The Internet and its role in supporting literacy in
developing countries through free and open communications.
ABSTRACT
Introduction
This study investigates the role the Internet has to play in supporting the development of literacy in developing countries.
Following a definition of the Internet and the recording of considered views of its role and its importance in supporting the development of literacy, this study outlines the benefits that can be offered to developing countries, with particular reference to Albania. It then looks at the required developments in both technology and the Internet itself, in order to support literacy in such countries. Recommendations are made relating to the activities required in order to support developing countries in the use of the Internet.
The Internet has the capability of being one of the most important developments in the world today. It has the potential for everyone in the world to communicate on an equal footing. It can overcome barriers whether they are based on class, ethnicity, religion, culture or disability.
Many countries, including Britain, have literacy problems, but in the developing countries, such as Albania, the issues are considerably worse due to such factors as the crumbling civil infrastructure placing an increasing strain on limited financial resources. Additionally, since the fall of communism and the resulting political instability, many countries (including Albania) have experienced the collapse of their tightly controlled communications and media infrastructure with consequent effects on literacy and availability of appropriate technology. Investment from the West is gradually improving matters. However, further aid is required if a real difference is to be made.
Methodology
The chosen methodology is based on the recording of the results of the author’s visit to Albania in August 1999. The author was a member of a small team representing The Warminster Mencap and Gateway Society. This is a charitable organisation based in Warminster, Wiltshire that has been set up to support people with mental and physical disabilities.
1. The team consisted of Veronica Burden (Team leader), Robert Willcox (Author) and John Godfrey.
2. The role of the team was to assess how monies raised by the Society had been spent and to evaluate the success of the new day centre for physical and mental disability in Pogradec, Albania.
3. The author’s role was to assess the availability of appropriate technology within Albania and whether technology could be used to fulfil a major role in supporting further development of the country.
4. A diary of events was kept on a daily basis and the personal observations of the author were faithfully recorded.
5. The findings of this study will be incorporated in a general report to be submitted to the Trustees committee of The Warminster Mencap & Gateway Society. If accepted and approved, the findings may be used to support the presentation of a new project submission for future European funding for Pogradec and the surrounding area.
Summary
of findings
Although ICT (Information Communications Technology) may not be the preferred method of instruction for all learners, it can provide considerable support for the development of literacy. By providing access to the same information as the rest of the world, developing countries can widen the experience of their people. This can be instrumental in encouraging participation in what goes on around them. Effective management of the Information Society can help to strengthen a country’s economy by helping to support the training of the workforce. This could help to create jobs and provide long term security for employment for nations that historically have high unemployment statistics.
ICT can also provide relevant, up-to-date information, which can then encourage democracy and social justice to flourish by ensuring that all citizens can participate on matters of common interest and decision making.
Technology can also be a leveller in that it can help to remove prejudice against race, gender and disability so that everyone can participate on an equal footing.
Development of the Internet and the World Wide Web can provide positive support in the provision of material that supports the development of literacy. The effectiveness of the material will depend on its presentation and user-friendliness.
Recommendations
It is recommended that Warminster Mencap & Gateway Society consider sending ICT trainers into Albania. Their role would be to support the training of local teachers in how to use ICT, including the Internet. ICT and the Internet can then be used to help re-educate the people about health, hygiene and human rights. It is also recommended that a project be submitted to the EU for the creation of a ‘fleet’ of mobile training centres that can take the ICT training to the people. This will provide maximum flexibility and adaptability to overcome any inadequacies in the civil infrastructure in the developing countries. Experienced trainers would need to be provided to ensure consistency in delivery until enough ‘local’ trainers can be brought up to the standards necessary to ensure success.
It is possible for us to look at any one of a large number of developing countries throughout the world and compare literacy development with the ‘Western world’. We could select from Asia or Africa, but unfortunately we can look much closer to home. A number of European countries can also be selected. In the light of current events in the Balkans, the western world is becoming far more aware of its eastern neighbours, particularly Kosovo and Albania.
Albania is a developing country trying to overcome the considerable difficulties caused by many years of self imposed isolation. It is in Southeast Europe and is bordered on the north by Yugoslavia, on the east by the Former Yugoslav Republic of Macedonia, on the south by Greece and on the west by the Adriatic Sea. The country has had a chequered history but the ‘modern’ summary below outlines its current problems.
At first closely allied with Yugoslavia, Albania backed the Soviet dictator Stalin in his 1948 dispute with the Yugoslav ruler Tito and developed close links with the USSR from 1949-55, entering the trade organisation Comecon. In 1949 Hoxha, Albania’s own dictator, imposed a Stalinist system with rural collectivisation, industrial nationalisation, central-planning, and one-party control. Mosques and churches were closed in an effort to create the `first Atheist State’.
Hoxha remained a committed Stalinist and in 1961 broke off diplomatic relations with the USSR and withdrew from Comecon. Choosing isolation and neutrality, Albania also severed diplomatic relations with China during 1978. The ‘Hoxha experiment’ left Albania with the lowest income per head of population in Europe. After Hoxha's death in 1985, there was a widening of external economic contacts and the number of countries with which Albania had formal diplomatic relations increased from 74 in 1978 to 111 in 1988. Many years of civil unrest followed the country’s attempts to shake off communism and adopt capitalist ideals.
In January 1997, nine high-risk investment schemes collapsed: many people had sold their land and homes to invest money in pyramid schemes, which promised returns of 50% per month. Almost half the population had participated, investing $1 billion. Inevitably, once the supply of new investors dried up the schemes began to collapse. Several of the promoters were sponsors of Berisha's ruling Democratic Party, and in February 1997 thousands of protesters marched through the towns of Fier and Vlorë, chanting anti government slogans and demanding compensation.
In late March 1997 over 13,000 Albanians fled by boat to Italy. More than 80 refugees drowned after their ship collided with an Italian patrol boat. In April 1997 the EU sent 6,000 Italian, French, and Greek soldiers to distribute food and medicine as calm returned to the capital city of Tirana. Their aim was to create a secure environment for international aid organisations and for the elections, which Berisha had promised for the summer. (The Hutchinson Multimedia Encyclopedia 1998 – Keyword ‘Albania’).
The population is estimated at 3,400,000 of which 90% are Albanian and 8% Greek. Overall literacy of the population is about 85% with the GNP being $930 per head. This is compared to the United Kingdom which has a literacy of 99% and a GNP of $16,080 per head (Softkey Infopedia UK96 multimedia reference library – keywords ‘Albania’ and ‘United Kingdom’).
The recent Balkan war involving Serbia and Kosovo has compounded problems for Albania and its neighbours. It has placed additional demands on the new Democratic systems due to increasing numbers of refugees and increasing militaristic demands. Although money is pouring into Albania in various forms of aid, it rarely gets to the right people. Clothes and other items provided by charities are being ‘intercepted’ and can be seen being sold openly in the street markets.
What is the Internet?
The Internet is a massive information resource. It came about so that academic research
establishments could communicate with each other whilst developing technology
for the US military through a network of computers. It has since expanded to include academic, governmental,
commercial and organisational sites across the globe. It provides access to communication services and informational
resources to millions of users worldwide.
Internet services include direct communications in the form of e-mail
and ‘chat’ facilities, online conferencing, distributed informational resources
(World Wide Web), remote login and file transfer. It started in the 1960s, but really came into its own in the
1970s and 80s when advances in technology allowed the creation of an effective
way of connecting different types of computing equipment to the network. This universal ‘protocol’ called TCP/IP was
to revolutionise the way in which computers could talk to each other with ease. Businesses realised that it could be an
effective way of communicating and advertising. Since then it has ‘exploded’ and almost anyone with a computer
can now become part of this ‘World Wide Web’ of information. It is continually being developed and
expanded. The advances in
telecommunications, along with satellite and cellular telephones becoming more
important, means that we can all play a part in this information age.
To connect to the Internet all you need is a computer (known as a host), a modem (to enable connection to the telephone system) and a ‘browser’ which is the program that enables the user to navigate through the pages of information available. Companies called Internet Service Providers (ISPs) provide connection to the Internet. ISP connection used to be by subscription only and cost around £10 per calendar month, but is now provided free of charge in the UK and other western countries. Each host or computer on the Internet will have a domain name and an IP address. The domain name is a unique name that identifies the system and the IP address is a unique numeric address that identifies an individual connecting device. Typical domain names end in common 3 letter identifiers that group the hosts so that its origin can be recognised.
The main domain types are as follows:
.com - Commercial organisation
.edu - Educational organisation
.gov - Government organisation
.mil - Military organisation
.net - Network organisation
.org - Non-profit organisation
The country of origin (other than US) is also included in the address for example .uk and .au.
What are the benefits of the
Internet to developing countries?
