1. General statement of computer situation; history of computer program; influential people; power situation; assessment of current computer facility; future plans
2. Rating: Rate the lab on readiness to make use of additional computers or preparedness to begin offering students classes, or ability to capitalize on volunteer/NGO support. (1 to 10, with 10 being the most prepared)
3. Specific Recommendations: Italics denotes what needs to be done immediately and who should do it. Other recommendations are not urgent, only sensible.

	This school does not own computers, but the principal (Mr.Njie) runs his PC on solar panels 
attached to the principal's quarters. He personally installed this PC recently and will likely be the 
driving force behind any future computer endeavors there. There is no electricity or generator, but a 
large array of solar panels runs 24v DC lights.

	The school has a computer savvy and supportive principal, but no computer resources 
presently. In addition, the remoteness of this school will make developing a lab more difficult and will 
preclude the use of air conditioner. However, the solar power at the school could run at least 10 
computers for 4 hours a day (using an inverter).

	The school will need to purchase a DC to AC inverter so that the solar panels can power 
computers. Any computer facility should have a ventilated roof to help cool it. If the facility and power 
are acceptable, then finding computers, setting them up, and training personnel will not be difficult 
with the help of Mr. Njie. 
     

	This school has a comparatively large and functional computer lab which focuses on training 
the community and generating income, although some students are also trained. It was begun about 4 
years ago by a Peace Corps volunteer and since has been in operation with about 10 computers for 2 
years. Six faculty and a handful of others are computer literate but the lab is largely managed by 
Hethur McKinley, a Peace Corps volunteer. However, the administration has supported computer 
education by providing fuel for the backup generator through computer lab fees and in advertising for 
additional computer lab managers. The electricity is irregular and unstable, and so the lab relies heavily 
on the generator. The facility is well maintained but very hot, since the windows are closed and there is 
never strong enough electricity to power the two air conditioners.

	The computer lab is functional and the school is experienced in managing a computer 
program. Advertising in the Observer for a additional computer teacher is a practice that should be 
emulated. The poor quality of electricity in Farafenni is a serious problem, which makes more 
widespread use of computers in the school cost prohibitive.

	Solve the power problems. The school should urge NAWEC to install another Farafenni 
generator just for the hospital since it is clear that the electrical demands of the hospital are greater than 
the current generator can handle. If this is not feasible, the school should consider alternative energy 
sources, such as solar power or total dependence on a generator. Currently, the lab often cannot 
function even when the city electricity is technically on. Secondly, the lab should be renovated to 
improve its cooling, possibly putting a new roof which allows heat to escape while still minimizing 
dust.
     

	This school has 3 older 286 computers of which one is set up and used for administrative 
purposes. Three computer literate people use the computer; Mr. Baldeh (Bursar), Mr. Madjie 
(Technical Drawing teacher), and the secretary. Kaur has no electricity and a 27KVA generator is used 
to run the computers. There is also solar power but no inverter. In addition to the office, the school 
plans to put student computers in the technical drawing room. The office and the drawing room are not 
ideal computer facilities; dust and cooling will be a problem.

	Mr. Madjie is a self-teaching qualified computer instructor eager to integrate computers into 
the technical drawing class. However, the lack of computers, affordable power, and the poor condition 
of the proposed facility hinders this school's chance of making computer training sustainable.

	First, this school should buy an inverter and switch to solar power. The generator is much too 
large for the number of computers present. Even if the generator were one fifth the size, it could run 5 
computers and a small air conditioner for less money. Second, the school improve the facilities by 
adding a ventilated roof, putting glass in the windows, and putting up curtains to reduce dust and 
moisture exposure.
     

	Armitage currently has 7 working computers. One is used by the administrative staff and the 
rest are set up in a newly renovated lab space for student teaching. The computers were acquired from 
a variety of sources over the past 2 years and Jeremy Barber, a Peace Corps volunteer, has taught a few 
computer classes. He estimates that the accountant and secretaries, 80 percent of the faculty, and about 
10 students have some computer knowledge. Jeremy maintains the computers along with Mr. Kabia, 
the librarian. The Georgetown city power is regular and reliable, and the school doesn't have a 
generator or solar array. The facility is an acceptable place to put computers; it is cooled by electric 
fans (and a non-functional air conditioner) and has a roof and windows which will keep out rain and 
dust.

	The school has computers and paid for a facility to be brought up to standards. In addition, the 
Peace Corps volunteer at the school can improve the skills of staff and students so the computers 
become internally sustainable. However, last year the PCV has had difficulty convincing the school to 
let him go forward with computer training full time. He also encountered difficulties in the past year 
regarding an 8th computer which was donated by Cube Computers for student use but has since been in 
the vice-principal's house. If the administration is supportive and donated computers are tracked 
carefully, this school would be quite prepared for a computer program.

