Community Outreach Project Report v4

COMMUNITY OUTREACH PROJECT: A CASE STUDY
OF RWENZORI INFORMATION CENTERS NETWORK
BY
FACULTY OF COMPUTING AND INFORMATION TECHNOLOGY

MAKERERE UNIVERSITY, UGANDA
IN PARTNERSHIP
WITH
FACULTY OF COMPUTING AND INFORMATION SCIENCES
RADBOUD UNIVERSITY, NETHERLANDS
An Internship Report Submitted to the Faculty of Computing and Information Technology

For the study leading to an internship in Partial Fulfillment of the
Requirements for the award of a Degree of Bachelor of Information Technology/Computer
Science
Of Makerere University
Supervisor
Fiona Ssozi
Department of Information Systems
Faculty of Computing and Information Technology, Makerere University
fssozi@cit.mak.ac.ug, +256772426538
August, 2009
Declaration
We do hereby declare that this Project Report is original and has not been published and/or
submitted for any other degree award to any other University before.
# Names Registration Number Signature

1 Roland Swinkels s0652679
2 Olupot Charles 07/U/1328
3 Richard Zulu 07/U/16044/PS
4 Ssali Yunusu 07/U/16228/EVE
5 Kibiye Dennis 07/U/1316
6 Ocaya Stephen 07/U/14266/PS
7 Tusabe Racheal 07/U/1364
8 Nakacwa Barbara Wamala 07/U/1321
9 Marc Pieterse s0652245
10 Job Schepens s0436321
11 Nabunya Catherine 07/U/11612/PS
Date:
……………………………………………………….
Approval
This internship project report has been submitted for examination with the approval of the
following supervisor / s.
Signed: ………………………………….
Date: ………………………………………..
Fiona Ssozi
Department of Information Systems
Faculty of Computing and Information Technology
ii
Acknowledgement
We would like to hereby extend our thanks and acknowledgement to the following persons who
assisted us during our project.
First and Foremost to the Faculty of Computing and Information Technology, Makerere
University and the Faculty of Computing and Information Sciences, Radboud University in the
Netherlands for making this partnership possible and also the support they rendered to us during
the project.
The Rwenzori Region Information centers and it’s member information centers for hosting us
during our project in Kabarole District.
Fiona Ssozi, Department of Information Systems, Faculty of Computing and Information

Technology, Makerere University for guiding us through the tenure of the project.
Nynke Boersma, Information advisor RICNET for seeing us through and enabling us understand
the actual situation in the information centers.
Nicole Flipsen, Coordinator International Project Development and Prof.dr.Theo van der Weide,
Radboud University, Nijmegen Netherlands for the guidance and support.
Paul Mutebi, in-charge of Multi-media at National Curriculum Development Center for hosting
and informing us on the status of ICT in Education in Uganda.
Namilyango College and Gayaza High School for enabling us carry out our research on ICT in
Education.
iii
Table of Contents
Declaration.................................................................................................................ii
Approval.....................................................................................................................ii
Acknowledgement..................................................................................................... iii
Table of Contents.......................................................................................................iv
List of Figures............................................................................................................. v
List of Appendices......................................................................................................vi
List of Abbreviations................................................................................................. vii
1. Introduction............................................................................................................ 1
1.1 Project Context..................................................................................................1
1.2 Problem area..................................................................................................... 1
1.3 Problem statement............................................................................................2
1.4 Project goal....................................................................................................... 2
1.5 Significance....................................................................................................... 2
2. Field activities.........................................................................................................3
2.1 ICT training.......................................................................................................3
2.1.1 Introduction.................................................................................................3
2.1.2 Needs Assessment......................................................................................4
2.1.3 Teaching and ICT activities.........................................................................4
2.1.4 Experiences ................................................................................................7
2.1.5 Recommendations.......................................................................................9
2.2 ICT infrastructure.............................................................................................10
2.2.1 Introduction...............................................................................................10
2.2.2 Network and Internet................................................................................10
2.2.3 Power........................................................................................................11
2.2.4 Hardware............................................................................................12
2.2.5 Recommendations to Infrastructure..........................................................13
2.3 ICT in Education...............................................................................................15
2.3.1 Introduction...............................................................................................15
2.3.2 ICT in Education experiences....................................................................17
2.3.3 Importance of ICT in Education.................................................................24
2.3.4 Recommendations to ICT in Education......................................................25
3. Conclusion............................................................................................................ 27
References................................................................................................................29
Appendix.................................................................................................................. 30
Appendix A: Needs assessment Questionnaire RIC-NET (Response).....................30
Appendix B: ICT in Education assessment Questionnaire (Secondary Schools).....33
Appendix c: Screen-shot of Four-in-Balance tool...................................................36
Appendix D: The Internship students at RICNET, Fortportal..................................37
Appendix E: One of the project students showing the I.T officer of KIC how to carry
out maintenance of computers..............................................................................38
Appendix F: Internet Basics being taught at KIC...................................................39
iv
Appendix G: Microsoft Office Training at KACOICE................................................40
Appendix H: Computer training at BIC...................................................................41
Appendix I: The internship students at Gayaza High school during their research
on ICT in Education in Uganda...............................................................................42
List of Figures
Figure 1 : Four aspects of the Four in Balance.....................................................16
v
List of Appendices
Appendix A: Needs assessment Questionnaire RIC-NET (Response)................Error:
Reference source not found
Appendix B: ICT in Education assessment Questionnaire (Secondary Schools) Error:
Reference source not found
Appendix c: Screen-shot of Four-in-Balance tool. Error: Reference source not found
Appendix D: The Internship students at RICNET, Fortportal. Error: Reference source
not found
Appendix E: One of the project students showing the I.T officer of KIC how to carry
out maintenance of computers............................Error: Reference source not found
Appendix F: Internet Basics being taught at KIC..Error: Reference source not found
Appendix G: Microsoft Office Training at KACOICE........Error: Reference source not
found
Appendix H: Computer training at BIC.................Error: Reference source not found
Appendix I: The internship students at Gayaza High school during their research
on ICT in Education in Uganda.............................Error: Reference source not found
vi
List of Abbreviations
RICNET: Rwenzori Information Centers Network

BIC: Bwera Information Center
KIC: Kabarole Information Center
KACOICE: Kamwenge Community Information Center
KRIC: Kyaka Rural Information Center
BRIC: Busongora Rural Information Center
NCDC: National Curriculum Development Center
ICT: Information and Communication Technology
LAN: Local Area Network
CRT: Cathode Ray Tube
LCD: Liquid Crystal Display
UPS: Un-interruptible Power Supply
HSC: Higher School Certificate
vii
Abstract
The Community Outreach Project was about teaching the local communities in Uganda computer
basics and internet training through information centers to improve information creation and
sharing to support informed decisions thus aiding development.
A learn-by-doing approach was adopted by the students (8 Makerere University and 3 Radboud
University) to use for training at the child information centers of RICNET in Kabarole, Kasese,
Kamwenge and Kyenjojo Districts.
Research was also carried out by the students on the status of ICT in Education in Uganda with
visits to the National Curriculum Development Center, Namilyango College and Gayaza High
School.
There was a lot of interest showed by those who attended our workshops at the information
centers. However very few of the information centers have internet connection thus limited
sourcing of information. There is still a problem of information flow because the information
centers are not networked and also very few people know how to look up information on the
internet or even to create it.
Information centers should try to embrace open source software because as it is cheap and is now
easy to use, more effort should be put into making the communities aware about it. The role of
these information centers and the networking of these information centers for information
sharing should also be considered.
viii
1. Introduction
1.1 Project Context
Evaluation of ICT projects often reveals underutilization of resources as the newly
introduced ICT has not been well integrated within the local context (Kozma, 2005), in
the worst case as a result of ‘dump-and-run’ approaches (Volsoo, 2006, Reijswoud et al.,
2005), and lack of local ownership in the receiving communities (Vaughan, 2006). Also
technical (hardware and software) problems resulting from the 'hostile' conditions in
which the ICT was introduced put a strain on the actual impact (Gichoya, 2005). High
rates of breakdown combined with the low technical problem solving skills has led to
underutilized and even abandoned projects. Finally, high maintenance (recurring) costs
for hardware, software and internet connectivity put a ﬁnancial burden on the projects
that is too high to make them ﬁnancially self sustainable.( Van Reijswoud, De Jager,
2008 – Appropriate ICT)
There is therefore a need to bridge the digital divide to bring about sustainable development
using the right social context and dynamics, taking into consideration the local needs,
expectations and limitations of the society in which it is being implemented. This though begins
by focusing on the cultural, organizational, environmental, economic and political conditions of
the society in which it is being implemented. Deficient information affects the development
process in the rural sector (Ray, 1999). Information and tele centers are generally seen as
instruments that can facilitate the flow of information in rural areas and help reduce transaction
costs in the rural economy. Such a perspective has categorized the rural community as a user of
telecenters rather than a manager of knowledge (IDRC, 2000).
For an effective implementation of ICT in Education, four aspects have to be in balance: vision
on education, knowledge and skills, educational software/content and ICT infrastructure
( Engelen M., Ludeking, B. & Myk, A., (2006). Dutch ICT-tools, for a balanced use of ICT in the
Netherlands. The Hague: Ict op school)
1.2 Problem area