In the West we tend to have a fairly ‘open’
constitution that allows ‘free’ and ‘open’ communications. This is not so in some countries
particularly in Eastern Europe, Africa and Asia. An article on the Internet ‘UN Force Arrives In Albania - Poor Information
Technology Keeps People in the Dark’ by Bryan Aubrey quotes the
following paragraph:
So far during the Albanian unrest, there has been nothing comparable to
the phenomenon earlier this year in Serbia, when protests against an
authoritarian government were carried on over the Internet because other means
were blocked off. Telecommunications are poor in Albania, and not many ordinary
people have the capability of linking up to the Internet. This illustrates one
enduring problem in the country: the absence of independent centres of research
and opinion. The government controls radio and television, and although there
are many newspapers- including more than 20 published in the capital city,
Tirana - they are dominated by the various political parties.
Albania sorely needs something similar to the World Wide Web site set up by well-wishers of Zaire (see article this issue) with the explicit mission of bringing the country into the information age, which is also a democratic age. Without the democratic, free flow of information, the search for political stability in Albania may be in vain. (http://www.fast-times.com/5-97Albania.html see appendix 1)
Another article reporting a speech by the Honourable Richard W. Riley (US Secretary of Education) makes reference to ‘closing the fault lines in our society’:
Technology can take a school in the poorest communities and allow its students this wealth of learning opportunity that will give them the same intellectual riches that students in the richest school districts have. It can permit students living in the smallest of rural communities, whose one room school house may sit in the middle of a cornfield, to have the learning opportunities and resources of the students whose school sits next to New York City Public Library or the Library of Congress. (http://www.ed.gov/Technology/Plan/MakeHappen/Speech1.html see appendix 1)
If we expand these ideas then we can surmise that any school in a developing country in Eastern Europe, with limited resources, could make use of material provided through Internet technology that has been created by the affluent West. As long as the necessary equipment can be made available and connections to the Internet are provided, then of course a developing country could make use of information provided by more developed countries. However it is important to be aware of any barriers that might exist. One barrier to this is language and the dominance of computer interfaces that assume the user speaks English. Many companies now specialise in gathering statistics on Internet usage and they suggest that only 55% of web users speak English, as much as 45% are non-English speaking (http://www.glreaqch.com/globstats see appendix 1).
You could pose the question “is literacy really that important?” Put simply, Literacy has links with reading, writing, comprehension and understanding. These skills are the basis of all education systems. In the 18th and 19th centuries, literacy was seen as only the prerogative of the wealthy. Education was restricted to the high and mighty, thus keeping the poor and ‘working class’ in their place. As more and more liberalism in the developing world pushed the rights of the lower classes forward into the limelight, education became the right of all. The education system became important to all levels of society. As more and more people learn to read and write, so society is more able to develop and expand. Without this continuous expansion and improvement, society would return to the dark ages. This would prevent the development of new ideas and innovations. Society would not be able to progress. America has been investing quite large sums of money in supporting literacy development in the developing world since 1997, but this has mainly centred on Africa. The Leland Initiative is a 5-year, $15 Million effort by the US Agency for International Development (USAID). Its aim is to provide 21 African countries with support for national level Internet connectivity. Both training and equipment is provided to enable satellite links. By early 1998, the government of Mali in north West Africa had 4 private sector Internet Service Providers (ISPs). Work is being undertaken to improve telecommunications and to train enough staff to make further development in rural areas feasible.
Even countries like China are beginning to accept that the benefits of the Internet, as a whole, outweigh the loss of control over information that they once had.
Many African countries believe that free and easy access to information is the key to economic growth. The International Federation of Library Associations and Institutes (IFLA) strongly supports this view. They believe that the lack of Internet access will widen the information gap between the ‘have and the have not’ nations. The IFLA also believes that Internet access will help fill the gaps in developing nation libraries, particularly in providing a wider choice of literature. Choice and freedom to view whatever the individual wants to view, is one of the IFLAs major concerns. Many countries install proxy servers that filter information. Another policy adopted by some countries, for instance China, is where Internet users are required to register with the local police. Signatures are required, promising not to transmit details damaging to the country!
Another successful initiative is the World Links for Development program (WorLD). This is a non-profit educational initiative, which uses the Internet to link schools in developing and industrialised countries. The World Bank has donated refurbished computers to WorLD schools. An example of this is represented by Sun Microsystems who donated 10 servers to the Ugandan Ministry of Education. WorLD’s initial target was to link at least 1500 secondary schools in 40 developing countries with partner schools in the US, Canada, Europe, Japan and Australia. (Presidents & Prime Ministers Jan/Feb 1998 Vol. 7).
It is not only developing countries that can benefit from the Internet. Disadvantaged children throughout the industrialised world are often neglected. Circumstances surrounding their home life or culture can often prevent them from having a good ‘educational experience’. The use of the Internet, particularly at libraries, can give them access to the world with its wealth of information. The Enoch Pratt Free Library in Baltimore has developed such a programme starting with 55 youngsters and has over 250 on waiting lists. Results so far are very rewarding and the project is continuing to succeed. (American Libraries Nov 1996 Vol 27).
The British government has stated that there are literacy problems that need to be addressed in our own country. One initiative has been to introduce a ‘literacy hour’ into primary schools. Another is the introduction of ‘Education Action zones’. There are currently 25 of these zones. Each zone has 2 or 3 secondary schools, their feeder primaries and special schools, which usually amounts to 20 or so schools. In many of these zones the use of communication technology such as the Internet is seen as an excellent way of breaking down the barriers that traditional education seem unable to deal with. Any thing that helps to break the barriers that exist between schools, between teachers and learners and between education and the wider community needs to be explored and utilised. (New weapons in literacy war, TES Online 14 May 1999).
In ‘When words are not enough’, another TES magazine article, reference is made to the Docklands Learning Acceleration Project. This project gives concrete evidence of how Information and Communications Technology (ICT) can help raise literacy standards. It was stated that the 600 children aged seven to eight participating in the project, would have been two years behind their expected reading age by the time they entered secondary school. But after spending twenty minutes a day using an integrated learning system and Acorn pocket book computers for 12 months, they had made up the difference (When words are not enough, TES Online 14 May 1999).
The British government has launched a major ICT (Information communications Technology) initiative that commits £1 Billion to bring technology into all schools by the year 2002. According to the government figures 93% of all secondary schools and 62% of all primary schools now have access to the Internet. This is a 51% and 59% increase respectively on figures quoted in 1996. Germany recently announced a similar initiative worth over £3 Billion, making it one of the largest investments in ICT in Europe to date.
We do, however, need to take care not to place too much emphasis on the Internet. Technology can be useful, even vital, but it is only a communication tool. It must be kept in perspective. We have to ask ourselves sometimes whether we really need the latest gadget?’ In 1998 it was estimated that by the year 2000, over 4 million Chinese people would have access to the Internet, but less than half would have a toilet! Access to adequate sanitation facilities in Latin America and Asia is falling whilst Web use is increasing, according to the Worldwatch Institute (Time Magazine, 25/05/98 Vol. 151). We must attempt to ensure that Internet development is in parallel with improvements in health, hygiene, education and the basic civil infrastructure.
It is also important to remember that teachers still have a crucial role to play in the classroom of the future. It is under their guidance that students will learn how and when to use the new technology. It is vital that teachers receive the necessary training to be able to use new technology to enhance and not replace the current methods of delivery.
Although access to the ‘Net’ is rapidly growing, developing countries are still lagging behind. In 1998 predictions were being made that by the year 2000 about one billion people will have access to the Internet. This is in comparison with the 20 million users estimated in 1994. However, estimates in the early part of the new millennium indicate that a figure closer to 250 million is probably more accurate. The statistics being quoted for September 1999 breakdown into the following: (http://www.glreaqch.com/globstats see appendix 1).
Africa 1.9 Million
Asia 37 Million
Canada&USA 119 Million
Europe 53.5 Million
Latin America 4 Million
Middle East 0.9 Million
Tomorrow’s technology is being used in some schools today. The world of Information Technology is progressing at a phenomenal rate and equipment that could only be afforded by the largest of businesses is now being adopted in the classroom. The following equipment is now being utilised alongside the usual computing equipment:
Flat screen monitors
PC monitors are usually very bulky and take up a lot of space. Flat LCD monitors are falling in price dramatically and are now starting to be considered by schools as an alternative. They take up much less space and are far more energy efficient. Although at the moment they still cost about five times the cost of equivalent CRT (cathode ray tube) monitors.
The traditional concept of ‘Chalk & Talk’ may fade away with the introduction of these new boards. The use of PCs and projection equipment can replace the standard type of chalkboard or whiteboard. This allows presentations to be planned in advance and then displayed to large groups easily. Costs are in excess of £2000 each, but prices are falling considerably.
