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BBaarrbbaaddooss The Community Technology Programme (CTP) is an initiative of the Community

Development Department. It was initially included in the submission of the 1999/2000

Estimates as part of the Community Resource Centre programmes.

This was a direct response to the burgeoning of information technology throughout the world

which could not go on unnoticed to even the most myopic observer in Barbados. Computer and

telecommunications technology in the form of email, Internet use, and the plethora of software

applications continues to grow rapidly. Concomitant with this technological development is the

indication that there are many persons who have neither the means nor the knowledge to take

advantage of the opportunities arising from such developments.

There was therefore a threat of technological pauperization which would have resulted from a

large and growing gap between those who had ready access to information technology, and those

who did not. Indeed, differences in access to information technology are influenced by household

income, educational attainment, age and gender. Interestingly, the greatest inequities occur

among those persons with the lowest income and the fewest educational opportunities.

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As computers became integral to business, education, and other areas of life, these disparities in

access engendered increasing inequalities in the social structure of the country. Without the

intervention of the Community Technological Programme, these social inequalities could have

resulted in diminishing opportunities for those persons who could not readily access the

information and technology necessary for their development and full participation in society.

As the new millennium progresses, the Community Development Department (CDD), in

response to this potential technological pauperization, will continue the process of implementing

the CTP at various Community Centres across Barbados. It is expected that the CTP will create

an enabling environment for community members of all ages, to reposition them to take

advantage of the opportunities that arise in this technological era.

Programme Objectives and Offerings

• To make computer training and Internet access more readily available to the masses.

• To provide a linkage and support to the Edutech 2000 programme.

• To strengthen parents’ understanding of, and support for the use of computers in

schools.

• To increase and improve the technological literacy of community members.

• To provide opportunities for social connections and communication.

• To lessen the reliance on National Assistance grants.

• To facilitate the development and transformation of community centres into

community resource centres.

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Registration

Registration forms were designed to capture information on persons desiring to join the

programme. The registration forms have subsequently been changed to reflect a more studied

approach to the Programme. Therefore a question on disability has been added. Community

Development Aides entered the data from these forms into an electronic database.

The Selection Process – Tutors

Applications for part-time tutors were invited through advertisements in the electronic and print

media. Prospective applicants were asked to complete forms along with their resume. On

submission of the required information, applicants were invited to attend an interview at the

office of the Community Development Department. Deputy Chief Community Development

Officer (DCCDO), the Project Officer (PO) and the Director of the Data Processing Department

conducted interviews in the first instance. The DCCDO and the PO conducted subsequent

interviews. These interviews lasted over five days.

Tutors were selected based on:

Information Technology qualifications – specific subject.

Teaching experience – at least six months.

Availability

Subject knowledge

Conduct at the interview

It should be noted that the academic qualifications of tutors ranged from, associate degree to

MCSE certification to Masters graduates. Of greater interest was the fact that many of the tutors

either taught or are currently teaching in the particular areas. The current rate for tutoring is

BDS $40.00 an hour.

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Support Staff

It was recognized that there was a need for support staff after the end of the Community

Development Aide’s work day at 5:00 pm. A recommendation was made to utilize volunteers.

These persons who would be computer literate;

• would facilitate the evening classes;

• give general oversight to the operations of the Resource Centre, which entailed;

o answering queries regarding the classes,

o distributing application forms,

o issuing of supplies where necessary,

o complete tasks assigned by the Community Development Aide, and

supervise the use of the internet facilities by members of the public.

Volunteers were recruited through submission of names by the Community Development

Officers, in association with the Community Development Aides and members of the particular

community. These persons were then interviewed by the Deputy Chief Community Development

Officer. The title has subsequently been changed to Programme Assistant and they are paid at a

rate of BDS$12.00 an hour.

Customer Relations Training Two workshops on Customer Relations were conducted for Tutors, Volunteers, Community

Development Officers and Community Development Aides working with the Programme.

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Orientation Meetings

After these workshops, orientation meetings were held at the various Centres prior to the

commencement of training. These meetings were used to;

apprise participants of their training schedule,

introduce participants, tutors, Volunteers and relevant Community Development,

Department staff members.

familiarize stakeholders of the rules and regulations with respect to the use of the

Centre and its facilities.