The challenge therefore is how to develop knowledge and skills that provide opportunities for
sustainable development, build on existing skills and techniques in local communities, taking
into consideration their needs, limitations and expectations and to also provide access to
computers and information, with the internet being the largest source of free information that can
aid in sustainable development.
More to that, there is the need to provide ICT infrastructure and software that is maintainable,
self-sustaining and within the context of the community.
1
1.3 Problem statement
Computer and internet training is a necessity for information centers because it enables
information development and sharing which is needed to support developmental activities.
Without computer and internet training, there is a limitation on the flow of information between
information centers. This promotes marginalization in terms of bridging the digital divide, which
slows development.
1.4 Project goal

The goal of the project is to impart appropriate computer skills onto the community of Rwenzori
Information Centers Network, taking into consideration their needs, limitations and expectations
but also their cultural, economic, environmental and organizational conditions.
1.5 Significance
The computer skills imparted onto this community will be appropriate to the community and
therefore will enable information sharing and access to vast amounts of information on the
internet which information can effectively be used for developmental activities like farming and
education among others. This will appropriately aid in sustainable development.
2
2. Field activities
2.1 ICT training
2.1.1 Introduction
RICNET (Rwenzori Information Centers Network) is a community based organization that
serves as a pivot around which the activities of all other 5(five) centers from Kamwenge, Kasese,
Kyaka, Kabarole and Bwera, rotate. These centers are BIC, BRIC, KACOICE, KRIC, and KIC.
A lot of activities take place at this center and the most prominent being information sourcing
and dissemination to the affiliate centers mentioned above, supervision and coordination of the
activities at the centers plus provision of other necessary support.
As per their mode of operation, upon receipt of the information from RICNET, it is now up to
the centers to see to it that the received information reaches the members at community level in
time. This is done through both IT and non IT supported methods; for instance, sometimes
computers are used while other times information is printed and pinned on the notice boards of
the respective centers for members to access. Throughout all this, it can be observed that
computer knowledge is vital if all this is to be successfully realized.
It is against this backdrop that the stakeholders finally realized that in order for information to
flow seamlessly across all the centers and also for RICNET to achieve its objectives, the
members across all the centers needed to be trained in adequate computer skills so as to pass on
the knowledge to the communities.
Therefore, eight students from the faculty of Computing and Information technology Makerere
University together with three students from the Faculty of Computing and Information sciences
Radboud University Netherlands travelled to Fort portal to carry out this training (Appendix D).
It lasted a period of two weeks (2nd-16th August 2009). The team split up into pairs in which they
travelled to various information centers in other districts like Kamwenge, Kasese, and Kyenjojo
to carry out training.
We collaborated online using a wiki (http://copmaknl.pbworks.com) to prepare training material

for the community training. This was for a period of six months (February-July 2009).
Blackboard access (http://blackboard.ru.nl) was also granted to us during this period by Radboud
University, Netherlands and lecture notes on how to conduct community outreach projects could
be accessed on the blackboard system.
3
2.1.2 Needs Assessment
Initially a single program had been formulated where same teaching material would be delivered
to all the centers and that different groups would switch centers throughout the entire two weeks
period.
However, after a meeting with the RICNET officials, it was noted that since different groups had
different needs and resources, it would be prudent if a needs assessment (Appendix A) was
conducted prior to departure to the centers, to ascertain the state of ICT at each center such that
an appropriate teaching program would be drawn for each center with due regard to the resources
available at each center and also the status of the audiences targeted vis ả vis computer
knowledge. As a result, the following observations and conclusions were made:
• Microsoft Office applications with particular bias to Microsoft Word and Microsoft Excel
were critical and would be taught across all the centers.
• Computer basics would be selectively taught to those centers were need for such was
eminent.
• Only those centers with internet connection would be considered for internet training.
However even those centers without internet connection would be introduced to the
internet basics and appropriate manuals would be left with them.
• That despite the program of activities that was to be followed, members would be at
liberty to attend to any emerging need outside their mandate as long as it would be in
harmony with their schedule.
• The idea of switching centers to be withdrawn to enable consistency while teaching.
• Where necessary hardware and soft ware repairs would be made.
2.1.3 Teaching and ICT activities

To the centers where learners were not knowledgeable enough in the use of computers, an
introduction to computer basics was delivered. A case in point is BRIC at Kasese where some
people did not even know how to “click”! The following are the activities that were conducted in
relation to computer basics at the different centers.
• A practical demonstration of the composition of the computer showing both internal and
external components (physically opening up a computer).
4
• Explanation of the meaning of software with a clarification of its work, categories and
examples.
• Explanation of the meaning of hardware with a clarification of its work, categories and
examples.
• Explanation of the meaning of peripheral devices with a clarification of their work and
examples.
• Finally at BRIC, we implored the members to try to reassemble a dismantled computer