This uses the concept of radio transmission of data between stations on the network without the need for the myriad of wires that a standard network of PCs requires. It is tidier and far easier to install than the conventional network. This enables students or staff with notebook computers to use them almost anywhere without having to physically connect onto the network.
The use of small video cameras and software that allows both images and sound to be transferred between computers. Each user can ‘see’ and ‘hear’ each other with the ability to communicate over large distances without having to be physically in the same room. Small cameras are quite cheap and can be purchased for as little as £50, but better quality cameras start at around £100.
Schools can now use telephone modems or ISDN digital phone lines to access the Internet and electronic mail. More and more schools are gaining access to the Information Superhighway.
Let us not forget the most important element of any classroom. For any classroom activity to be effective, it must be delivered in the most appropriate way. This can only be controlled and co-ordinated by the teacher or trainer. Their experience and knowledge of their learners is vital in ensuring that learning take place. It is only an experienced, motivated teacher that can be adaptable enough to ensure that a range of teaching methods are used to stimulate the learners. It is easy for ICT experts to say that technology can be used for almost any purpose in a classroom, but the correct application of technology is essential.
The classroom of the future could make use of one or all of these facilities to enhance the learning experience. It is the sheer flexibility of what can be done that is so interesting. However it is the motivation and ability of the teacher which is still of vital importance. In themselves, none of the new technologies can replace the dedication and adaptability of a motivated teacher. That is not to say that this technology is out of reach for countries like Albania. With the right kind of support from Europe, any of these facilities could be used in developing countries.
We are all living in a rapidly changing world and ICT is having a major impact. ICTs are already an integral part of our daily life, providing useful tools and services in our homes and workplaces. It is everywhere. This is not a society of our future, it is now, and it is already a reality. In 1996, the European Commission produced a green paper for discussion by the member states. This paper entitled ‘Living and Working in the Information Society: People First’ (EU Green Paper draft 22/07/96, final COM (96) 389), discusses the impact that ICT is having on all our lives. In this paper suggestions are put forward that ICT has a huge potential to create wealth and a higher standard of living. It does however consider the fact that these benefits are un-evenly distributed throughout the Union. This has caused understandable concerns about the impact of ICT on developing countries. According to the EU paper, these concerns can be divided into two questions
1. Will the new technologies not destroy more jobs than they create? Will people be able to adapt to the changes?
2. Will the complexity and cost of the new technology not widen the gap between the industrialised and less developed countries?
Europe has had a steady, but low employment growth over the last few decades. The introduction of ICT has not made a significant change to this. What it has done, is alter the focus of employment. Skill requirements have changed and it is essential that employment policy is adapted to cater for this. Europe needs to make substantial changes to education and training to match the ICT revolution over the next few years. This transformation needs to see a change from teaching to learning. Learning by doing is a term often quoted by the employment agencies. If the development of telecommunication infrastructures in the less developed countries can be continued, then it may be possible for the developing countries to help fill the ‘skills gap’ that Western Europe is experiencing. The decentralisation of services such as Help Desks could provide considerable employment for suitably trained staff in countries like Albania.
This has obvious benefits for developing countries, but it also helps provide services for the West. This could have a major impact on Albania. The out dated work practices that have been left over from the communist era needs to be altered considerably. If the government can be influenced to challenge current practices of short working days and long rest breaks, then it may be possible to improve the general working conditions and pay structures. This could make a difference to the feelings of low self-esteem felt by a large number of Albanians. Thus encouraging them to try new ideas, to be able to provide a service for the west. There is a massive skills gap in Europe for ICT. Processing services are already provided by countries like India, there is no reason why Albania could not do the same.
Strengthening the economic and social cohesion is a key objective of the European Union. Although the move towards an equal income per head between Member states is positive, but slow, the disparity between regions is sadly widening. ICT can play an important role in supporting an integrated approach to maximise the opportunities to make Europe an inclusive society. The Information Society should be about people. IS should be used by people, for people. Unlocking the power of information can only support democracy and empowers the people to help themselves. It should not be used to further the gap between the Information rich and the information poor.
There are also implications for democracy and the commission has made suggestions that ICT could be effective in improving democracy and social justice by ensuring that relevant, up-to-date information on matters of common interest will enable citizens to participate in public decision making.
The commission suggests that:
1. Effective use of the IS (Information Society) can help to strengthen the capacity of the EU economy by creating jobs and providing sustainable rates of growth.
2. If ICTs provide relevant, up-to-date information, then democracy and social justice can be encouraged to flourish by ensuring that all citizens can participate on matters of common interest decision making.
3. Incorporation of ICT training can help to enhance the education of the young and remove imbalances in the gender roles of adults.
4. ICT can help support people with special needs. Not only in improvements in quality of life, but enhance their contributions to society as a whole.
If the Internet and the general use of new technology can play even a small part in making the changes and improvements stated then it is worthy of consideration.
It was planned for representatives of the Warminster Mencap & Gateway Club to visit Albania during Easter 1999, but the Balkan war, with NATO bombing Serbia, prevented the trip from going ahead until August.
Ismail Hysenllarii, the team’s local contact had arranged visits to local schools to help to get a better impression of the educational system in Albania. The war prevented this from taking place. The British Consulate warned against all travel to Albania and Tirana Airport was closed to commercial flights. The bombing of Serbia and Kosovo by NATO had driven large numbers of refugees into the mountains. The Albanian Government was reluctant to issue visas to the team to enable visits to the mountain areas, as they could not guarantee the team’s safety. This was mainly due to the large number of bandits roaming the mountain areas. KLA (Kosovo Liberation army) soldiers were known to be in the mountains and were likely to be aggressive toward ‘foreign’ visitors.
Attempts were made to contact some schools through the United Nations. This was not very successful as once the team’s interest in technology, and in particular the Internet, was put forward, it was pointed out that most Albanian schools lacked basics like pencils and paper and that the Internet was only available to NGOs (Non Government Organisations). It was through the Internet though that the author made email contact with a Professor of Mathematics and although this has not produced much concrete evidence it was an indication that communication through the Internet was indeed possible.
The small group selected to make the journey in August had been sponsored by several local businesses to visit Albania to see how money provided as part of town twinning between Warminster (Wiltshire), England and Pogradec, Albania had been spent. The party consisted of Veronica Burden, a trustee of MENCAP International, Robert Willcox (the author) and John Godfrey. Veronica Burden represents the British Government in Brussels, speaking on behalf of Albania (in all matters pertaining to disability). Veronica has raised many thousands of pounds for Albania through her links with Mencap, but she is particularly active in raising money for her twin town Pogradec. It was necessary to see what had been achieved in the last 12 months. Robert Willcox and John Godfrey are lecturers in Information Technology at Trowbridge College. Their role was to assess the technological ability/awareness of the area and to see what, if any, aid could be given through the provision of technology. A considerable amount of planning for the visit had been undertaken by the team to ensure an awareness of the culture and local customs. It was also essential that the team should be able to blend in to the local surroundings as much as possible since ‘westerners’ are obvious targets for the many ‘bandits’ roaming the mountain areas that would be visited.
It was impossible to be prepared for what greeted the travellers at Tirana airport. The airport is extremely old with few modern facilities. Luggage is dumped in a pile and guarded by aggressive, armed police. Any attempts to get near the luggage are immediately quashed by a yell, a shove or even a blow from uncooperative men in uniforms. It was required to ‘tip’ baggage handlers $5 to get the luggage. Getting the baggage to the awaiting taxi cost a further $5. Once out of the airport, it became obvious that there had been a major collapse in the civil infrastructure. The roads can only be described as ‘un-adopted’ or small pieces of tarmac between potholes. The short ride to the hotel was like a roller coaster as the driver swerved to avoid the bomb holes and other drivers. It was interesting to observe the total lack of any ‘Highway Code’, yet the group witnessed very few accidents or incidents, this appeared to be due to the ‘defensive’ style of driving. Rubbish and scrapped vehicles littered the side of the roads. As the vehicle crossed a bridge over a muddy river 25 feet wide the group realised that it was the main sewer running through the capital city. Children were playing on its banks, oblivious to anything other than the laughter and fun. Throughout Albania the group saw men sitting by the roadside, smoking, drinking and talking. The driver hired to take the group across town stated that the men had nothing else to do, as there was 80% unemployment in the city. Even if they had work, their culture, a result of many years of communist rule, meant that the men only worked from 7am to about 9am, and would then relax for the rest of the day. This was hardly surprising with an average wage of $40 a month.