PHASE I

July 02 – September 02

Generally, it was found that basic computer courses are for the most part quite similar in content.

From this perspective therefore, it was not a very arduous task to set down the basic content that

would be taught.

Courses were offered in the following subject areas.

a) Introduction to Computers

b) Fundamentals of Word Processing

c) Introduction to keyboarding

d) Introduction to Windows XP

e) Introduction to the Internet

f) Basic English

g) Desktop presentations

h) Spreadsheet

i) Database Management

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It is interesting to note that although an objective in this first phase of training was to make

available as much information as possible to the student, it proved to be counter productive.

Emphasis was placed on delivering the new ICT skills to the unemployed student with the

expectation that it would quite readily lead to employment. Therefore, as a result, some students

were scheduled to attend training six days a week. This resulted in drop-outs and less than

diligent application to the training. This phase lasted for 13 weeks.

Thus, based on this unexpected and unwelcome outcome, the curriculum for the next phase of

training was modified.

PHASE II– FIRST ROUND OF TRAINING

November 02 – January 03

The second round of training was restructured somewhat to address some of the concerns of the

tutors and past participants. Generally, though, the training took the same format as in the initial

round, with respect to scheduling. Specifically, some of the concerns that were addressed are

listed below.

Persons who are not familiar with the computer should be enrolled in a specialized class. This

occurrence - of persons who are not familiar with the computer - meant that tutors and students

were slowed down. The new structure offered a beginners course. The module which lasted for

8 weeks was conducted over 32 teaching hours. Participants were required to attend sessions two

days per week, two hours per day. Generally, all Centres carried the same schedule.

In response to the recommendation for greater communication, there has been a determined effort

to increase the efficient flow of information to all stakeholders. In this regard, the internet

through the use of electronic mail has been the preferred way of communicating by the CTP.

Furthermore, a CTP Newsletter was established to enhance the flow of information to students,

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tutors, Centre Staff and the public. In addition, e-mail addresses were assigned to each Resource

Centre.

Steps have been made to address the need to have Centre staff and Volunteers trained to resolve

minor equipment problems. The IT consultant has facilitated the training of Resource Centre

personnel in troubleshooting.

“Assessments, course outlines and exams should be standardized.” Whereas in the first

round of training, the manuals were used as a guide, in this round, a course outline was

formulated and issued to all tutors, Centre staff and students.

Courses Taught

The courses taught in this phase were compulsory for everyone.

These were: Introduction to Computers.

Introduction to the Internet.

Basic English.

Introduction to keyboarding.

Introduction to Windows XP.

Fundamentals of Word Processing.

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PHASE II – SECOND ROUND OF TRAINING

January 03 – March 03

In this phase specialized courses were offered. The module which lasted for 7 weeks was

conducted over 28 teaching hours. Participants were required to attend sessions two days per

week, two hours per day. The final two hours were allocated for the final examination.

Generally, all Centres carried the same schedule.

These were: MS Word with MS PowerPoint.

Spreadsheet – using Ms Excel.

Database Management – using MS Access.

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PHASE III – END OF PILOT PHASE June 03 – September 04

In both of the previous phases of training, tutors were provided with manuals by the CDD. This

was in an attempt to standardize the material. These manuals were bought from Bryan Publishing

and were basically of a “generic” nature.

Feedback from tutors indicated some displeasure with the content of the manuals used hitherto.

As a result, a working meeting was convened on Thursday 28th April 2003 at Weston Resource

Centre.

Minutes of the working meeting held on Thursday 28th April 2003 at Weston Resource Centre. Those present were:

Ramona Rollins – former tutor

Dennis Holder - former tutor

John Coppin - former tutor

Andrew Pollard - Project Officer – Community Technology Programme.

Everyone was impressed with the course material offered on the GCF site. It was felt that the

material offered on this site should be used in the upcoming classes. Full credit will be given to

GCF Global Learning. Their logo will be placed on every page of the

hardcopy. Students will be assigned usernames and passwords to sign up and login to the GFC

website and access the courses.

It was recommended that:

1. A hard copy of the course should be kept on hand at all times.

2. An electronic copy should be saved to the hard drive.

3. Keyboarding should be taught for half an hour in each class session for 8 weeks.

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4. Courses be ordered in the following way:

a. Computer Basics

b. Windows XP

c. Introduction to MS Word

d. Internet Basics

e. Email Basics

5. There will be testing at the end of every topic. Tutors may however give

tests/quizzes at the end of every unit.