and also point to and name the different hardware components and the response was
impressive.
Afterwards Microsoft Office applications were introduced and each was handled as follows;
A) Microsoft Office Word
Here, concentration was put on how to type a document and to ensure efficiency, software called
“Typing tutor” was installed and we are optimistic that it will go a long way to improve their
typing speed.
We also taught how to edit, format, save and find a document on a computer. We would do this
in two phases for instance the first phase would be us giving them the theories of how to do it
and in the second phase, we would let them practically review what they had learned using
computers.
B) Microsoft Office Excel
Excel functions being numerous, we identified the most relevant functions given the back ground
of our audiences. We taught what a work book is, what a work sheet is, how to insert, rename
and delete work sheets from a work book. We taught how to enter data in excel and also how to
format the cells.
On a graphical note, we taught how to summarize data using the different graphical tools in
excel. A case in point is the PIVOT TABLE and the PIVOT CHART. We maintained the same
approach throughout all the applications of giving the theories at first and then letting them
practically try out what they had learned.
5
C) Microsoft Office Publisher
Though this had not been planned for before, some people at some centers, for instance
KACOICE in Kamwenge, requested for it and it was taught briefly since no manuals had been
prepared for it. (Appendix G)
D) Internet Basics
Here we taught what internet is, its brief history, the benefits of internet with emphasis being put
on information search using search engines. We demonstrated to them how a person can search
and compare information on different aspects ranging from commodity prices to weather
forecasts (Appendix H). The people were also taught on how to use email in order to send and
receive information. They were also taught how to attach files and use address books (Appendix
F)
NB:
On every application we taught, there was a prepared manual and after the training, we left all
the manuals with them for revision.
E) Maintenance and Repair
This was particularly done at KIC in Kabarole where some computers that had broken down
were repaired. Some software was also installed on the computers to aid in learning and also
protects the computers from virus infections. (Appendix E)
6
2.1.4 Experiences
A lot was experienced and observed during our stay in Rwenzori region at the different centres.
On our arrival to the main center, RICNET, and other affiliate information centers, we were
given a warm welcome that enabled us to comfortably integrate into the local communities even
though it was the first time for most of us to reach the region. Coping up with the environment
was such a great experience to most of us.
During our stay, we realised that only three centers namely BIC, KIC and BRIC were connected
to the internet while the rest were not connected. The centres that were connected had quite a
slow internet connection that could not be effectively used to train the students. This limited the
number of students who learnt about internet. Students' computers were not connected to the
internet in some centres but were able to use office computers that were connected. While
centres without internet connections could not be taught internet basics completely we managed
to at least give an overview without the connections.
We noted that most centers lacked some needed applications due to their high cost and also
naivety on how to acquire them. Microsoft products were very expensive so we gave them some
options on Open source software like OpenOffice though many were not well versed with them.
During the two weeks stay at the different centers, we enhanced our communication skills
especially while talking to community members when teaching. We realised what it meant to
pass on ideas thus gaining a deeper understanding on those topics; Microsoft Office Word, Excel,
Publisher and basic computer knowledge among others.
We realised some nice initiatives at some centers like at Bwera, where there is a Rural
Information System that assists farmers to access timely market and production information. The
system facilitates trade by linking buyers and sellers, availing price, quality, and quantity
information to the buyers. In that way we learnt how the centers are sourcing and distributing
information to the communities using ICT as a tool.
At some centers, there were limited interactions with the staff in regards to what we were
teaching. We expected different ICT trainers at the different centers during the training yet some
did not show up thus diverting our interest to the local communities from training the staff who
would afterwards teach the locals. Most interactions were done with students during the teaching
sessions.
It was good to see that most of the participants we taught were able to pick what we were doing
yet it was their first time to see, touch and use a computer. We saw it as a very big achievement
though some challenges were observed; for example some of the students were quite slow in
picking what we were teaching. This increased our scheduled time for the process. Others
showed up at the end of the training yet they required a take-through on what was covered.
7
Most of the participants we taught were very interested in learning computer skills but at some
centers we were quite disappointed because of blackouts. At KACOICE, Kamwenge
Communities Information Centre, training was not fully completed due to power problem. The
office was disconnected from electricity for two and half days. This gave the trainers and the
trainees a break which was disadvantageous to both since the centre had no standby generator.
At KRIC – Kyaka Rural Information Centre, there was no electricity but rather the use of a
generator with time limits. That didn’t allow enough time for the students to do a lot of practice
after the training. At KIC, the unstable power supply blew out all the UPSs in the past so most
none were found functional.
Most computers in the information centers were infected with computer viruses. The teams in
most centers installed antivirus software which they carried on compact disks (CDS). The KRIC
team installed the antivirus on the laptop, but accidently the antivirus deleted an important
windows file hence crashing the computer. The team tried a Windows repair but failed. This led
to the re-installation of the operating system. Luckily all important data could be saved before
doing so.
The Kabarole Information Center team made a disc image of a clean installed PC and tried
installing the image on different computers. This process was interrupted brutally when at 98% a
power interruption caused the computer to reboot. Unfortunately even after repeating the process
and copying the image from one computer to another, booting up the reinstalled computer was
not possible and because of little time remaining, resources had to be diverted to different
matters.
The information centers that have no Internet cannot update their computers and antivirus
software. Yet community members come with virus infected flash disks, hence the problem of
viruses will still continue.
Most of the information centers have no IT specialist and because of that they are not maintained
properly. Also computers are not cleaned on a regular basis in most information centers,
resulting in damage.
However, on the whole, we saw for the first time a life outside our normal learned environment
and the response to ICT in a place much different from what we know. We saw the need to learn.
We saw the need for education in ICT and we understood what insufficiency of resources can do
to the individual who would like to learn; but most of all, we became even more thankful for
what we have been given because we were able to pass it on to others. It was a rewarding
experience.
8
2.1.5 Recommendations
Upon critically analysing the different experiences and observations as mentioned above and
keeping in mind our objectives and the objectives of RICNET, we came up with the following
recommendations as discussed below,
The training at the different Information Centers should not only be focused on teaching
Microsoft products but on the subject as a whole, for example, the community should be
taught how to use a word processor instead of just Microsoft word, this way they also get to learn
how to use other word processors and not just Microsoft word. This broadens their
understanding.
The different information centers should try and embrace some open source software because
they are cheap to work with. This can help cut down costs of having to look for commercial
software on the market.
We support the plan of extending internet connection to the different information centers. This
will enable the number of people learning the internet to use it comfortably without disruptions.
However, an internet holiday can be created for the students so that they may spread their
experience by word of mouth and encourage others to take up the subject of internet.
The Rural Information System (RIS) is a good idea that would become more efficient if it was
computerized to include other ICTs like the mobile phone, this is because the level of penetration
of the phone is faster than that of the internet in rural communities and therefore it is easier to get
to the population using the phones.
A lot still needs to be done to raise the awareness of the public as to the importance of the
information centers; most people still view it as only a business center but we advice future
training on ICT on the different centers to continue and the local communities mobilized.
The staff should try and maintain the continuity of the whole training that was carried out during
our stay. There wasn’t any computer training and we got to train the first batch of community
students. It is also important that the Staff gets to participate more in initiatives like the one we
did so that more ideas can be shared.
We also suggest to the centers to give more time on the practical bit of ICT than theory so that
the communities are aware of how to use the computers efficiently.
9
2.2 ICT infrastructure
2.2.1 Introduction
To make information centres self sustainable, different services are provided to generate income.
These include: photocopying, computer training, printing / scanning, secretarial services.
Information they offer freely to communities are: market prices, newspapers (can be read in
information rooms) and other local matters. To be able to provide these services, a good
infrastructure is key.
During the project, some work was done to try and improve the infrastructure and where
necessary make the maintenance of the infrastructure simpler for the information center. This
was done with a focus on the network, power and hardware.
2.2.2 Network and Internet