Visit
to the Harry T Fultz Technical High School, Tirana
The Director, Arian Kapedani, happily gave the party a tour of his school. Founded in 1921 by an American Foundation, the school has seen many changes. Its current role is to train 14-18 year olds to prepare them for university to study Medicine, Electronics and Engineering. The school capacity is about 750 full time students. The buildings were very dilapidated and needed major structural repairs. The library was reasonably well stocked, but most of the books were ‘ancient’ texts, which were many years out of date. The majority of the technology books are in English (American) and all students were required to study English as a second language. One room we visited contained 18 IBM compatible computers. These varied in configuration from 486 to Pentium 150Mhz and were networked. Although Mr Kapedani said that the Internet was available to each machine, it was not possible to confirm this. The Librarian’s PC did have access to the Internet and the Librarian had her own email address. The Librarian stated that some students were allowed to use the Internet for research, but she was uncertain if any of the students could use email or not. This actually compares quite favourably with comprehensive schools in the UK. If you take one of the local schools in Trowbridge, Wiltshire, The John of Gaunt Comprehensive School, they only have a couple of PCs and approximately 10 non-IBM compatible Acorn Archimedes computers in a computer suite situated next door to the Library. They currently do not have access to the Internet. However, other schools in the area do have limited access to the Internet. A major ICT initiative by the government is rectifying this. By the end of the year 2002 the school will have at least 5 machines with access to the Internet. The ChristChurch Primary School, Bradford on Avon has already received four Pentium computers through this scheme. The computers are provided complete with ‘nanny’ software (a programme that controls or limits access to ‘undesirable’ material on the Internet). The school has added a further computer from the ‘Tesco Computers for Schools’ voucher scheme and have purchased another two computers from the schools budget. This has given them a total of seven PCs that can access the Internet. Mrs Judith Childs, the ICT co-ordinator, is currently producing a web site to promote the schools successes and provide links to education sites for the staff, children and parents to access.
This visit, to one of Tirana’s 3 Universities, revealed a similar set up to the Harry T Fultz School, with hundreds of students having access to about 3 rooms of 8 IBM compatible computers. Again it was not possible to confirm that the Internet was available to students, but staff stated that students could have access to the Internet. Each time a demonstration was asked for, another technician was maintaining the network. Although it was evident that all of the equipment was capable of running the Internet and that some staff had access, it was evident that the students were either very strictly monitored whilst surfing or were totally denied access. This was substantiated by discussions with Afrovito Gushto, the editor of the local newspaper in Pogradec, at a later date. A comparison with UK universities reveals the difference. Southampton University has an extensive network of several hundred PCs. Access to the Internet is readily available to all students.
Village/mountain
schools
Village/mountain schools are not lucky enough to attract sponsorship from American Foundations. A visit to a village school in the district of Memelisht was organised for the team. The school was in a very poor state of repair, with crumbling masonry and broken windows. An Albanian classroom can only be described as bare, stark and uninviting. There is very little to stimulate the students. Lack of basic materials such as pencils and paper cause considerable problems in trying to educate the village children. The walls are bare and the desks antiquated and well used, laid out in formal rows. The old wood burning stove provides little comfort in the winter months. Lessons are taught by rote and there is very little to capture the imagination of the children, even when they do attend. There is little incentive for the village children to gain an education so they collect figs and other fruit and stand along the roadside hoping that someone will stop and purchase them. The school’s Head Teacher was jovial man, very proud of what he has tried to do for his village. He openly explained to the group that he lacked resources and desperately needed ways of trying to maintain the interest of his school children. His daughter was severely disabled and had received help from the German Evangelical movement in Pogradec. This had brought him into contact with the computer facilities maintained in a room above the church hall.
He strongly believed that the use of materials from the Internet could be used to stimulate the local children enough to encourage them to learn. He also felt that allowing the children more freedom to look at information about the rest of the world would help to bring them into the modern world, help them appreciate what could be available to them and to realise their full potential. He went to great lengths to explain that the majority of the village children could not read or write properly. When the author mentioned his government’s quoted statistics of 85% literacy, he smiled and informed the team that this really only applied to the men, as women were unimportant and that it really only meant the total number of people over the age of 9 years that could read.
It is possible to surmise at this point that although it may be possible to use the Internet in Tirana’s schools and Universities, the government has strict controls on its use. Email addresses are available to NGOs through the SOROS[1] foundation; Internet access though is not so easily obtainable. Internet Service Providers are beginning to flourish, but more investment is needed to give sufficient access to students. According to CEEnets (Central and Eastern European Networks) figures last published in February 1997, Albania only had 79 hosts connected to the Internet. This is only 0.002% of the population. If this is compared to other Eastern European countries of similar population, for example Latvia, 6200 hosts, 0.25% and Lithuania 1930 hosts, 0.05% of the population.
It may also be interesting to consider why an American-backed school was chosen as the main school for us to visit. It is also obvious that although the Harry T Fultz School is in a poor state of repair accommodation wise, the school was well managed and well provided for in the classroom and library areas. The team was not allowed to check Internet access in either the University or any of the schools visited at the time, with various excuses being used. There was also considerable reluctance to discuss the teaching strategies being used in Albanian schools. However considerable progress has been made since that time. This is evident in the Albanian Educational Development Strategy finalised in April 1999. The Albanian government has acknowledged that inadequate teacher training, low morale of the teaching profession and a lack of satisfactory teaching materials have had a disastrous effect on the general literacy levels of its population, particularly in the rural areas. They have highlighted the improvement of teaching materials as one of the major issues to be addressed. It is their intention to produce materials that meet ‘international’ standards.
Although technology is readily available, it is not particularly well used. According to the observations made during the Mencap trip, calculations (based on the number of satellite dishes that can be seen on the outside of residential buildings) indicate that nearly ONE THIRD of all families had satellite TV. There are only a few channels available, one of which is Albanian, and the rest are in Italian with subtitles.
Current satellite TV costs approximately $100 US to purchase and then there is a nominal charge of $1 per month or $12 per year. Purchase of a satellite dish in the UK is about £100 ($160) and can cost around £12 ($20) per month to receive 40 channels.
A quality TV (stereo) costs an average of $300 US compared to about £300 ($480) in the UK and there is no licence requirement (unlike the required £100 per year in the UK).
Generally there are no phones installed in the houses or apartments in Albania. According to the Albanian government’s own figures there are only about 55,000 telephones in the whole of Albania. A few business entrepreneurs do have telephones, but this is still very rare. Use of telephones can be a frustrating process because the majority of the telephone lines were removed to make fencing after the revolution in 1997. There is a major initiative sponsored by the Albanian government for an Italian company to provide Cable TV to all homes. Cabling is currently being installed in Pogradec and other major towns. This should be ‘on-line’ by the year 2001. At present the cost of using the new cable system is unknown but it is intended to provide cable TV and may even allow the average Albanian to have a telephone in their apartment.
Cellular telephones are starting to be used in the major towns, but again are still rare. They tend to be used as ‘Public’ phones in booths. An operator has to dial the number including international numbers. Charges are by the second. Rates are very reasonable, marginally cheaper than in the UK. There were 3 booths in the centre of Pogradec and similar numbers can be seen in each of the major towns visited (for example Elbasan). No mobiles were available in any of the surrounding villages since the population does not have the resources to purchase them. There are insufficient transmitters to support the use of mobiles in the mountain areas. The author’s experiences of using the telephones in Memelisht and Udenisht indicated that the system did not function adequately for international calls. Locals relied on antiquated, Russian switchboards with only one public telephone, in a broken down, rotting telephone box. Line quality was extremely poor and a connection to the UK could not be made.
It may be interesting to note that the frequency band used by the Albanian cellular network is 900Mhz. This fits in very well with most European providers, for example BTCellnet and Vodafone. Both companies have the usual agreements with the Albanian providers so that UK residents can use their phones. Investment in Albanian communications by the West would enable expansion of the ‘cells’ so that the network could provide better coverage, particularly in the remote mountain areas. The local terrain would cause access difficulties and the siting of the transmitters and repeaters would be crucial to ensure maximum signal strength.
First impressions indicate that the cost of technology in Albania compares favourably with the UK until comparisons are made using average incomes for the calculations. Average salaries in Albania are equivalent to about 10% of the average UK salary. This clearly has implications on the expansion of technology and its use. Unless the cost of technology can be reduced, in terms of its relative cost, it is impossible to expect the ‘average’ Albanian to be in a position to consider the idea of a computer in the home in order to access the Internet.
There are very few telephones in the home and it is not practical to use mobiles at present due to the slow data transfer rate of mobile telephones, which makes these impractical to use for long periods of time to access the Internet.
Earlier in this work, reference has been made to religious and ethnic differences in people using the ‘Net’. There is more to this than simply religion or colour of skin.