6. The three (former) tutors present will present samples of a written and practical test

and a project.

Course outlines agreed on are as follows:

• Computer basics

Unit 1: Hardware

• Lesson 1: What is a Computer? Display of hardware components.

• Lesson 2: Input Devices

• Lesson 3: Output Devices

• Lesson 4: Data Storage

• Lesson 5: Types of Computers

Unit 2: Software

• Lesson 6: Types of Software

Unit 3: Maintenance

• Lesson 9: Cleaning your Computer

• Lesson 10: File Maintenance – pgs 1,2 & 3

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• Lesson 14: Virus Protection

Course duration: 2 weeks. These two weeks would comprise: 7 hours teaching time

and 1 hour for testing. This will be a written test. This course is basic theory.

• Windows XP

Unit 1: Getting Started

• Lesson 1: The Windows XP Desktop

• Lesson 3: Getting Familiar with the Windows XP Window

• Lesson 4: Moving and Sizing Windows

• Lesson 5: Customizing Windows XP Using the Control Panel

Unit 2: File Management

• Lesson 6: Files, Folders, and Drives

• Lesson 7: Using My Documents and My Computer

• Lesson 8: Adding Shortcuts

• Lesson 9: Using the Recycle Bin

• Lesson 10: Searching for Files and Folders

Course duration: 2 weeks. This course gives hands on experience, and is coupled

with the following course.

• Introduction to MS Word XP

Unit 1: Getting Started with Word XP

• Lesson 1: Identifying Parts of the Word Window

• Lesson 2: Save and Save As

• Lesson 3: Use Backspace/Delete and Undo/Repeat

• Lesson 4: Cut, Copy, Paste and Drag and Drop

• Lesson 5: Use AutoCorrect and Find and Replace

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• Lesson 6: Spell and Grammar Check

Unit 2: Word XP Basics

• Lesson 7: Align Text

• Lesson 12: Formatting Text

• Printing a document

o Print preview

o Printing single pages

o Printing a whole document

Course duration: 3 weeks. A practical test is given at this module. This course gives

hands on experience.

A project will be issued at this stage. This project will be submitted at the end of the

training.

• Internet Basics

Unit 1: Internet Basics

• Lesson 1: What is the Internet?

• Lesson 2: What is the World Wide Web?

• Lesson 3: Modems, Browsers, and ISPs

• Lesson 6: Surfing Strategies

Unit 2: Using Internet Explorer

• Lesson 8: Favorites

• Lesson 9: History and Search

• Lesson 10: Working with Web Pages

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Unit 4: Internet Security

• Lesson 17: Password Protection

• Lesson 18: Secure Transactions

Course duration: 3 weeks. Tutors give a quiz at this stage.

• Email Basics

Unit 1: Email Basics

• Lesson 1: What is Email?

• Lesson 2: Sending Email

• Lesson 3: Reply

• Lesson 4: Forward

Unit 2: Beyond the Basics

• Lesson 5: Other Types of Email

• Lesson 6: Attachments

• Lesson 7: Formatting Email

Unit 3: Working with Email

• Lesson 9: Email Etiquette

• Lesson 10: Managing Email

Course duration: 2 weeks. Tutors give a quiz at this stage. Students will submit the

project at this stage or up to one week after the completion of the training.

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• Certification

Discussions are ongoing with the TVET Council, to examine ways in which the CTP

offerings can be customized to fit the requirements of these organizations. Meetings

convened with the abovementioned organization revealed that the request for

accreditation was contingent upon the deliberations en train in the Ministry of

Education. Despite this, students have been issued with Community Development

Department’s Certificate in Information Technology for the courses in which they

satisfied certification requirements.

Persons were issued with Certificates of Achievement. These persons completed all

the assignments and attained no less than 40% in a given subject. Those persons who

did not achieve 40% but had attended classes for no less than 75% were issued with a

Certificate of Participation.

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Facilities providing training

There are at present 12 Community Resource Centres offering training across Barbados these are listed below. At the end of 2004 they were 10.