KIC and BIC are one of the more modern information centres that we encountered during this
project. There are only few centers which already have an internet connection and KIC and BIC
are part of them.
The KIC network depends on a Windows 2000 domain controller that is used as a gateway
between the Local Area Network (LAN) and Internet. The type of internet connection they use is
ADSL, provided by Uganda Telecom (UTL). Compared to the Netherlands, this connection is
very expensive; over 120 dollars a month for 128 kbps (16 Kbit). This is almost the fastest
available connection to the public, but because of the cost it is not affordable for households. The
LAN is a switched UTP 10/100 MBIT network. One of the clients PC’s is used as an application
server which is used to share resources; two printers and a scanner with other computers on the
network.
Even though most clients in other centers are not (fully) connected into a LAN, the Windows
2000 server plays a very important role in KIC’s network. Managing this server in a good way is
key to keeping the network strong. To do this, knowledge of how networks work and are to be
maintained is very important. Unfortunately this knowledge is very specific and not available for
each System Administrator in these centres.
Also there was a problem with the structure of the two internal networks at KIC. The network
between the router and the server, and the network between the server and the LAN, used the
same IP range which resulted in routing errors that slowed down the Proxy server. This was
solved by making changes in the topology.
10
One of the main issues regarding network infrastructure is the low bandwidth that is provided by
the different Ugandan Internet providers. The little bandwidth there is: 16 ~ 24 KB/s (Kilobytes
per second), has to be shared amongst 18 computers in KIC and up to 50 computers in Schools.
This makes the connection very slow if not handled effectively.
Towards network security, this slow speed is also a problem, because computers take very long
time to download important antivirus or OS updates, if they aren’t interrupted along the way due
to a server timeout.
Another issue that emerged is the topology used at Uganda Telecom. After analysing the IP
settings of the router at different Information Centres, it became clear that the routers external IP
falls in a local range of 10.0.x.x, making remote access or management form an external source
almost impossible. Solving this problem would go a long way in helping to efficiently manage
systems in different rural areas from a single location (for example from RIC-NET
headquarters).
2.2.3 Power
While we were at the different information centers, we experienced a number of power problems
and they are discussed below:
Kyaka in Kyenjojo is not connected to hydro electricity so they have to fully rely on a generator
and solar power. This has brought up a number of limitations such as having to switch off some
of the computers when the printer is in use because it consumes a lot of the energy. The one
generator available isn’t sufficient to run both the printer and computers at the same time. The
center is also forced to work within a limited timeframe of the day in order to save on the little
energy available.
KACOICE in Kamwenge relays on hydro electricity therefore we were not able to do any
training for the last two days because the power had been cut off, yet there is no other kind of
power back up.
This center has a good power stabilizer but, it is not used because no one knows how to connect
it and they also haven’t yet bought a power cable to connect it.
There is a printer and a photocopier but they have to share a cable because the photocopier has
no cable of its own, therefore these two activities can’t be done at the same time.
KIC in Kabarole has a number or UPSs that blew up due to unstable power supply. So they’ve
11
lost backup power and it also puts the computers at risk as well incase of a power surge.
While in Bwera and Kasese, only once was power shortage experienced.
2.2.4 Hardware
The type of hardware in most information centers consisted of the following;
• Computers
• Printers
• Photocopiers
• World space radio
Most computers across the different centers use Pentium 4 processors and have both CRT and
LCD monitors. We also observed that some few centers had UPSs. This was particular with
RICNET, KIC and BIC.
At least every center had a printer and the types included Laser printers and ink jet printers.
These were well maintained because they acted as money generating ventures.
The world Space radios were at KIC and BIC; and these were discovered to be faulty. They are
mainly used for information sourcing and thus this posed an unseen limitation to the information
centers with regard to information sourcing.
Much of the hardware at the information centers was donations from funding organisations and
partners. This posed a constraint to some information centers as the computers, for example were
in a Dutch context, for instance the Keyboard. Therefore for easy maintenance at KIC, the BIOS
that was in the Dutch language had to be flashed and replaced with English language. The
English version of the BIOS was downloaded from the internet and installed on these computers.
12
2.2.5 Recommendations to Infrastructure
In KIC the routing issues were resolved, by changing the LAN IP structure. This was changed to
the 10.0.0.x. Also the DCHP server was configured to automatically assign addresses to new
computers, making connecting new PCs to the network easier. Also the network topology was
documented in a schema to explain the changes made.
To manage bandwidth efficiently, a proxy server is already used in several information centres.
This server stores (caches) the visited websites, so with a next visit, only parts of the websites
have to be downloaded again, saving lots of bandwidth. But, an important discovery at one of the
schools was that their proxy/cache server was taken out of function because of problems that
occurred after the power had gone down. It is worth looking into a solution to this problem
instead of just putting this tool aside.
Use disk imaging software to make maintenance and client computer reinstallation easier.
Equip the Active Directory at KIC with a secure user policy to decrease viruses and prevent them
from being installed.
Use of software deployment tools, to install a program to several /all computers at once to make
system administrative work easier. However this has no high priority and requires some research.
Also antivirus updates should be distributed efficiently. This could be done automatically by
installing a commercial antivirus distribution server or by downloading the updates manually to
the server and distribute them from there. A disadvantage of this second option is that it takes
lots of time and labour.
The UPSs should be repaired and the stabilizer put to use as a way of reducing maintenance costs
since the power surges can be contained with a UPS.
Maybe a recommendation could be the better use of solar powered computers.
Recommendations to RICNET
• Make a security policy about the use of flash drives, explaining the risks and
implementing rules about scanning the drive regularly.
• If the knowledge you need isn’t available locally, look for it on the internet and you shall
find it!
13
• Organise (quarterly) workshops for the IT trainers. Maybe each trainer can prepare a
subject he or she is familiar with and then give a presentation about it to the other
trainers. Thereby improving each others knowledge. Also the RIC-Net staff could attend
this meeting, so that they are also familiar with this knowledge.
• Create more collaboration between the RIC-NET IT officer and the different information
centres. He can advise on topics such as backups, infrastructure and so on.
• In longer term, put in place a registration system for damaged computers. By making it
available through internet, it is easier for RIC-NET to monitor the hardware status in their
centers. So when another donation of computers is received, it’s easy to assess where to
put the computers.
• Maybe the foundation that closed the contract with the Internet Provider can renegotiate a
deal where Information Centers can promote the Telecom Company in exchange for a
better and cheaper internet connection. This is more like forming a partnership that can
help.
• Create a simple contact list of local IT specialists that can assist rural centres in case of
emergency. For example, cooperate with Makerere students from that area. They could
assist in troubleshooting.
• Try using more open source software because it is cheap and also easy to use. This way
the expenses of software can be offset and more money saved for other activities.
14
2.3 ICT in Education
2.3.1 Introduction
The effective integration of ICTs into the educational system is a complex, multifaceted process
that involves not just technology—indeed, given enough initial capital, getting the technology is
the easiest part!—but also curriculum and pedagogy, institutional readiness, teacher
competencies, and long-term financing, among others. For developing countries ICTs have the
potential for increasing access to and improving the relevance and quality of education. It thus
represents a potentially equalizing strategy for developing countries. (Victoria, 2007)
When used appropriately, ICTs—especially computers and Internet technologies— enable new
ways of teaching and learning rather than simply allow teachers and students to do what they
have done before in a better way. These new ways of teaching and learning are underpinned by
constructivist theories of learning and constitute a shift from a teacher-centered pedagogy—in its
worst form characterized by memorization and rote learning—to one that is learner-centered
(Victoria, 2007).
Education policymakers and planners must first of all be clear about what educational outcomes
are being targeted. These broad goals should guide the choice of technologies to be used and
their modalities of use. The potential of each technology varies according to how it is used.
Haddad and Draxler (Haddad, Wadi D.and Jurich, Sonia, 2002) identify at least five levels of
technology use in education: presentation, demonstration, drill and practice, interaction, and
collaboration.
Our visit to NCDC on the 17th of August was with the aim of understanding or establishing how
far the use of ICT has gone in education in Uganda.
This visit was a lately-suggested to-do activity as part of our project that was seen as a good
source of information in regard to the use of ICT in schools, both primary and secondary, in the
country. The visit preceded our visits to two secondary schools – Namilyango College and
Gayaza High School; hence the need to get a feel- or rather a briefing on how ICT was used in
the secondary and primary schools (Appendix I).
The purpose of the visit to secondary schools was to study their recent advancements in the
deployment of the four basic elements required for an effective use of ICT in education
according to Four in Balance. Four in Balance is a Dutch tool to monitor the current state and
main trends in the use of ICT in education in the Netherlands. The four basic elements are:
• Overall view
• Expertise
• Digital learning materials
• ICT infrastructure
15
Applying this tool in Ugandan context makes it possible to assess if the four basic elements
identified by Four in Balance are indeed in balance in this context and furthermore how they
compare to the Dutch context. Because the tool has never been applied in a Ugandan context
before, this study is interesting for institutions that have a share in the area of ICT in Ugandan
education.
Because it’s a new context, certain adaptations or simplifications have been made to the tool to
be able to apply it. More specifically, Four in Balance makes use of a certain set of questions to
address each issue in the use of ICT in education. For the present study we have chosen to adopt
a slightly adapted version of the questionnaire provided by Four in Balance. (Appendix B)
Figure 1 : Four aspects of the Four in Balance
This one was successively used before to assess the state of ICT in education in Ghana, an
African country that struggles with similar problems in ICT. Because of time constraints we
chose to use the questionnaire only as guidance for a set of interviews in contrast to the large
scale enquiries that were performed in Ghana.
Both of our visits consisted of introductions by both parties, and presentations of the use of ICT
in both contexts. Workshops were organized for which small groups were formed to be able to
interview each teacher in a personal way. For 30 minutes, students and teachers sat around tables
and discussed the state of ICT in education with respect to knowledge and skills, educational
software and content and ICT infrastructure. The visits were concluded with a general interaction
to sum up the important issues that were identified during the day. In both schools, about 10
teachers were present.
As the project team, we felt the need to establish whether ICT was just another subject taught in
schools, and planned to stay that way or whether it was a tool used in teaching and if it was not
why that was so. For two weeks we had been working with information centers in the Rwenzori
region, training the locals on what ICT can do for them and how to use it and thought it also
important to assess the situation, which is the use of ICT, in some secondary schools as well. If
there was a need for information and training in the usage of ICT in the countryside, shouldn’t
there be an even greater need in schools?
16
2.3.2 ICT in Education experiences
We learned from NCDC’s Paul Mutebi, who in charge of multimedia at the centre, that ICT
usage in primary schools was non-existent but that in many secondary schools it was reduced to
a separate subject taught in classrooms, compulsory to senior 1s and senior 2s, optional for study
from senior 3 to senior 4 but rather unpopular as a subject of study to HSC (Senior 5 and 6),
and/or confined to a single computer lab. However, we learned also that there is a desire for this
prevailing situation to change but also that some limitations (mentioned herein) served to slow
the process to effect a change, the change being from ICT taught in schools as a separate subject
in schools to it being used as tool in education. In schools where ICT is integrated in teaching,
and only to some extent, it was popular mainly to the science subjects. Mr. Mutebi added that in
an effort to use ICT in teaching, multimedia CDs (with teaching material) have been created to
make efficient the learning and teaching process.
There was mention of a suggestion to fully integrate/incorporate ICT in education at the next
National Curriculum review because it was dimmed necessary to have it rooted in teaching
methods; thus its use as a tool to enhance the teaching habits of teachers and improve on
responses from students ranging from attentiveness during lessons to how participative they can
be during these lessons. It would also reduce on or completely eliminate a teacher’s need to write
out tests or exams, as well as make lessons more enjoyable for both the students and teachers.
A good impression was made by our presentation of a tool called the Four in Balance
(Appendix c), which despite its being thoroughly formulated and applied in a Dutch context
clearly assessed the situation of ICT usage in a given institution of learning. The tool looks at
four factors in assessing the ICT situation, which four factors need to be in balance for an
institution to be commendably off the ground as far as the integral use of ICT in teaching is
concerned. These four factors are: overall view [which embodies the vision and policy of ICT
usage in the institution], expertise [of teachers in using ICT and ICT staff in maintenance],
digital learning material [that should probably be provided by a higher organisation] and the ICT
infrastructure of the institution. The answers given to 21 questions are translated into a graph,
showing how the institution is doing in each of the 4 areas and therefore where emphasis should
be put. The results are interpreted in comparison to the national average in these four areas. It
was explained that a lot of work in terms of research and effort would go into developing a
similar tool for Uganda; but the most emphasis should be put on bridging the current digital
divide and not developing this tool.
There were concerns on how responsive a student who studied in a remote area in Uganda would
be towards the use of a computer in his every day studies. And we were quick to suggest that the
process starts with those schools in the urban areas and then maybe later on, following proper
and/or basic ICT training, the integration of ICT in teaching would be extended to schools in the
rural areas. More specifically, there could be ‘pioneer’ secondary schools that invest a lot in the
17
integral use of ICT in teaching. With the practical implementation of ICT in the Ugandan
context, these pioneer schools are an example to government and other educational institutions of
how much can be achieved from using ICT as a tool in education because computer simulations
do, in fact, provide a more conceptual learning environment.
NCDC does acknowledge the need for more and better ICT infrastructure and a much clearer
vision of ICT usage in Uganda.
a) Educational software
Our findings are based primarily on interviews and presentations that were conducted and given
during our visits to the two Ugandan government-aided schools. The interview consisted of four
questions that each addressed a specific aspect of the use of educational software and content as
an element of ICT in education. This section discusses the responses to each of these one by one.
The first question addressed the integration of ICT in different subjects. Most responses stated
that it still primarily used in the computer course, and only sometimes by some teachers in other
subjects. A small difference between the schools was observed. At Gayaza High School, we have
had responses from several teachers saying that they make effective use of ICT in their courses.
By making use of a mobile projector, they are able to bring ICT into the classrooms. For
example, the geography teacher uses Google Maps in class and integrates self-taken photographs
into PowerPoint presentations. In music teaching, music production software is used to aid
composition abilities. In the exact sciences a teacher is using BBC podcasts, copy pastes his
exams from previous versions, has a quiz for practicing exams, and sometimes requires the
submission of assignments via e-mail.
Not every teacher is able to integrate ICT in this way. Many laptops stay in the staff room where
they are not used at all and only consume power. Teachers have to search for educational content
themselves and put it on their new laptops, but it looks like it is not always feasible to do so. At
Namilyango there are attempts to teach content using applications such as “World starts with
me”. This educative program is provided by Schoolnet Uganda, and teaches pupils about love,
sex and health while also teaching ICT basics in the meantime. However, it is not a program that
can be used in the context of another course than ICT itself.
The questionnaire continued by addressing the frequency in which pupils get to use the
computers for educative purposes. It was observed that the senior 1’s & 2’s of both schools were
able to spend about 2 hours a week in the computer lab. For these pupils there is a compulsory
computer science course. The optional follow-up to this course for senior 3’s and 4’s takes twice
as much time, but only a small percentage of the pupils attends to this course. For senior 5’s and
6’s there is no course but there is some very limited time reserved instead. Teachers responded
18
that resources, especially bandwidth is lacking to be able to also make the course compulsory for
older students. Not much time is left for computer practices and finding information on the
internet as part of other courses than ICT itself.
The third aspect that was studied was the teaching of teachers. Are teachers being taught how to
make effective use of ICT as a benefit in their own teaching or are they receiving training in deep
computer knowledge. It was observed that specific teacher training programs exist only at
Gayaza High School. However, in promoting ICT in class, only maybe 10 are really strong in
this. Another 10 are also there, 10 need to be pushed, but the others generally do not believe in
ICT as a benefit in their teachings. ICT is sometimes seen as a threat for the teacher’s jobs. Some
others state otherwise that ICT saves money in the end and opens up new opportunities, for
instance, in the many community outreach projects at Gayaza High School. These projects
enable educational resource sharing between collaborating schools and raising funds for the less
developed.
Educational software that is being taught to teachers seems quite advanced. Amongst others are
Adobe Youth Voices (multimedia applications), WikiMedia (teacher website development),
planning tools for administrative purposes, and the use of online educational resources like
World of Teaching. Also antivirus updating is considered to be an important teaching subject.
The last aspect that is discussed here is the efficiency of the activities in the computer lab. The
efficiency is highly dependent on facilities of course, but in this section we will focus on the
software and content that is used. Choosing good software and being able to search, select,
interpret and processing content is crucial for an efficient use of the time available. Teachers of
both schools reported repetitive abuse of the facility. Boys look for porn and girls are on
Facebook. Both is bandwidth expensive and cannot be tolerated at an educational institute.
Furthermore, when asked for the information skills of students, teacher responded that only
senior 5’s and 6’s are capable of searching, selecting, interpreting and processing content from
the internet. However, they don’t have the possibility to go to the computer lab for the time they
actually need. Development of these information skills will be as vital for the next generation as
reading and writing, etc.
In several interviews the outcome was that educational institutions are mainly using commercial
software, especially Microsoft related products. The reason for this is that commercial software
is commonly used in businesses and in other countries around the world.
Because of the high expenses, the commercial software that is used in most cases is pirated. If
not it is because of community outreach projects supported by commercial businesses, but the
use of legal commercial software is seldom. In our view, an educational institution is supposed to
be responsible and has to set an example. Using pirated software is not responsible and sets the
19
wrong example. Buying legal commercial software is too expensive and therefore we try to
provide a feasible solution.
Open-source software could be a solution to pirated software in educational institutions. The