If we compare Internet usage and development across the world, it is possible to see a pattern emerging. According to Erez Navaro et al (‘Internet Access in the World’ 1996), The United States is the leading country with 50%, followed by Europe 25% with Australia, Asia and the Middle East making up the rest (25%). Governments in the old Communist block and in the Middle East perceive the Internet as a medium that can have a detrimental effect on their traditional values. This has resulted in strict controls over the development of communication technology. This in turn has slowed down Internet development. There is also a tendency to keep telecommunications in the hands of a monopolistic few without healthy competition. This is beginning to change, particularly in Eastern Europe now that the European Union has passed its ‘deregulation of telecommunications’ legislation (1998). Although Muslim countries generally dislike the Internet because it allows access to ‘unhealthy’ information, some countries are using it to further their own religious and cultural beliefs. Iran has taken the necessary steps to publish religious resources such as the Centre for Islamic Jurisprudence in Qum. They already have over 2000 texts about both Shiite and Sunni law.
These changes in attitude will continue and more and more non-English speaking countries will increase access to the ‘net’. This will provide a much wider base of information and will enable more of the developing world to make effective use of the information that is available. Although English is taught as the second language in a vast number of countries, language will continue to be a barrier to the open access of information.
It is essential that ‘westerners’ do not adopt an air of superiority about religious differences. Who is right? Who is wrong? Questions such as these will baffle individuals for many centuries yet to come. It is important to remember that we are all equal and can learn a great deal from each other. Gone are the days when Christians were persecuted or the ‘infidels’ converted to Christianity by force. The Internet gives the opportunity for global communications. This can mean that a nation’s borders became less relevant, as do petty differences of faith. It is interesting to note that Pope John Paul has asked for forgiveness for the sins of the Catholic Church. Perhaps it is time for all religions and alternative faiths to follow suit. Maybe the use of a common language like Esperanto isn’t such a bad idea after all?
The use of symbols has been a major development in breaking down barriers towards learning for intellectually impaired students. It may be that this is another way that barriers to literacy for developing countries can be overcome. The author has considered the use of ‘writing with symbols’ and how it may be used to give the intellectually impaired a level playing field when using the Internet and other learning technologies (http://www.willcoxr.freeserve.co.uk/hci.htm see appendix 1). Similarities can be drawn between learners with intellectual impairment and those with poor literacy skills. In both cases, there are difficulties in understanding or comprehending what is put before them. It may be difficult for them to make the links between what they read or see and what they understand, particularly if answers are expected immediately. The use of on-line learning can give the learner more time assimilate what they are being taught, allowing them time to form their answers without being ‘rushed’. This often increases their self-esteem and confidence in their own abilities. Web sites designed with this in mind can significantly enhance the learning experience. Heuristic evaluation of ‘web’ sites may improve the acceptability and ‘ease of use’ for non-English speaking users. This may have a direct relevance to the use of the Internet by people who may have poor literacy skills. If the information provided by the ‘web’ can be in a user-friendly form that the majority of users can understand, in a standard form or ‘language’, providing an acceptable amount of time to assimilate the information, then it may be possible to remove even more barriers to learning.
The Albanian people combine the traits and cultures of a range of European, Asian, Muslim and Christian people. They are friendly, open and genuinely pleased to receive visitors. However, abject poverty and little regard for individual rights have turned them into a nation of opportunists and thieves. They have little sense of property, or rights of ownership. If they need a bicycle, they simply steal one. If they need a car, then they will either go to Bulgaria to steal one, or buy a stolen car from a ‘contact’. The group noted that 3 out of 5 cars on the roads are Mercedes and according to the local citizens are mostly stolen from Bulgaria. When cars are registered only the minimum of the required checks is made by the Government officials about the origins of a vehicle, they just want the registration details (and the subsequent revenue). It is interesting to note that when the Albanian Ambassador arrived in Germany this year, his Mercedes was impounded because it was on their stolen car list.
The main religion in Albania is Muslim, but the German Evangelical Church is making considerable progress in ‘converting’ some people to Christianity. This is normally achieved by providing food; spiritual guidance and comfort, to people that have virtually nothing of their own. The younger generation is particularly ‘open’ to the new religion, which is causing disruption to the established hierarchy within Albanian households. Opposition to arranged marriages by girls in their late teens is a particular area if concern at present. The Church also provides access to technology that consists of a range of computer courses and computer equipment in training rooms above the church. Any family members of the congregation can, for a nominal charge, use these facilities. There are no qualifications attached to the training carried out, but considerable help with the technology is given. The author observed and noted 12 IBM compatible PCs with several ink jet printers. A telephone was available in the church and a modem was being used to transfer information from Germany to the church at Pogradec. A whole range of courses is available from basic instructions on how to use a computer to advanced word processing.
Although the main aim of the church is to convert Muslims to Christianity, they have also been very generous in providing a considerable amount of equipment for the disabled in the form of beds, wheelchairs and medical supplies. This appears to have been done in a most charitable way without any compulsory changes of faith. It would be interesting to see if the Church of England would resort to this form of tactic to win ‘converts’.
To get a better understanding of the people it is useful to look at a couple of individual profiles.
Ismail Hysenllariis is about 60 years old and a local dignitary in his hometown of Pogradec. He was previously an important member of the local communist party during the years before democracy flowered in Albania and is now the President of the National Association for Persons with a mental handicap. Ismail is an intelligent man who is working doggedly to improve conditions for families with disabilities in his district. The Pogradec district can only be described as ‘rural’. It consists of the town itself and a mountainous area of 50Km in all directions. The mountain villages, which still operate as communes, are connected to the town by dirt tracks that only a fool would attempt to travel without a four-wheel drive vehicle. Through contacts with Warminster Mencap & Gateway Club, Ismail was invited to stay in England for a short while. For a week, he travelled around our county. He visited various places of interest, including the local Further Education College. Ismail desperately needs help for his people. A proud man; he struggled to explain his feelings through our interpreter. He was convinced that we would eat him if he displeased us! This was the dogma that he has lived with, people from the West, eat people from the East. All he wanted was to be given a chance to help his people to exist without starving, for his children to be able to read and write. This proud man would sit in the bath for an hour a day just looking around the bathroom. He refused to have water in the bath, as it was wasteful, he just wanted to sit and imagine. He found it difficult to accept that he could have as many baths as he wanted, whenever he wanted.
Alfred Kollanxhi is a 22 year old Albanian who works in a local factory making metal windows. The unrestricted building projects, which are springing up all over Albania, have placed a huge demand for windows and doors. ‘Freddy’ described his frustration about his family’s poverty and his hopes for the future. He is quite well paid at $120 per month, but after paying his share towards the accommodation and living costs to his parents, he only allows himself about $25.
He strongly believed that Western Europe should invest in his country, but that the provision of money alone would fail. He explained that his countrymen knew nothing about managing or supervising. Planning and decision making were the responsibility of a small ‘elite’ band of men. He felt that it would be more effective if experienced ‘overseers’ were provided by the West, to make sure that everything ran smoothly and could ‘guide’ local managers, then this would do his country far more good.
Both men were concerned with trying to help their friends and their country. This is unusual in that most Albanians work for their immediate family only. They have no concept of ‘volunteers’. Albanians expect to be paid for their labours, either in money or in kind. Most projects initiated and set up by NGOs have the Director and Project Leader salaries included in the project projections. Interestingly it is usually at ‘Western’ rates of around $300 to $350 per month. It is also commonplace for individuals to be registered as the Project Director/Leader for several projects that attract funding from the West. The fact that when communism collapsed in the early 1990s the senior ‘Party’ members dropped down into the NGOs and maintained very close links with the Albanian Mafia has also prevented aid and financial support getting to those who really need it.
The group was fortunate enough to meet people across the Albanian social strata, from mountain ‘peasants’ to Doctors, University lecturers and government officials. The sad fact was that most of them were either totally unaware of the disastrous effects of poor health and hygiene or not prepared to work towards solutions. It became evident through personal observations and discussions with locals that the provision of Information Technology training and more technology will not be enough on their own. A complete package of re-education and promotion of general awareness of health and hygiene issues must also be considered as a priority.
Training was a subject that kept coming back to the fore of the discussions with many people. It was generally felt that if Albania could openly communicate with other countries by telephone, email and through the Internet, without fear or distrust, then it could truly flourish and support itself to become self sufficient. This would initially require training, which couldn’t be provided by Albanians at present. If the young people like ‘Freddy’ could be trained to use technology, then they could start a program of re-education of their people.
The concept of ‘cascade’ training has been available for a long time. It can be effective, but has to be monitored very carefully to ensure that training is consistently ‘passed on’. Just like ‘Chinese Whispers’, things get changed slightly at each level and confusion can easily creep in. It is also very difficult to get Albanians out of the country to receive training. This is partly because as soon as they have experienced a different way of life, they often ‘disappear’ and don’t return to their homeland. Visas can take a long time and be very costly. As soon as a few people have been trained it will be necessary to provide training facilities, in whatever form that is seen as appropriate. The location of these training facilities would be crucial to the overall success of the initiative. The mountain villagers would not be able to travel great distances and culturally would be unable to accept great changes in their lives. Moving them out of their familiar environment would cause considerable trauma. The introduction of new ideas in addition to all the other upheavals could be too much for some to cope with, so this must be done in a non-threatening manner with sensitivity and care.