	The principal should be encouraged to actively seek the return of the Cube computer from the 
vice-principal's house. More students should be allowed to take classes on the computers in the new 
lab.
     

	Nasir has 6 computers ranging from non-functional Chinese 286s to a new Compaq donated 
by Gamtel in 2000. One computer is used regularly by the administration and the rest are in storage. 
Nasir is building a new block of classrooms which will house a computer lab. Mr. Ceesay, the 
headmaster, reports that Mr. Eganez (accountant), the secretary, and the vice-principal are computer 
literate in addition to himself. The school only uses Basse city power, which is regular and reasonably 
stable. 

	Electricity is not a problem and the computer lab will likely minimize dust and moisture once 
construction is completed. Provided that capable personnel can be found to train students and staff and 
maintain the lab, it will likely be sustainable. 

	The new computer lab must have an air conditioner and a stabilizer. It will save money if the 
lab's roof is designed to maximize heat release. Nasir would benefit from a Peace Corps volunteer 
computer trainer once the new lab is up to standards and there are computers to set up. PCTG should 
post a Math/Science/Computer teacher to this school.
     

	Despite acquiring a number of computers, Tahir has been slow to implement a computer 
program. According to the bursar, the school has 20 computers, 5 of which are in use.  We were unable 
to enter either the administrative or teaching computer room because no staff member had a key, but 
looked through the windows and counted 11 computers, eight of which were partially set up. Most 
computers were donated by FACES and 4 were bought from Maxim/CairoNet. Jackie Francy, a Peace 
Corps volunteer, tried to start a computer program but experienced difficulty working with the 
principal, Mr. Mbo. Hence, she transferred to RDI nearby. Mr. Mbo (principal) and Rose (secretary) 
are qualified to teach computers. The school uses Soma city power but has a small generator. The 
administrative computer lab is air conditioned and sealed from dust or moisture, but the unfinished 
student computer lab lacks glass in the windows, curtains, and a cooling device. According to Jackie 
Francy, the school does not plan to start student computer classes until DOSE brings the promised 
UNDP computers.

	The electricity is good, a facility exists, and computers are present, but no computer program 
has yet begun. Jackie complains of not having been granted access to the computers and of being 
discouraged from providing free classes to individual students. This school could have a lab if the 
administration took steps to use its resources.

	The DOSE should urge the school to use its computer lab.
     

	Fatima has 3 older computers that it uses to teach staff and selected students and a fourth 
Pentium for administration. Gamtel recently donated a new Compaq Pentium iii for student use. In the 
past year, Brother Milton (Principal) has personally exposed about 15 students and 15 teachers to 
computers, and he hopes that the best students will become teaching assistants next year. The computer 
lab runs entirely off solar power: They run the computers 4 hours a day on 14 panels, 6 batteries, 1 
inverter, then run the photocopier one hour, then the TV/VCR one or two hours. They make effective 
use of solar energy to run a variety of equipment and, through competent management, will probably 
continue to avoid overloading the system for years to come. The computer lab is large and empty but 
only has minor dust and cooling problems (because the climate is more temperate than other parts of 
the country). They would like to improve and enlarge the lab in the future.

	With a supportive principal, qualified computer teacher, and resources, this school can train a 
large number of students yearly. They are comfortable with outside help but don't seek it and don't 
really need it. The only drawback to the computer program at Fatima is that it depends entirely on one 
person: Brother Milton. If Brother Milton were transferred the program would likely cease.

	They should upgrade the software on the computers, acquire additional computers of any age, 
and continue training students to be computer teaching assistants. If they have more than 6 computers, 
they will need to increase the solar panel array.
     

	This school has about 20 computers in storage and is in the process of setting up a student 
computer lab. The computers came from Germany 8 months ago. The principal and Samuel Camara, a 
teacher, are computer literate but no one is capable of setting up and maintaining the computers. The 
computer lab runs on generators (45KVA and 55KVA) but solar panels are available and only require 
an inverter. GamWorks has proposed to connect the school to Brikama city power in the future. The 
facility is well cooled with 2 air conditioners and 3 fans but may be dusty with no glass in the windows 
and no curtains (Mr. Camera assured us that they intended to board up the windows).

	The computer program is young but seems well managed. If they can take advantage of 
several types of power, the cost of computer usage would be less. It would benefit most from a 
weekend installation workshop, where several IT Specialists come and set up the computers for the 
trained teachers to then use. 