acquisition of open-source software is completely free. Besides that, developers around the world
can contribute to open-source software making it a more reliable and safer against computer
virus threats. Examples of open-source software include Ubuntu, a Linux-based operating
system, and OpenOffice, a free suite that works just like Microsoft Office.
Reactions we got when discussing about open-source software were mainly about the fact that
the looks/works are a bit different in comparison with Windows products. Because of copyright
issues it is impossible to exactly copy the interface of Windows products. We also experienced a
fear of incompatibility when using other software.
The reactions of the information centres and the schools gave us a clear view about the way ICT
is taught. We are under the impression that students are primarily taught how to perform a single
‘trick’ with a certain Microsoft application involving step-by-step teaching. For example how to
insert a table with Microsoft Word, instead of the possibilities of inserting tables in Word
processing applications, or how to work with Microsoft Windows, instead of the meaning of an
operating system.
With the introduction of open-source software in educational institutions, students can be taught
the concepts of word processing or spreadsheet applications. The practical use of these concepts
can be applied to both commercial software like Microsoft Office and open-source software like
OpenOffice.
When secondary schools are sponsored in any kind of way by commercial software companies, it
seems logical to stick to products of those companies because of the fear of loosing sponsorships.
In the case where these specific secondary schools are to give workshops to other schools to
increase the level of ICT skills, a problem occurs. The other secondary schools are only taught
how to use the commercial software of the sponsored secondary school; thus making the other
schools, who are not sponsored, bound to use the same (expensive) commercial software.
One of the emerging issues when implementing open-source software in educational institutions
is the ICT-curriculum that the National Curriculum Development Centre (NCDC) developed.
Out of several interviews we got the information that the NCDC has based its ICT-curriculum on
Windows. The use of other software is not part of the curriculum and therefore limits the
educational institutions to the use of expensive commercial software. Another effect of the
Windows-based curriculum is the one-sided (Windows) view on ICT. Because of these
limitations for ICT students, educational institutions are not supported to introduce other
20
software in their learning environment. Concluding that using open-source software in learning
environments is prohibited by the current ICT-curriculum.
The NCDC has the mandate to change the curriculum and give educational institutions the
freedom to choose their own software instead of being bound to one type. A recommendation for
the NCDC is to develop a generic ICT-curriculum that can be used for both commercial and
open-source software. Without modifications to the curriculum in this matter, educational
institutions will not be able to apply open-source software in their learning environment.
This all contributes to the vision there is in the more advanced secondary schools of Uganda
The schools we visited use computers to teach computer basics. Computers are also used for
either typing examinations and automatic generation of report cards through the use of school
master (Namilyango) and school management information system (Gayaza), communication is
simplified and information is stored and managed well due to computer use.
But Gayaza has gone an extra mile to structure lessons and notes digitally, teaching using
Microsoft power point (presentation) and audio contents, designing interactive question and
using computers to access online educational resources from www.teachers.resources.ca,
www.worldofteaching.com. Through the use of networked computers collaboration has been
made possible with international educators. Computers have made it possible for the initiation
and development of a digital library. Health and meals sectors have been improved since the sick
bay and food store have computer with databases to help them keep record of their stock.
Applications used by both schools are

