

***************************

ONLINE RESOURCES

-----------

More information equals more democracy? The shape of IT to come.

contributor(s): Andrew Kakabadse and Nada Kakabadse - Cranfield School of

Management 29 July 1999

Debate over the future of democracy grows louder as information technology

(IT) becomes more commonplace in every walk of life. Democrats and

entrepreneurs can look forward to a wealth of new opportunities, thanks to

IT. Yet without studied care and regulation these new media might set civil

liberties at risk. Democracy has always meant tension between what is good

for the individual and what is good for the community. How this dilemma is

resolved depends on individual cultures. A Cranfield School of Management

study sizes up potential for new synergies between democratic processes and

IT. Could citizens, their elected representatives, the media and private

mailto: getweb@webinfo.ids.ac.uk Leave the SUBJECT field BLANK, and copy the

***************************

ARTICLES

-----------

Disclaimers on Listservs

This the most detailed "CYA" legal disclaimer I have seen developed by a

politically mailing list host. I expect that this text will circulate around

the advocacy e-mail list world and come to be used in some form in a number

of places. I should note that MN E-Democracy took a different approach to

intellectual property essentially leaving ownership with the author as a

Steven Clift

DO-WIRE

-------

Forwarded Message Follows

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*************************

MEETING AGENDA - 22 SEPTEMBER 1999

*************************

09:00 - 09:15 --- Introduction and Welcome

09:15 - 10:00 --- The CCCA (Call Centre Competency Association) and the role

of Call Centres - Sushiela Moodley

10:45 -11:15 --- Break for refreshments

11:45 - 12:45 --- Examining the feasibility of establishing a dedicated

educational broadcasting service in South Africa (Neil Butcher)

********************

DIRECTIONS

FROM JOHANNESBURG TO PRETORIA

1. Ben Schoeman Highway.

2. Exit at the Eeufeesweg/Road offramp.

3.Turn Right at the traffic light at the T-junction.

4.Turn Left at the first road (Pretoria/Brooklyn).

5.Join the road from Kloofsig, Centurion.

6.Follow the Sunnyside sign all the way to Unisa (becomes Elandspoort Road).

7.Turn Right at the first traffic light.

8.Turn immediately Right again in Preller Street.

9.Follow the road up the hill.

CAMPUS

Pass the Theo van Wijk Building on your lefthand side.

Road makes a sharp bend to the left.

Go through the boom.

Road makes a sharp bend to the right. Administration Building on your

lefthand side.

Road makes a sharp bend to the left again.

Stop sign.

Technical Building on your righthand side.

Pass the Cas van Vuuren Building on your lefthand side.

Carry on to the Eastern side of the campus.

Road makes a bend to the left up the hill. (Samuel Pauw Building (Library)

on your lefthand side).

Turn Right at the Stop sign.

PARKING

Follow the sign: Registration Parking.

Parking arranged for all TAD Consortium members.

Traffic assistance will be available.

MEETING

Seminar Room No 2, Samuel Pauw Building (Library).

Follow the signs: TAD Consortium

***************************

Telematics for African Development Consortium

P.O. Box 31822

Braamfontein

2017

Johannesburg

South Africa

Tel: +27 +11 403-2813

Fax: +27 +11 403-2814

neilshel@icon.co.za

www.saide.org.za

* To view an archive of previous updates visit:

www.saide.org.za/tad/archive.htm

* For resources on distance education and

technology use in Southern Africa visit:

www.saide.org.za/worldbank/Default.htm

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