	Set up the computers. Once the computer lab is set up, the administration can organize student 
and teacher training. One note - You can see the circuit diagram for the solar system mounted on a 
piece of plexiglass in the computer lab - good teaching aid. 
     

	St. Peter's has been offering computer classes to students and the public for at least 3 years 
now as an income generating project. It was started and maintained by Peace Corps volunteers for the 
last 6 years. Of the 35 computers in the 2 labs, 20 were working at the time of the survey. In the past 
year 50-100 people (public) received 4 hours a week of classes on basic computer literacy, word, excel, 
database, HTML, or email. However, no statistics were available on student lab usage because they use 
the smaller lab during their free time in unstructured self-directed activities. Harriet Gomez (a former 
teaching assistant turned computer instructor), Mrs. Buckman, and 6 teaching assistants run the 
computer department. The lab runs on city power but has a 40KVA backup generator. The lab has no 
problems with cooling, dust, or moisture.

	In the past, the lab has had difficulty keeping computers running because of lack of funds. 
While the income generated by public classes was significant, the administration refused to allow any 
of the money to be funnel back into the lab. Now that this has been rectified, the lab is running better 
but the lab budget remains to small to replace some parts or upgrade parts.

	This computer lab has had extensive help from Peace Corps. What they need now is practice 
in the independent management of a computer training program (especially maintenance). They also 
need to focus more on teaching students, who have access to computers but do not get formal classes.
     

	Nusrat has four administrative Pentium computers and three older non-functional computers 
intended for student and teacher training. All computers were received within the last two years and 
presently the principal, bursar, 2 secretaries, and a teacher use the computers. Computer classes for 
students haven't yet begun and the principals says that he sent 75 of this best students for training so 
that they will be literate when the DOSE coordinated UNDP computers arrive. The school relies on 
city power but has a 1.5KVA generator.  The future student computer lab was an unmodified 
classroom with probable dust and cooling problems, so it will need to be renovated.

	The administrators use computers and are eager to start a student lab. However, there are only 
a few computers available at the moment, there is not an acceptable facility, and there is only one 
qualified teacher.

	This school would benefit from an IT Specialist consulting on a monthly basis. 
     

	The computer program is young. About 25 students and six teachers have been trained in the 
past year in a lab that has recently increased to 10 computers, mostly 286 or 486 computers. The 
computer lab was set up by PCV Marc Maxson and was used to train the best science students and 
future computer teachers. Mr. Carr (principal) has made efforts to get the program running; Marc 
Maxson and  Mr. Cobina (science teacher) have been training and repairing computers; and most of the 
administrative staff use computers. The school relies on city power. The administrative block never 
loses power but the rest of the school has no power half the time. The facility has fans and air 
conditioning, but the roof leaks and dust is a minor problem. Next year the school plans to expose all 
the science students to computers (about 300 people) in some form of regular classes.

	This school is ready to expand its computer program. Qualified personnel and an acceptable 
facility exist, along with a staff of dedicated computer teachers (Abiye Romeo Tonye, Marc Maxson, 
Mr. Cobina, Mr. Bah, Robert Lloyd King, Khadijatou Jallow). However, the school should renovate 
the building to eliminate dust and moisture problems. The school seems committed to its policy to only 
charge students an amount necessary to maintain computers (currently D50 per term) and to reinvest 
100% of this money back into the lab.

	Fix the roof. Rewire the computer lab so that it draws current from the same line that powers 
the administrative block, which is never off.
     

	This school is rebuilding its computer program. It has a functional computer lab of 6 working 
computers and 24 non-functional ones, mostly 286s. The one new computer from Cube is used by the 
administration. A year ago the school offered computer classes through an independent contractor, but 
the contractor recently pulled out because the business was not turning a profit. The school runs on city 
power. The facility is poorly cooled (no working fans or air conditioners) and likely to be dusty 
because the windows are kept open and the computers uncovered, but an acceptable place for 
computers overall. Mr. Ceesay and Mr. Touray plan to  teach computers next year.

	This school previously had a functional lab. Little outside effort would be needed to restart the 
program if an air conditioner and computers were provided to the school. However, the school does 
intend to charge students fees for the computer classes. 

	Seek outside help to get the 24 non-functional computers running. Begin training computer 
teachers in computer troubleshooting and hardware maintenance.
     