• School master for generating reports this is used by Namilyango.
• School management information system for generating reports used by Gayaza.
• Microsoft office – PowerPoint, access, excel and word.
• Encarta
• Browser
• Fl studio for music
• Media players
• Adobe creative suite
21
b) Infrastructure
Schools require information and support in the investment in and operation of ICT infrastructure.
After making the investment in equipment or software, many schools are having problems
related to using and maintaining their ICT facilities (and the associated costs). Technical and
management problems often prevent the school from making the best possible use of its ICT
facilities. One way of solving ICT infrastructure problems is by working with other schools.
Therefore a focus on infrastructure is needed in Education.
In Uganda, many schools are not well equipped with ICT infrastructure; they mainly rely on
donations from developed countries and organisations for the infrastructure. It is very important
that with the coming of the National ICT backbone, schools get connected to each other to share
information so that they can work together and also support each other.
Of the schools we visited (Namilyango and Gayaza High school), they both have computer
laboratories, and Namilyango College has a computer lab which is facilitated with over 70
computers 19 of which are networked, a smart board, projector and others. The facilities are not
adequate; the student population of over 1350 students is too big to utilize only 70 computers of
which only 19 are networked. This affects the school timetable and some students totally miss
out.
Whereas Gayaza has a well facilitated laboratory with over 35 networked computers and a smart
board it also has a resource room with a considerable number of networked computers and a
smart board. It has a number of projectors which can be used in class in case need arises.
About 70% of the teachers’ population in Gayaza high school has personal laptops and students
are encouraged to bring their own from home. The use of these resources has been simplified by
the availability of a wireless infrastructure in the school. But these are still not adequate for
teaching methods.
c) Knowledge and Skills

ICT implementation in Education is much more than just organizing workshops in which
teachers develop ICT skills. It involves deliberately developing a philosophy in which ICT is
used in learning situations. Of the schools we visited, Gayaza High school and Namilyango
college, both schools organize workshops for teachers so that they can develop ICT skills.
However, the philosophy of using ICT in learning is still not very strong in both schools
although it is getting stronger in Gayaza High school.
At the NCDC, the staff there admitted on how it is important for them to be trained on ICT skills
so they can best know how to use it, moreso in education. We found it disturbing that the staff at
22
NCDC is not so well ICT equipped and we wondered how best they would push for the
philosophy of ICT use in something they don’t know well about. The knowledge and skills on
ICT in Uganda are still wanting and it is still hard to therefore find a nice integration into
education when the people to develop the content are hard to find.
23
2.3.3 Importance of ICT in Education
The use of ICT in the classroom helps prepare the current generation of students on the use of
ICT in the workplace where the use of ICTs and other technologies is becoming ubiquitous.
Learning resources can be accessed anytime and anywhere thus there is no need for instructor
and learner to be in the same location at the same time.
Remote learning resources can be accessed, thus students do not have to rely on physically
printed materials everytime. There is also access to resource persons all over the world like
professors, mentors, researchers, business leaders among others.
24
2.3.4 Recommendations to ICT in Education
So after describing what was experienced, recommendations for a beneficial use of ICT in
education, with respect to educational software and content are proposed. The most important
recommendation is to have the students develop information skills, although it is not easy to
propose the correct approach for such development. Information skills are becoming crucial in a
digitalizing world. Further installment and teaching of educational software is also required for a
beneficial use of ICT. E-learning is now used at almost every university, and secondary schools
are adopting this as well. Information skills and e-learning are not learned in a specific ICT
course, they are learned by doing. Surfing the internet, and dividing the helpful information from
the garbage are simply learned by putting some of your own effort in it.
A choice of materials and objectives should be encouraged so that the use of ICT in education
can be well structured. This is because ICT affects learning processes and design and it is well
implemented if it is structured in line with the educational philosophy.
According to the wikibooks- ICT in education open content textbook (Victoria, 2007), a number
of recommendations are made to the use of ICT in Education, some of which include the
following:
It should be noted that just like any other educational tool or mode of educational delivery, ICTs
do not work for everyone, everywhere in the same way.
A private sector-public sector partnership to either pilot or fast track ICT-based projects is a
strategy that can be used in Uganda. These partnerships take many forms, including private
sector grants with government counterpart contributions, donations of equipment and education-
related content by corporations to state-run schools, and the provision of technical assistance for
planning, management, and strengthening human resources at the grassroots level. Multilateral
organizations and international aid agencies have also driven many of the most significant ICT in
education efforts in the developing world. However, local community mobilization is also
important to enable continuity after the donor money has run out.
A country’s educational technology infrastructure sits on top of the national telecommunications