No. of Computer Systems Resource Centre Training Lab Internet Room Total

Black Bess 9 1 10 Bonnetts 12 4 16 Briar Hall 14 8 22 Bush Hall 7 0 7 Deacons 20 6 26 Drax Hall 18 8 26 Grazettes 18 8 26 Speightstown 18 0 18 St. Elizabeth 16 4 20 St. Marks 20 0 20 Valley 10 6 16 Weston 13 4 17 175 49 224

General training times at all Community Resource Centres

TIME Weekly Sessions 10.00 – 12.0012.30 – 2.30 3.00 – 5.00 5.30 – 7.30 7.45 – 9.45

Monday & Wednesday

Tuesday & Friday

Thursday & Saturday

The teaching segment lasts approximately thirteen weeks and is conducted during

five separate two hour sessions, Monday to Saturday. Tutors are employed

throughout the day but Programme Assistants come on duty between the hours of

5.00 pm to 10.00 pm. Community Development Aides, who are computer literate,

manage the centres during the day. Students attend sessions two days per week for

two hours each day.

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Developments to Training and Record keeping –

Training

Given the expansion of the CTP, it was necessary to improve the approach to training

and record keeping at the various Resource Centres. The following developments

were implemented.

Standardized Training Manuals were introduced. The content for the

manuals was taken from the GCF Global Learning® website (see minutes of meeting

above). The GCF Global Learning® goal is "To provide free computer and career

training to help people improve their employment potential"

The Training Manuals were installed on each training computer. This means

that there is an electronic copy of each manual available to students at all times.

Students could work at their pace even within the tutor-led environment. A hard

copy of each manual, of which there are five, was given to each tutor.

A booklet has been developed by staff of the Community Development

Department to give students information on the course outline and rules and

regulations relating to the training and use of the Internet. This booklet is

presented at the orientations for the start of a new training period. There are plans to

make the booklet available all year round at all Community Centres.

Monitoring software has been installed at all Resource Centres. This

software allows tutors to deliver training from their workstation to all of the students

at once. It also enables the tutor to liaise with students on a “one to one” basis; take

control of the student’s computer to - demonstrate a technique, close an application,

or shut down the computer.

In keeping with the mandate to educate the community, new students are

required to undertake IT based projects on the CSME and or HIV/AIDS.

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Record Keeping

Innovations in this area include:

Electronic version of the Daily Log Book – whilst not putting away the

physical log book currently in use, it was felt that an electronic copy would be ideal

for obtaining immediate reports from the Resource Centre.

Electronic version of the Internet Log Book – this also provides the capability

for up to the minute information regarding internet use.

The Database used to capture the information from application forms has

been updated to provide more definitive records.

A Spreadsheet has been introduced which automatically updates students’

attendance and assessment information for the purposes of certificate awards.

Areas of collaboration

To date, the Community Technology Programme has provided training to;

• trainees of the Barbados Vocational Training Board

• clients of the Welfare Department

• seniors in the National Assistance Board

• clients in the Relief 2000 project

• clients of the Poverty Alleviation Bureau

Facility support has been given to;

♦ Pinelands Creative Workshop

♦ Small Business Association

♦ St. Marks Primary School

♦ St. Elizabeth Primary School

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Discussions are ongoing with the Barbados Library Service with a view to enhancing

and using their facilities as joint Resource Centres and Libraries. These locations

are;

1. Oistins, Christ Church;

2. Gall Hill, St. John; and

3. Six Roads, St. Philip

In the near future, training opportunities will be extended to;

♦ The National Disabilities Unit – discussions have started relating to the provision

of assistive technology to aid disabled persons to access computer training.

♦ The Probation Department – discussions are to commence with this Department.

Recommendations

These recommendations were gleaned from written reports submitted by the

tutors and the July 2002 meeting.

Qualified tutors should be allowed to fix minor computer problems.

Attendance requirements must be enforced.

Work attachment for participants.

A ‘novice’ course should be a prerequisite for specialized applications.

Repairs to malfunctioning equipment must be urgently resolved.

Assessments, course outlines and exams should be standardized.

“A photocopier is needed”.

Centre Staff and Volunteers should be trained to resolve minor equipment

problems.

“It should be optional for students to pursue the course without having

certification”.

Participants should be grouped with their age cohorts.

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A water cooler is needed where there is none.

All games should be removed from the training labs.

Greater communication between Project Coordinators and the Centres.

Assistance for persons without computers.

Need for Scanners, colour printers, copiers and fax machines.