The SOROS foundation has seen training as a way forward for nations such as Albania and the African states as one constructive way of getting the people to help move forward and leave the past behind.
The Albanian government has also acknowledged that one of the main areas of concern requiring development, is the effective training of teachers. Poor classroom instruction and the low status of teachers in general are cited as being particularly serious in the rural areas. The self-imposed isolation of the ‘communist’ era has meant that those policy and decision-makers in MOES (Ministry of Education and Science) lack any knowledge of the international experience and are inadequately prepared to make the necessary changes to the educational system. Again the Internet may provide a wider experience of what is going on in the world around them.
There is a great need to provide training for a wide range of people in the use of technology, particularly the teaching profession. The simplest option would be to provide training in host countries across Western Europe. Countries such as France, Germany, Italy and the UK could make facilities available to large numbers of trainees. Colleges of Further Education have adequate facilities for Information Technology to provide specific courses in the setting up, maintaining and the using of computers. For example, Trowbridge College (the author’s employer) already has links with Hungary and provides training courses in blocks to around 30 Hungarian trainees every year. The block is for 3 weeks and it is designed to give the trainees an overview of how we educate post 16 students. Ideas are shared and can be taken back to the mother country to be used where appropriate. Accommodation is provided in local Hotels/Bed & Breakfast and the trainees are ‘bussed’ into the college every day. The college, as part of the arrangement with the Hungarian Government, provides food and beverages. The Hungarians provide interpreters that stay with them throughout their stay. Several trips around Wiltshire and the surrounding counties are arranged to provide an experience that is lasting and informative for all. As the training is in a small block (3 weeks only) it is easy for the College to control and administer it at only a nominal charge.
Colleges in the UK also provide access for foreign students to study here. Several students, particularly from Hong Kong and Turkey, often join our computing courses. Universities also provide this facility and manage far higher numbers.
Entry visas are required for people outside of the EU wishing to study in colleges. These can take many months to arrange. There are also various rules and regulations that need to be considered. These include guarantees on how much money students can bring into this country to support themselves whilst studying. Accommodation is also a major concern. IT costs around £3000 per year for a level 2 vocational course. Language is often a barrier to learning too. Foreign students ‘in-fill’ on existing courses and may struggle if English is not their first language. Support has to be arranged to enable the student(s) to progress and this often includes tuition in English.
Savas Akoglu is Turkish. He is 17 years of age and his parents decided that it would be beneficial for him to study Computing in England. As relatives live in the Trowbridge area, Savas was sent to Trowbridge College. He was enrolled on a GNVQ Information Technology Intermediate course in September 1998. Language was a major barrier for the first 6 months of the course, but considerable support, including 1:1 English lessons and dogged determination from Savas resulted in him completing the course with an overall grade of Merit. He decided, with his parents’ permission, to stay for another year and is currently studying a further one-year course in PC Maintenance and Repair. This course will finish in July 2000, after which Savas will return to Turkey and try to find employment. Savas was nominated and received an award for the ‘Most Improved IT Intermediate student’.
Although Savas is a positive demonstration that students can be educated or trained in a foreign country with the right support, it would be very difficult to manage a large numbers of trainees from countries like Albania. To make a real difference it would be necessary to train tens if not hundreds of people. Apart from the expense involved in sending large numbers of people to a foreign country to study or train, there would be considerable difficulties in obtaining the required visas. Once training has been successfully completed, the trainees would need to return to their home districts and ‘cascade’ the training to their fellow citizens.
For the training to be successfully carried out, considerable expenditure would be needed to set up training centres. The rugged, inaccessible terrain of Albania would require careful consideration to be given to location. If the training centres are located in the major towns, the hill people would find great difficulty in attending. This would be unfortunate as it this section of the population that really needs support to develop literacy. It would be impractical to set up training centres in each mountain district. The cost would be exorbitant and finding buildings in a reasonable state of repair would be difficult. This is mainly due to the massive destruction of buildings caused by the riots during the uprising in 1997. Civil unrest was most violent amongst the hills and communes. There are still at least a million firearms in the hands of civilians according to the Albanian government. The building of permanent training centres also poses problems for security. The buildings must be well secured to prevent theft and looting. As previously discussed, Albanians possess very little and have little regard for rights of ownership. Their main source of income is from the black market. A computer sold on the black market would feed a family for months. Further complications would be caused by the irregular supply of power. As the national grid generators are often shut down to conserve energy, private generators would be needed at each centre to ensure a consistent electrical supply.
To ensure that all areas of Albania are covered it would be necessary to provide as many training centres as possible. It is my belief that at least six would be required. Centres would be needed in Shkodra in the North, Elbasan (covering the Tirana area) and Berat in the centre, Vlora on the West Coast, Gjirokastra in the South and Korca in the East. Although these are major towns, they seem to be reasonably accessible to the surrounding mountain districts. To set up each centre would require the following capital outlay initially with regular monthly expenditure. Buildings would also need to be provided, either as an outright purchase or by lease:
Capital outlay
10 IBM compatible PCs $10000
Networking for 12 devices $1000
Internet modem/hub $400
Cabling $600
Printer (X2) $300
Satellite/telephone facilities $2500
(Based on average costs of Albanian projects submitted to MENCAP in 1999)
Centre Administrator $300
Trainers X 2 ($250each) $500
Caretaker/cleaner/security $200
Electricity /consumables (approx.) $700
In summarising the approximate costs it is possible to state that it would be around $15000 to set up each centre and have running costs of approximately $1500 per month. This is a large amount of money to be found/invested and does not include transport costs to and from the centres. A high number of people would find it difficult to reach the centres from their remote communes. It may be that transport has to be provided to move people to and from the centres, causing additional difficulties as well as funding issues. The issue of the difficulties of obtaining visas for Albanians to be trained in Western Europe would also need to be addressed.
The second proposal still uses the idea of static training centres being established across the country, but differs in that Europe provides experienced trainers. These trainers would be experienced in the use of Information Technology and be prepared to spend a few months in Albania. If colleges would be prepared to offer paid sabbaticals to some of their staff, then this could be achieved at minimal cost to charities or projects. All that would be needed is the provision of food and lodgings for the trainers whilst in Albania. Offering this option removes the need to obtain visas etc to get people out of Albania. The current visa fee to get in and out for British citizens is $57 each way. Training costs could be kept to a minimum and there would be the added advantage that the Albanian trainers could gain experience on the actual systems that they would eventually use themselves.
Solution 3
One of the major difficulties in providing any support for Albania is the terrain. It is wild, unkempt and generally inhospitable countryside, which is very difficult to travel around without a four-wheel drive vehicle. Most of the locals walk to and from the communes in the mountains. Getting people to go to static training centres may be problematic, particularly for long periods of time. Taking the training to the people may be more effective. This would require the introduction of ‘mobile’ training units. A four-wheel drive vehicle fitted with its own generator and banks of laptops is well within the capabilities of current technology. This idea has been successfully trialed in the UK by the author’s employer, Trowbridge College. Although the terrain is not the same and a four-wheel drive vehicle was unnecessary, a minibus has in fact been fitted with 12 laptop computers in a small network. The minibus is only used to transport the equipment to ‘hired’ buildings (church halls and such like) in the Pewsey area. The success of this venture has led to the justification of a joint bid from colleges in Wiltshire to provide a further two or three minibuses to different parts of the county to take Information Technology training to rural areas.
It is proposed that if six mobile units can be utilised then all of Albania’s rural areas could be reached. The condition of the terrain would dictate that a four-wheel drive vehicle is essential. Lack of appropriate buildings would dictate that the equipment should be installed in the minibus and remain there at all times.
The added bonus of the rural population being trained in familiar surroundings may reduce the fear and distrust that the villagers may experience by taking them out of their familiar environment.
The costs incurred setting up a number of mobile units are almost the same as setting up a static network. The only additional costs would be the purchase of an appropriate minibus and the running costs incurred (petrol, maintenance etc). It may be possible to offset these costs against the cost of hiring/maintaining the buildings for static training centres, although the security of a minibus must be taken into consideration. Considering the volatility of the area and the numbers of roving bandits being swelled by the Kosovan refugees, it may be necessary to provide an armed guard for the minibus and its training staff.
The simple answer is no. It is important to remember that we are all individuals. We all learn in different ways, take on information at different rates and at different times. Each of us has a particular learning style.