and information infrastructure. Therefore policy makers should look at a country’s infrastructure
in general while considering integration in education. For Uganda, this is now going to be
simplified with the laying of the National ICT backbone and the coming of seacom fibre which
lowers internet costs. The many telecommunications companies in Uganda also play an
advantage as connectivity of many parts of the country is now enabled, it also includes the many
radio stations through which educative broadcasts can be relayed.
25
In general, ICT use in education should follow use in society, not lead it. Education programs
that use cutting-edge technologies rarely achieve long term success
Various competencies too have to be developed in order for ICT in Education to be successful.
This includes teacher professional development with a focus on:
i) Skills in particular applications,
ii) Integration into existing curricula,
iii) Curricular changes related to the use of IT,
iv) Changes in teacher role,
v) Underpinning educational theories.
Leadership plays a key role in the use of ICT in Education. Many teacher or student-led
initiatives are undermined because of support from above. Therefore for ICT integration
programs to be effective and sustainable, administrators themselves must be competent in the use
of the technology, and they must have a broad understanding of the technical, curricular,
administrative, financial, and social dimensions of ICT use in education. Therefore it is
important that the staff at NCDC be trained in the use of ICTs.
Technical support specialists are important in the viability use of ICTs in education. However,
for a school this depends on how the technology is deployed and used, general competencies that
are required would be in the installation, operation, and maintenance of technical equipment
(including software), network administration, and network security. Without on-site technical
support, much time and money may be lost due to technical breakdowns.
Content development is also very critical. It is important for original educational content to be
developed that is of relevance to Uganda. It is therefore important to have content development
units that have skilled personnel for content development (like audio and video production
specialists, programmers, multimedia course authors among others)
In the end, using ICT in education has some large benefits. Pupils learn more, better and with
more fun. Pupils perform better and have a longer concentration span.
26
3. Conclusion
After visiting RIC-NET, the five different information centres, two secondary schools and the
NCDC, we can conclude there is still much work to be done. For smooth information sharing,
Uganda faces many problems, like an unstable power, insufficient network capacity and old
equipment.
But during the time spend in the information centers we’ve seen that people are willing to learn,
even older people, maybe even especially older people, on how they can use the Information
Technology to create a better future for themselves and their family. So the will is there, it just
needs to find a way.
A big issue lies in the current educational system, where people could be brought in contact with
computers in a very early stage of their lives, making adapting to technology more easy. But IT
is not yet integrated in education as a tool. At most it is taught separately as a subject, just
explaining basics. So far only few schools have managed to integrate ICT in their subjects, the
main issue being lack of resources like funding and knowledge. It should also be noted that is not
the technology but how we use it, Technology should not therefore drive education, but
educational needs and goals and careful economics. These way educational institutions will
attend to the needs of the population. ICT therefore cannot only solve educational problems, as
these are within other problems like poverty, uneven development, social inequality among
others, but is used well it can expand access to and raise awareness of education.
By setting up information centres, especially in the rural areas, people are given a chance to
come in contact with ICTs, this enables them get access to information which empowers them.
This way people are given a chance to assimilate knowledge and they should use that knowledge
to help improve their environment.
RIC-NET is building on that road, but still has a long way to go. Organisations like them, depend
a lot on donations. Support from western countries in terms of equipment should be embraced
even though those computers do not have the most recent technological advancements. Because,
in the current state, something is almost better then nothing. Because even broke equipment
could be used to teach about the structure of a computer. But, it should be said that it is wise to
filter out equipment that has no more relevancy. So on government level, a standard should be
created and maintained, to assess which computers qualify for educational donations. Also a tool
like the Four In balance model that was introduced to the NCDC could be used to first assess the
status of a school, so donated equipment can be divided accordingly to the needs.
In the west, most countries are hooked on commercial software. Therefore making it harder to
switch to free and open source software. In Uganda, that dependency doesn’t exist so much,
since its IT infrastructure is still in an early stage. This should be taken into consideration by
27
companies and schools before accepting donations from larger commercial organisations.
Donations should be weighted against their long term expectations. Unfortunately open source
doesn’t offer the benefit of donations. But instead it itself is the benefit, since open source is
completely free and easy to learn. Thus, there are no financial expectations in terms of future
investments, allowing for easy switching between packages if required.
Of course there is still a lot of work to be done and compromises have to be made along the line.
But the first step has been taken and the work needs to be carried on. This project mostly took
place on operational level, meaning short term fixes for the urgent problems at hand. But at the
same time trying to undertake actions that also influence tactical level: training staff to be able to
continue the training, recommendations for RIC-NET about their communication and
cooperation with their Information Centres. But also on a strategic level to the NCDC,
suggesting how ICT could be used as a tool in education.
Lastly, information sharing among schools through the use of ICTs should be encouraged. This
not only leads to the sharing of resources too but is another way of expanding on knowledge in
schools. Universities should get interconnected and universities to secondary schools too.
For future projects, these recommendations could be translated into a plan to create an better
information flow between RIC-NET and there respected child centres, creating a foundation of
hardware, software and information, so that they can work closer together and support each other
in information sharing. Also formulating requirements of an open source teaching environment
could be considered a follow up project.
We are thankful to have been part of this project and hope it was a step towards change.
28
References
Gichoya, D. (2005) Factors Affecting the Successful Implementation of ICT Projects in

Government. Electronic Journal of e-Government Volume 3 Issue 4
(Available on http://www.ejeg.com/volume-3/vol3-iss4/GichoyaDavid.pdf)
Haddad,Wadi D.and Jurich,Sonia (2002),“ICT for Education:Potential and Potency”,in

Haddad,W.& Drexler, A. (eds), Technologies for Education: Potentials, Parameters, and
Prospects (Washington DC: Academy for Educational Development and Paris: UNESCO), pp.
34-37.
IDRC (2000). Assessing Community Telecenters. Guidelines for Researchers. Indicators in

telecenters studies. [Available online] http://www.idrc.ca/books/focus/916/04-chp03html.
Kozma, R.B., Monitoring and Evaluation of ICT for Education Impact: A Review. In: D.A.
Wagner, B. Day, T. James, R.B. Kozma, J. Miller, T. Unwin (Eds), Monitoring and Evaluation if
ICT in Education Projects: A Handbook for Developing Countries. Worldbank/InfoDev, 2005.
(Available on: http://www.infodev.org/en/Publication.9.html)
Ray, D. (1999). Development Economics. New Delhi: Oxford University Press.
Reijswoud, V.E. van, A. de Jager, J.B.F. Mulder. 8 lessen voor ICT in de Derde Wereld:
Raamwerk voor ICT projecten. Informatie, Vol. 47, No. 4, May 2005, pp. 18-22
Vosloo, S., A Quick Guide to Implementing ICT for Development Projects. Digital Divide
Network, 2006 (Available on http://www.digitaldivide.net/articles/view.php?ArticleID=742)
Whyte,A.,“Assessing CommunityTelecentres.Guidelines for Researchers”.cited in S.Cisler,

“Planning for Sustainability…”
Four-in-Balance references
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/e_assessment/assessment1.htm
http://resources.eun.org/insight/Four_in_Balance%5BKennisnet%5D.pdf
ICT in Education Open book

Victoria,L., “ICT in Education”, 2007. Retrieved from “http://en.wikibooks.org/wiki/ICT_in_Education”
viewed 23rd August 2009
29
Appendix
Appendix A: Needs assessment Questionnaire RIC-NET
(Response)
This questionnaire is to help the community outreach project students gain a better understanding
on the state of affairs in the information centers and see how to appropriately carry out the training. Please
kindly assist us and answer the questions below. For Multi-choice questions indicate your answer by
circling the correct answer.
1. What office packages are being used at the information centers during training?
a. Microsoft office 2007 c. Microsoft Office 1997
b. Microsoft Office 2003 d. Microsoft Office 2000
2. How are training sessions carried out in the information centers?