Staffing – Manager, Administrative Assistant, Accounts Clerk in addition to

Centre Officers and network administrator/technician, Maintenance Person, “just

in time” Maintenance of computers and facilities. At the barest minimum, a

manager and administrative assistant should be appointed as a matter of urgency.

CTP should form a division in Community Development Department. Should

have its own logo and budget separately administered.

Training dates should be planned well in advance of the commencement of any

session.

These recommendations were gleaned from reports submitted by the tutors

following the second round of training and the July 2003 meeting.

The network configuration needs to be revisited.

A client/server network topology should be installed. This can be done by

adding one more computer system to each Resource Centre network. This added

system would act as the server. Changing the network topology would correct

storage and security problems currently being encountered.

The equipment should always be functioning.

Cheques should be sent to the Centres or mailed to individuals.

The Chief Community Development Officer will explore the possibility of

mailing cheques, since sending them to the Centre could compromise safety and

security.

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There is an urgent need for interconnectivity between Resource Centres and the

CDD Office. This is vitally important if the functioning of the CTP is to be

improved. In relation to this point, the Community Development Department

should consider technology which increases information transmission speeds.

Persons should be tested as to their competence at the introductory level before

going on to the specialized courses.

Tutors should be solicited to assist. A team is to be brought together to carryout

this exercise.

The Compulsory (Introductory Courses) Course should be of 12 weeks duration.

This has been addressed in the last paragraph of the section titled ‘Evaluation.’

Project Officer’s Recommendations

Introduction

The Project Officer bases these recommendations on observations.

The Community Technology Programme should maintain its focus of helping to

achieve the national goal of development within the ambit of the Community

Development Department, using information technology and internet access as

an educational objective. An approach, which emphasizes the educational focus

above the developmental perspective, will prove to be a hindrance to some

people, being involved in the programme. There seems to be some confusion

among some tutors and indeed among past students and prospective students, that

education is the goal rather than one of the objectives. An appreciation of this

distinction is critical, because it is germane to the formatting of the CTP.

In this regard the following recommendations are offered.

Staff should be employed separately as Resource Centre Officers. At present,

Community Development Aides double as Resource Centre Officers.

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The Resource Centres should not be under the portfolio of Community

Development Officers. However, there should be a well-defined working

relationship based on collaboration and cooperation.

All Resource Centres should be configured in a MAN (Metropolitan Area

Network) to facilitate “just in time” seamless information sharing, thereby

enabling a better working CTP.

The network topology should be changed to a dedicated server configuration.

This would enable greater control of the systems at the various Resource Centres.

Competency tests should be administered for persons purporting to possess

computer skills prior to entering the specialized training. These would be

persons who have not gone through the CTP’s introductory courses.

Basic English and Mathematics should be offered to students who do not have

certification and who have not satisfied a basic test prior to the commencement

of IT training. Some tutors have reported that incompetence in these two areas

presents hindrances to persons in grasping fundamental IT concepts.

Computer repair and maintenance companies should be identified as repair and

maintenance service providers, to no more than two Centres per company.

All parties should be aware of where the decision-making authority resides.

A planning committee should be established for each Resource Centre, to give

guidance on all aspects of the CTP. This committee should be comprised of;

Tutors (2), Community Development Officer, Resource Centre Officer, Assistant

Resource Centre Officer (1) and one representative from each group using the

Community Centre. The committee should comprise no more than nine (9)

persons.

Copies of all software should be kept at each Resource Centre.

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Considering security issues, all Resource Centre workers should be able to see

the computer lab, the internet room and where it is not now possible, the general

centre area. In this regard, there are two options.

One way glass windows; or

Closed circuit television such as obtains at St. Elizabeth Resource Centre.

A committee of tutors to design the format for each specialized course should be

established.

Since the CTP aims to be all embracing, the Valley Resource Centre should have

a ramp placed at the south-western side of carpark leading directly to the

computer lab. Disabled access is also an issue at Bonnetts Resource Centre.

The IT Consultant

The IT Consultant’s services are engaged on a retainer basis. These services include

routine visits to the Community Resource Centres to monitor and evaluate the

performance of the systems. The IT Consultant is to submit periodic reports in relation to

these and other aspects of his contract.

Note: The updated figure for persons completing the CTP training is 4901.