Concluding Remarks: Internet as a tool for communication, information and participation among tertiary students in Namibia

7.1 The Internet used as a tool for participation

As a part of a broader communication strategy for the Southern African Students' Union, I have investigated and described general conditions for Internet to be used as a tool for information, communication and participation among tertiary students in Namibia.

My main study concerns the extent of Internet access among tertiary students in Windhoek, Namibia. I also wanted to learn what the students primarily use this tool for.

I have briefly estimated the conditions for regional Internet communication among the SASU affiliates on the basis of a questionnaire regarding Internet access presented to the executive council members.

Since evidence shows that the connectivity in southern Africa in general is extremely low I also wanted to study if Internet can function as an intermediary tool for information and communication, by constituting a channel and source of information for the more widespread conventional media. I therefore tried to investigate the students' access and regular use of conventional media, such as TV, radio and newspapers.

The objective with this study was further, with the outcome of the issues covered in this study, to find support for my hypothesis that Internet, direct or as an intermediary medium, can be used as a tool for the students' increased participation in the democratic process of Namibia.

Participation in this context can entail many different things; community networking, taking part of policies of local and national government, lobbying towards political bodies and multilateral organisations such as the WTO, organising action alerts and other forms of Internet lobbying regarding issues of concern through horizontal and vertical networking, and much more.

Taking my departure in the present situation, based on the findings of my study, I conclude by briefly discussing the future possibilities for the Internet to be used by students as tool for participation in the democratic process.

Internet access among tertiary students in Namibia is limited, mainly due to lack of technological infrastructure and the high cost of use. Seemingly, there is a weak basis for the use of Internet based communication in the SASU context, as well as for the use of the Internet as tool for enhanced participation in general. The students, who do have access, mainly use the Internet for interpersonal communication, which, of course, is a relevant application for the medium. In addition, the Internet is also being utilised for research in connection with studies and for reading local and international news. The students' present use of e-mail and the Internet in general, constitutes a starting point for a more strategic use of the medium that can become instrumental in a participatory process.

SASU could be a mobilising force in activating student in this context, if the organisation increased the use of Internet for relevant information, campaigns and networking.

In relation to SASU, and the possibility of using Internet and e-mail in for instance the human rights alert activity, the Namibian students have low possibility of participating directly in Internet based activities at present. Information going to and from the students can, as an alternative, be channelled in conventional media, such as notice boards, and the connected affiliate office and other connected students could function as intermediary nodes for information and communication.

The government's continued dedication to public education expenditure is a tremendously important prerequisite for an increased level of students' participation in the local, regional and national democratic process. In terms of future potential, with the many promising initiatives in the area of increased Internet connectivity in Namibia, the setting up of resource centres where access will be free or at a very low cost, and the increased use of Internet in long-distance education, conditions are relatively good for the future possibilities of students using the Internet as tool for participation.

An important factor is, I think, training in computer and Internet literacy and in learning how to use the tool effectively and strategically. Peer-to-peer training, as employed by the SchoolNet project, may work to a certain level. Kids learn how to surf the Internet in general, play games and use e-mail. But, for a more strategic use of the Internet, such as optimal use of search engines and civic networking, training is essential. The proposals of the Ministry of Basic Education, Sports and Culture in the Strategic Plan 2001-2006, regarding "equitable access" as a national priority area is a crucial condition in this context. So are the ministry objectives:

"To ensure that learners and school communities have access to, and use, modern information technology and communication technology and relevant sources of information."[88]

In addition, the Ministry of Basic Education, Sports and Culture and the National Institute for Educational Development have proposed guidelines for computer literacy for students to be incorporated into existing courses.

All these factors combined constitute a positive and essential platform for a future in the direction of real access to Internet and increased possibility for the medium to be used as a tool for participation.

The head office of SASU has an Internet connection with an e-mail address and a web site under construction. Presently (August 2001) the Internet is not being used for participation in the democratic processes in the southern African region, to any large extent. The fact that a web site exists, presenting SASU to the world and the region, is important, but it is crucial that the web site is functional in all aspects and that interactive components are being included.

The Namibian students' access to the Internet is limited. As indicated by the results of the questionnaire survey presented to the representatives of the executive council, which I discussed earlier, Internet access is limited also regionally in southern Africa. Subsequently, the present conditions for Internet communication are not sufficiently solid for efficient dissemination of information on the crucial issues and objectives of communication of SASU.

Still, due to the fact that most affiliate representatives have some access to Internet communication, and to the limited but still increasing access of the Namibian students, e-mail could be used presently in strategic activities, such as sending alerts to the SASU head office and information to and from the head office to be published in the web site. This interactivity would enhance the networking power of SASU immensely. Information on the topics prioritised by SASU could also be published, since the fact that most affiliates can access Internet, even if irregularly, indicates that the affiliates can function as important intermediary nodes for information to be passed on to their fellow students.

Optionally, the Internet, in the context of SASU can be used for enhanced participation in the democratic process by for instance researching and publicising information on relevant topics such as HIV/AIDS, students' and gender rights, the SADC educational protocol and of course lobbying and campaigning in relevant student issues. In addition, the Internet can be utilised as an autonomous publishing tool. This unique quality of Internet makes it possible for the students to bypass all traditional channels for information and communication. This is particularly relevant in a context where freedom of expression is limited and tolerance to opposition is low.

Finally, for activating students on a national and regional basis, which is a major concern of SASU, the Internet could be a mobilising tool. The human rights alerts and the strategic use of e-mail, by for instance writing and sending protest letters to relevant bodies, are great examples of possible student activities using the Internet as a tool for participation.

Access to Internet in the southern African region will most likely continue to increase. In Namibia the conditions for future Internet communication look bright due to the many promising initiatives in the area, which all combined are paving the way for an increased and affordable access to Internet.

Therefore, building up a SASU web site and the systematic use of e-mail for regional communication and networking is still strategically important. On the crucial issues mentioned above, any additional tool for information, communication and participation, is a step in the right direction.

The organisational value of Internet and the role of Internet in civic action and networking, hold immense potential to empower the students, in Namibia and indeed globally, with a crucial and instrumental tool for the realisation of participatory democracy.