a. Reference Manuals c. other (please specify)
b. Hand-outs
BIC and KIC: according to a guideline / curriculum and some reference manuals
KRIC, BRIC, KACOICE, hand written notes to guide the trainer, no manuals available
3. What version of Windows operating system is run on most of the computers in the information centers?
a. Windows XP d. Windows 95
b. Windows vista e. Windows 2000
c. Windows 98
BIC has some laptops with VISTA
4. Which one of these options is used to connect to the internet in the information centers that have
internet?
a. Wireless (Wi-Fi, WiMAX, Digital Satellite) c. Dial-up in BRIC, KRIC, BIC,
KACOICE (not yet connected)
b. Cable modem d. ISDN
e. ADSL KIC
5. What is the bandwidth of the internet connection to the information centers? KIC: 128 Kb/s . the other
centers have dial up, 52 KBps
6. What are the information flows between RICNET and it’s information centers and what are their
classifications? Reporting of the centers on their activity (center to RICNET)
30
Relevant information made available at RICNET to info centers (agriculture, healthcare, news from the
newspapers, etc)
7. Is RICNET able to fund the software that is used on the computers in the information centers,
Microsoft windows, and Microsoft office among others?
a.Yes b. No
Some were funded by Close the Gap Foundation (Belgium). Refurbished computers with licenced
windows. Other softwares are mostly pirated
8. Has RICNET ever considered getting to use Open source software at its information centers?
a. Yes b. No
considered yes but not taken concrete action yet., maybe in the coming years when the centers are more
used to using computers in general and more customers have been attracted
9. What are the target website resources for the following areas that RICNET recommends?
a. Agriculture b. Market pricesc. Weather d. Business e.other (please specify)
10. How is the LAN network that has been installed in some of the information centers being used?
a. File sharing Only at ricnet and Bic c. Electronic mail
b. Resource sharing (like printers) d.
11. Do the LAN networks installed at the some of the information centers have servers?
a. Yes b. No
Only at RICNET, KIC, BIC. BRIC and KACOICE, KRIC do not have a server
When we say RICNET KIC and BIC have a server we mean a dedicated computer, but it is not the big
server computers typically used for server.
12. If yes, what type of servers are on a LAN in a given information center?
Information Center Type of server
13. Has the status of the resources at the various information centers changed since the project
descriptions were sent out to the community outreach project students?
a. Yes b. No
Let me send you separate updated sheet on this
14. If yes, Please elaborate more on what has changed
15. In the project descriptions distributed to COP students, it was established that a needs assessment
would be carried out at KRIC, what were the outcomes of this needs assessment? I spoke to KRIC and
they are saying all people they will mobilize will mostly be starters / basic computer users so you can
develop a basic course in word excel for the weeks and go slowly a bit more advanced during the week
31
16. Are there any other expectations from the local community on how best we can improve information
flow? Let us leave this issue it is a very challenging one, for these two weeks we best concentrate on ICT
training
17. Website hosting:
How is the hosting of the RIC-NET website arranged and what facilities are there?
Uganda Telecom is hosting the website (ISPs) But for the website please only give us some advise on
where we should make changes. We will do the changes ourselves with the RICNET ICT Officer
Infrastructure improvement:
18. Are the computers in your information centers connected to each other in a Local Area Network
(LAN?)
- Yes All but KAcoice and KRIC - No
19. if "No": Are the following necessary tools and equipment available in your information center
available to construct a LAN?
- Network cards (inside the pc)
- UTP Cables (between pc's and switches)
- UTP Cable tester
- Router, switch or hub?
Not available, We think it is not feasible to create a LAN
KRIC, BRIC and KACOICE will not be capable of maintaining a LAN, also they use the computers for
computer training to community only, so are not in big need at present of have the computers networked.
Optional (when using cable without plug)
RJ45 jacks and a tool to put these on the UTP cable
32
Appendix B: ICT in Education assessment Questionnaire
(Secondary Schools)
Questionnaire for teachers/ ict tutors
A. KNOWLDEGE AND SKILLS

How do you use the computers in your
School?
Do you make use of the theory or the practical use of the ICT in your School?
Are you aware of the computer applications you could use when teaching?
Have you made use of these applications when teaching?

Do you think the ICT facilities in your School are adequate for the teaching methods?
Are there any disruptions in the ICT teaching process in your School?
Has the teaching of ICT influenced other parts of your School’s activities?
B. EDUCATIONAL SOFTWARE/CONTENT
Is ICT integrated in different subjects in your School or is it taught separately?
What is the frequency of the teaching of ICT in your School?
Who are taught ICT-the pupils or teachers or both?

How efficient is the use of the Computer Lab for teaching?
C. ICT INFRASTRUCTURE
How are the computer facilities managed and maintained at your School?
Does your use of the Computer Lab facilitate the teaching methods in the classroom?
Or would you prefer a computer in each classroom in your School?
33
Questionnaires for students
A. KNOWLEDGE AND SKILLS
How do you use the computers in your School?
Do you make use of the theory of computers or the practical use of the ICT in your School?
Are you aware of the computer applications you could use when learning?
Have you made use of these applications when learning?
Do you think the ICT facilities in your School are adequate for your learning process?
Are there any disruptions in the ICT learning process in your School?
Has the learning with ICT influenced your other School activities?
How many times do you use ICT for learning in your School?
Who teach ICT skills: teachers or students?
How efficient is the use of the Computer Lab for learning?
34
Questionnaire for principals
A. KNOWLEDGE AND SKILLS
How do you use the computers in your School?
Do you make use of the theory or the practical of the ICT in your School?
Are you aware of the computer applications you could use when teaching?
Have you made use of these applications when teaching?
Do you think the ICT facilities in your School are adequate for the teaching methods?
Are there any disruptions in the ICT teaching process in your School?
Has the teaching of ICT influenced other parts of your School’s activities?
What is the frequency of the teaching of ICT or teaching with ICT in your School?
Who are taught ICT-the pupils or teachers or both?
How efficient is the use of the Computer Lab for teaching?

35
Appendix c: Screen-shot of Four-in-Balance tool
36
Appendix D: The Internship students at RICNET, Fortportal
37
Appendix E: One of the project students showing the I.T
officer of KIC how to carry out maintenance of
computers
38
Appendix F: Internet Basics being taught at KIC
39
Appendix G: Microsoft Office Training at KACOICE
40
Appendix H: Computer training at BIC
41
Appendix I: The internship students at Gayaza High school
during their research on ICT in Education in Uganda.
42
43

Community Outreach Project Report v4

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Community Outreach Project Report v4

Hochgeladen von

Copyright:

Verfügbare Formate

COMMUNITY OUTREACH PROJECT: A CASE STUDY

OF RWENZORI INFORMATION CENTERS NETWORK

FACULTY OF COMPUTING AND INFORMATION TECHNOLOGY

An Internship Report Submitted to the Faculty of Computing and Information Technology

# Names Registration Number Signature

Fiona Ssozi, Department of Information Systems, Faculty of Computing and Information

RICNET: Rwenzori Information Centers Network

1.2 Problem area

1.4 Project goal

We collaborated online using a wiki (http://copmaknl.pbworks.com) to prepare training material

• The idea of switching centers to be withdrawn to enable consistency while teaching.

• Where necessary hardware and soft ware repairs would be made.

2.1.3 Teaching and ICT activities

• Finally at BRIC, we implored the members to try to reassemble a dismantled computer

A) Microsoft Office Word

B) Microsoft Office Excel

E) Maintenance and Repair

2.2.2 Network and Internet

Maybe a recommendation could be the better use of solar powered computers.

Figure 1 : Four aspects of the Four in Balance

Open-source software could be a solution to pirated software in educational institutions. The

Applications used by both schools are

c) Knowledge and Skills

A country’s educational technology infrastructure sits on top of the national telecommunications

Gichoya, D. (2005) Factors Affecting the Successful Implementation of ICT Projects in

Haddad,Wadi D.and Jurich,Sonia (2002),“ICT for Education:Potential and Potency”,in

IDRC (2000). Assessing Community Telecenters. Guidelines for Researchers. Indicators in

Ray, D. (1999). Development Economics. New Delhi: Oxford University Press.

Whyte,A.,“Assessing CommunityTelecentres.Guidelines for Researchers”.cited in S.Cisler,

ICT in Education Open book

2. How are training sessions carried out in the information centers?

Information Center Type of server

14. If yes, Please elaborate more on what has changed

Optional (when using cable without plug)

RJ45 jacks and a tool to put these on the UTP cable

Questionnaire for teachers/ ict tutors

A. KNOWLDEGE AND SKILLS

Have you made use of these applications when teaching?

Is ICT integrated in different subjects in your School or is it taught separately?

What is the frequency of the teaching of ICT in your School?

Who are taught ICT-the pupils or teachers or both?

A. KNOWLEDGE AND SKILLS

How do you use the computers in your School?

Have you made use of these applications when learning?

Is ICT integrated in different subjects in your School or is it taught separately?

Who teach ICT skills: teachers or students?

How efficient is the use of the Computer Lab for learning?

How do you use the computers in your School?

Have you made use of these applications when teaching?

Who are taught ICT-the pupils or teachers or both?

How efficient is the use of the Computer Lab for teaching?

Das könnte Ihnen auch gefallen