The different ways in which people learn and their different attitudes to learning form a central core to any educational system. Any curriculum must take into account the different ways that people acquire, organise, assess and value information. Any child is capable of learning; not all are able to make equal use of it. An understanding of how people learn would make a greater impact on the educational system than any decision on what should be included or changed in the national curriculum. The ability to understand how people learn forces a reassessment of the purpose of learning, the curriculum and how it is communicated.
Learning is not a popular subject as it is obviously individual and difficult to measure. Learning is both constant and changeable; it depends on moods and general attitudes; is subject to changes in emotions and yet is a constant base on which other matters depend. The difference between intense concentration and allowing the mind to wander over various topics, as in day-dreaming, are relatively clear; both are different types of learning. It is far easier to check and measure how much knowledge someone has gained by reading and remembering facts in a concentrated matter than by them casually watching a series of television programmes, the latter is in fact the more 'normal' way of learning. Many do not in fact concentrate their minds at all, let alone for an extended period of time. If you ask someone to watch a television programme and tell them that you will test them afterwards, they will give far more detailed information than if they watch the same programme without those conditions. What they can do and what they actually do is completely different, applying different levels of response depending on the situation.
Children's learning processes are extremely complex. They learn by observing, trying and most of all, by asking questions. If we consider how difficult some of these questions are to answer, it is surprising that very few adults ask them questions to check understanding. Perhaps we concentrate on the wares of the teacher and that 'what is taught is learned' far too much, forgetting to ask children questions to check understanding. Two major facts about learning emerge from the vast accumulation of evidence and research about learning. The first is that children are very intelligent learners from a very early age. Even before birth, the baby is responding as a human being. After birth they absorb information at a phenomenal rate by copying, exploring and responding to the world around them. The second fact is that adults are not especially 'clever'. They do not constantly apply their minds to tasks, without breaks in concentration or distractions. Wisdom is not gained by maturity alone. Thinking is not purely a cerebral process. It is not constantly practised. The rule of emotions, of inner needs and prejudices is very strong in adults. The use of information to support a particular viewpoint or the reluctance to change one's mind and the resentment that anyone should ask us to apply our minds are all normal adult characteristics. Many adult pleasures are simple, non-intellectual. Look at soap operas on television, comedies, pop music, magazines etc. Yet when a child plays or pretends it is seen as 'childishness'. Is it only children that act irrationally? Marked changes in the development of maturity can usually be seen but are not restricted to the adult. The goal of learning is wisdom and self-knowledge, but the process of learning is continuous and takes place all of the time.
Many theories about how we develop have been voiced over the years. Most of them have been referred back to Piaget and the fact that development occurs through an invariable hierarchy of stages and that the completion of one stage is a pre-requisite of the next. This has meant that some interesting findings have been ignored over the years and that learning continues to be separated from development, treating them as two separate processes. Can they be separated?
There are a number of explanations as to how children learn to organise material. The one that is the most recent and interesting, is that it is a result of learning to adapt to common ways of organising information, replacing his own idiosyncratic way of organising with more conventional ones, understood more readily by others.
The constructivist’s theory of learning hinges on the concept that human beings have no access to objective reality.
'Rather, we construct our knowledge of our world from our perceptions and experiences, which are themselves mediated through previous knowledge. Learning is the process by which human beings adapt to their experiential world.'(Martin A Simon, 1995).
The main thrust of constructivism is that we learn by comparing any new experience with what we already know or expect. When what we experience differs, disequilibrium results and our adaptive process is triggered. Reflection on successful adaptive operations leads to new modified concepts (Martin Simon, 1995).
Because it is difficult to gauge the activity of the brain when it is not articulate, it is difficult to judge that learning has taken place. It is evident though, that the great changes a child goes through from the moment it is born, are a result of learning. Changes are a result of adaptability, of attempts to make sense of their environment.
Learning is not a steady progression, nor is it demonstrated by feats of memory. It is affected by our attitude to ourselves and to others. There are periods when nothing appears to be learned, but something will be happening. Learning how to learn is one of the most important parts of the learning process. One of the precious skills acquired from home or school is the desire to learn. All too quickly a person can be fatalistic about their ability to learn. From an early age we are acknowledging different styles of learning. We quickly determine which methods and approaches we prefer or dislike.
One of the key elements affecting learning is motivation. Whether this comes from within or from an external source is not too important. Lack of interest in a topic itself, or in education in general has considerable consequences on what and how we learn. Capturing a person's interest is one of the surest ways of ensuring that information is eagerly taken on board. Maintaining interest is one of the hardest obstacles for a teacher to overcome, but an interesting lesson makes all the difference to the effectiveness of the learning experience. Debates about whether using rewards (bribes - for the cynically minded!) including amongst my peer group attending an MSc course, failed to arrive at a consensus of opinion. If used appropriately they can encourage some learners to succeed in achieving academic goals. Old fashioned methods of the 'carrot and the stick' are still used in our schools on a regular basis. Are they really any more successful than other methods of encouraging learners to learn? Do they enjoy their studies more if motivated by prize? Are punishments any more effective in the learning process? R. M. Felder states:
‘When mismatches exist between learning styles of most students in a class and the teaching style of the professor, the students may become bored and inattentive in class, do poorly in tests, get discouraged about courses, the curriculum, themselves, and in some cases change to other curricula or drop out of school. Professors confronted by low test grades, unresponsive or hostile classes, poor attendance and dropouts, know something is not working. They may become overly critical of their students (making things even worse) or begin to wonder if they are in the right profession’ (http://www2.ncsu.edu/unity/locker...elder/public/learning_styles.html).
The fact that we all learn is easily accepted. So is the fact that we learn in different ways; by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analysing and visualising, steadily and in fits and starts (R.M. Felder - http://www2.ncsu.edu/unity/locker...elder/public/learning_styles.html see appendix 1). Each of us is unique in the way that we experience life and in how we respond to the events that happen to us. Some of us rush into new experiences; others hold back and take time to weigh up all aspects of the situation. This also applies to the way we work; do we like working in a group? or do we prefer to go it alone? Many professionals have studied this difference in style over the years. Most of this research has evolved into different sets of inventories to assist with determining an individual's learning style. Honey and Mumford (1986) produced a set of questions that when analysed, grouped learners as Activists, Reflectors, Theorists and Pragmatists. Where as David Kolb preferred Convergers, Divergers, Assimilators and Accommodators. Although the titles may be quite different, the end results are very similar. They are all attempts to group learners in a way that enables us to 'pigeon-hole' people so that we can determine a preferred style of learning. It is important to remember that just knowing an individual's preferred learning style is not enough. It is what we can do with the knowledge that is important. It enables us to get a better impression, a feel for the preferences of the group of individuals we are trying to educate or train. This should allow us to either make allowances for individuals in the group, or make changes to the style of delivery of a topic or skill.
The relationship of styles and learning activities
Just as some individuals are heavily dominated by one style, or are particularly weak in another, so are some learning activities dominated by explicit or implicit assumptions about learning styles. It is essential that a learning experience provides the opportunity for all types of learner to benefit. It is important that we cater for an individual's preferred learning style, but we must also include opportunities to stretch the individual in the areas where they are weak. Knowing the individual's learning style is an excellent way to ensure effective learning, but we must be aware of each of our learners (whether it is 2 or 32) in that particular group. It is always beneficial to provide opportunities for our learner to experience new ways and means of learning. In Felder's words:
The Idea is not to teach each student exclusively according to his or her preferences, but rather to strive for a balance of instructional methods. If the balance is achieved, students will be taught partly in a manner they prefer, which leads to an increased comfort level and willingness to learn, and partly in a less preferred manner, which provides practice and feedback in ways of thinking and solving problems which they may not initially be comfortable with but which they will have to use to be fully effective professionals.
Determining learning styles
Learning style inventories are paper-based exercises that require the learner to answer questions or put statements in order of preference. The answers are then marked and calculations made. If we use Kolb's work as an example, these calculations are then used to plot a 'learning kite'. This is a 4 sided shape plotted onto a grid. The resultant 'kite' can then be interpreted to ascertain the preferred style of learning for that individual. This process is also lengthy and requires the learner not only to answer questions, but also to draw their 'kite' onto a paper grid. The results are then compared with a table to determine your preferred learning style. The process is lengthy and requires manual interpretation of the grid. Again it is important to remember that we are trying to put individuals into a specific groups. No one is entirely one way or the other as far as their style is concerned. They will have tendencies towards certain preferences. The interpretation of the 'kite' must be made carefully. Many factors will have different effects on an individual's particular style, including their particular circumstances and mood at the time. There is also a tendency to choose the answer/wording that they THINK should the answer, rather than the one that is relevant. Therefore it is essential that the learner is made fully aware of the purpose of the inventory and conditions are as 'controlled' as much as possible by the tutor.
ICT and learning style
ICT or CBLT (Computer based learning and training) is often accepted as one of the most flexible ways of enabling learners to adopt their preferred style of learning, except for those 'technophobes' who might prefer to use 'older' more 'traditional' methods of learning! One of the most powerful features of CBLT (or CAL - Computer Aided Learning or the newer term ICT) is its capacity to individualise instruction to meet the specific needs of the learner (Rasmussen & Davidson, 1996). Self paced instruction, the ability to present content in a variety of ways (text, video, sound and graphics) and now more recent features like hypertext and the Internet etc all make CBLT an effective learning medium. Frequent checks on progress can also be made automatically at pre-set stages, giving the appropriate encouragement/reward to help maintain the interest and motivation of the learner.
It is suggested by Gregorc in his book (Gregorc, 'An Adult's guide to style', 1982), that it is important to match the learning environment to the learners particular style if they are to attain desired learning goals and that some degree of 'flexing' (adapting to new environments) is essential to 'stretch' the learner's experience. Although the idea of matching instruction to student's learning styles has been supported in theory, putting the theory into practice is still limited and difficult to achieve. It has been suggested that effective CBLT can help meet the differing needs of all learners. CBLT may not be the preferred style of learning for all students. The 'logical' or sequential style of computer programs often do not cater for the individuals that prefer a more flexible, multidimensional thinking environment. So traditional CBLT or CAL may not satisfy all styles of learning. Unlike the teacher who may be able to adapt lessons 'on the hoof', CBLT is only as good as the programmer that created it. It is essential to ensure that the human-computer interface is intuitive to the needs of the learner. The latest hyper textual, multimedia systems are more flexible and hopefully are adaptive enough to learners needs to reduce any mismatching. It is also necessary to consider the implications of having to provide supplementary classroom instruction to compensate for any mismatching that may occur.
Although ICT is not necessarily suitable for all learners, it is the only medium available that puts the world truly at your fingertips. The Internet allows contact with the rest of the world in a simple straightforward manner. Careful design and presentation can make material available to developing countries quickly and easily. As new material is produced, it can be presented to the widest of audiences, irrespective of race, culture or gender. Technology is the great leveller. It ignores all prejudices and biases. It matters not whether you are black, white, able-bodied or disabled. Participation is open and inclusive. The more barriers that can be removed, then the world can be a step closer to total unity. Distance or location means nothing if the right equipment can be provided. It is the duty of those countries that can afford to provide aid and support to less fortunate areas of the world should do so. This aid should be co-ordinated and structured to enable long term stability.
Language will continue to be a barrier, but advances in technology can only improve this with time. Internet telephone is nearly here, Internet television is not that far off. The next step could be automatic translation/interpretation, who really knows. If all schools in Europe could have access to the Internet, then we can all be part of the European classroom. This is not so far away. The British Prime Minister, Tony Blair announced his support for this concept for all schools in the EU to be on the Internet by the year 2001. This is part of a blueprint package presented to an EU summit held in Lisbon on the 24/03/2000 where Mr Blair claimed that his 20 point reform package will create 20 million jobs across Europe over the next 10 years.
It is essential that ICT training is provided for developing countries as soon as possible. Although static training centres are more manageable, mobile stations would be more practical. The poor civil infrastructure in these countries will be a serious factor that could cause considerable delays in getting people trained. Mobile stations would be more practical in the long term. Not only will this allow the training to be taken to the people; it will also provide the maximum flexibility. It would also be possible to cross borders for example into Kosovo and Macedonia. This could mean that other countries could also benefit from valuable ICT training. Solution 3 is the favoured option by the author and the other team members.
To cover the various districts in Albania, I believe that at least four, preferably six mobile training stations would be required and the country to divided into equal districts. Each district would require a base town where the vehicles could be garaged and get secure. It is also necessary to provide experienced trainers to ensure consistency of delivery.
Costs are quoted in $US, as this is the preferred currency in Albania. The Lek is the local currency, with the exchange rate being approximately 140Lek to $1.
Converted minibus X 6 $100000
10 IBM compatible PCs X 6 $60000
Networking for 72 devices $6000
Internet modem/hub X6 $2400
Cabling $3000
Printer X6 $600
Satellite/telephone facilities $12500
(Based on average costs of Albanian projects submitted to MENCAP in 1999)
Project Co-ordinator $300
Trainers X 6 ($250each) $1500
Driver/security X 6 $1200
Electricity /consumables (approx.) $700
Connection costs using local ISPs would need to be considered. At present this is variable and difficult to cost accurately.
There are actually two levels of training that need to be conducted simultaneously.
This is the initial ICT training of local teachers. It includes the general use of ICT and how to include ICT in the curriculum and effective use of the Internet.
This requires a co-ordinated education program about health, hygiene and human rights. It is the first step in bringing the Albanian population into the 20th Century, with a view to thinking about the 21st. Unless Albanian attitudes to work and the environment can be changed, there is little chance of a successful collaboration with the rest of Europe.
Agenda 21, ‘Social Aspects of Sustainable Development in Albania’, records of the 5th session of the UN commission on Sustainable Development (1/04/97)
Green Paper, ‘Living and working in the Information Society: People First’, EU draft, (22/7/96), final COM (96) 389.
‘An Educational Development Strategy for Albania’, Gazeta
Mesuesi (Newsletter) Article, (07/04/99).
‘Computers’, Presidents & Prime Ministers ,(Jan-.Feb 1998) Vol 7 5ssue 1 p29.
Anderson S J, Noyes J M & Garland K J, ‘Evaluation of the Internet as a Learning Tool’, Blackwell Science Ltd, 1999, Journal of Computer Assisted Learning, (19/03/98), 15, 85-90.
Cole G, ‘Classroom of the future is switched on’, The Daily Telegraph – Connected supplement, (16/03/2000), p10-12.
Crook C K, ‘Internet Assisted Learning’, Blackwell Science Ltd, Journal of Computer Assisted Learning, (1999) 15, 91-94.
Eisenberg D et al, ‘Toilets take a back seat in the third world’, Time Magazine, (25/05/98), Vol 151 issue 20 p32 10,8c.
Johnson C, ‘When words are not enough’, TES Online, (14/05/99), p12-14
Koehn J, ‘High-tech Access opens whole new world for kids’, American Libraries, (Nov 1996) Vol 27 Issue 10 p56.
Kohl D, ‘Bringing the Internet to the Developing World’, American Libraries, (Sept 98), Vol 29 Issue 8 p55.
Wedgeworth R, ‘On My Mind – Toward a global library community’, American Libraries, (Nov 1995) Vol 26 Issue 10 p10-12.
Yilmaz Bulent, ‘The right to information: is it possible for developing countries?’, Paper submitted to the 64th IFLA General Conference, Amsterdam, Code No 059-86-E, (Aug 1998).
Appendix 1
INTERNET AND SOFTWARE REFERENCES
Frasheri N, http://www.soros.al/anet/history.htm visited
14/04/99 at 12:37.
This is a brief history of Internet working in Albania. Original data network was set up in 1985 by INIMA (Institute of Informatics and Applied Mathematics).
Navaro E et al, http://pubweb.acns.nwu.edu/~ena346/group_paper.html,
‘Internet Access in the world’ visited 07/07/99 at 14:05.
A thesis which compares the use of the Internet across the world. It divides the world into specific regions, Middle East, Asia, Europe and Australia.
http://www.soros.org/internet/foundations/ALBANIA.html
visited 14/04/99 at 12:51
Description of the OSI-IP program set up in 1995 in
co-operation with UNDP. It establishes
the history of satellite connections for the Internet and its progress.
http://www.tirana.al/pressrel/press4.html
visited 14/04/99 at 12:51
A press release for the UNDP (United Nations Development
Program). It introduces the Tirana
Freenet service available to NGOs (non-government organisations) in Albania.
http://www.eto.org.uk/eustats/penetr.htm
visited 21/07/00 at 15:22
Details of EU and CEE statistics on telecommunications. Covers all EU countries.
http://www.glreaqch.com/globstats visited
21/07/00 at 15:50
A web site specialising in Internet statistics. Possible to sort data into various categories.
ETHOS, http://tagish.co.uk/ethos/news/lit1/840e.htm
‘Internet development in Central and Eastern Europe’. Visited 21/07/99 at
15:29.
This web site describes the Internet development in Central & Eastern Europe, giving a comparison between different countries.
Hutchinson Multimedia Encyclopaedia 1998, keyword ‘Albania’
A multimedia encyclopaedia available on the PC.
Softkey Infopedia UK96
multimedia reference library – keywords ‘Albania’ and
‘United Kingdom’.
A multimedia encyclopaedia available on the PC.