	St. Joseph's started one year ago with many computers in boxes and no one qualified to build 
a lab. Now, the library is filled with ten working (486 or better) computers which are used by the staff 
in the form of self-directed learning activities, and the office is starting to do clerical work on the 
computers. The computer lab was built by PCV Marc Maxson, but Mr. Reynolds (teacher) and several 
other staff members are learning necessary computer skills to take over management of the lab. City 
power, though unreliable and irregular, is the only available electricity. The temporary facility (the 
library) has leaks and the door is not very theft resistant. It has 3 fans but lacks an air conditioner. Dust 
is a moderate problem. Plans have been made to renovate an existing classroom and convert it into the 
permanent computer lab.

	This school is eager to start computer training, both for staff and students, without any 
intention of generating income. It hopes to link its school to its sister school in Sweden via the Internet 
and integrate computers into the other subjects. The school has financed the lab's development, 
supported Marc Maxson's suggestions for improvements, and appears to be working toward a student-
centered computer program. The only problems are the current lack of an adequate facility and the 
unreliability of the city power.

	Replace the door to the library with a metal one. Purchase an air conditioner and finish 
renovating the permanent computer facility.

     

	This school's administration uses computers but few staff have been involved with computers. 
An additional six computers came from Standard and Chartered and various former students of the 
school in the past year and are in the process of being set up. Mr. Duah, the bursar, is computer literate 
and has been instrumental in both building computers and training staff, but no one is yet truly 
computer literate. The school runs on city power and an acceptable permanent computer facility has 
not been built or identified. The temporary facility (the library) has leaks in the roof and a dust 
problem, but it is secure and has fans. With the recent computer acquisitions, a lab with 6 computers 
will be built, and selected staff trained.

	St. Augustine's has made efforts to start its own computer program with the help of Marc 
Maxson, a PCV, but have not yet put together a lab. A computer program is feasible here provided that 
outside support is made available, but little internal initiative has been observed. Lack of a permanent 
facility is an obstacle.

	The school needs to set up the computers and train teachers who can then train others. A 
permanent facility should be built soon.

     

	The school has been setting up a computer lab of 286 computers for over a year now but lack 
of technical expertise has hindered efforts. Six working computers now occupy the lab, with an 
additional twenty-four awaiting outside assistance. The math teacher, computer lab assistant, and 
secretary are computer literate but none have been able to get the rest of the computers running. The 
school runs on city power. The current computer facility has fans but lacks curtains, computer covers, 
and has a leak-proof  roof. The computer lab currently has NO power stabilization equipment. The 
school is eager to start a computer program and actively seeks outside help. 

	Other than the initial help of PCV Darren Gates, the school has been working autonomously 
with some success. The only obstacle is that someone must go set up the computers and jump start the 
program. Still, future maintenance and repair issues remain answered.

	Use a voltage stabilizer. This school needs a computer expert to come to the school and fix 
the computers. Many of the problems with the facility will be eliminated when a new permanent 
computer facility (currently under construction) is built.
     

	This school has the newest and apparently most functional computer lab in The Gambia. The 
lab has 22 computers, 20 of which are new Pentiums or Pentium II computers. The facility is truly 
climate controlled; dust-proof, leak-proof, has white-boards, tiled floor, air conditioned (including the 
2 storage rooms), city power and backup generator. Evidence suggests that computer classes have 
already begun. Two teachers run the computer classes. 

	The computer program at the school seems to be funded, sustainable, and autonomous. Since 
no one who worked in the lab was available to interview, we cannot be sure as to the state of the lab. 
However, we feel that the school would effectively make use of any outside help but doesn't require it.

	No recommendations.
     

	Marina strives to be the school to which other schools are compared, and their computer 
program is no exception. They have been the most successful of all the SSSs at integrating computer 
classes into the curriculum. Every student gets computer training in the lab containing 12 Pentium 
computers at no extra cost. Before entering the senior secondary school, all students have basic 
computer literacy. Derek Smith, Jodi Lis, and Mohammed Kolatoh teach classes and manage the lab. 
They run on city power when the voltage is not too low to be usable and use a backup generator when 
necessary. The air conditioned computer lab is clean, well organized, and void of any problems. The 
computers are networked and have Internet access.

	This school could make immediate use of additional computers and teachers, but doesn't need 
them. 

	The school should invest in voltage stabilizers to solve the low voltage problem afflicting the 
lab.

	This junior secondary school has no computers and no teachers who are qualified to use 
computers. It was included in this survey because an IT Specialist PCV will be posted there in 2000, 
and because the INFUNDO project and Gamtel have identified it as a test site for rural computer usage. 
It has no history relating to computers, although according to Oris George, the senior master, that the 
principal and some teachers are eager to learn how to use computers. This site will require a large 
amount of outside support in the form of Peace Corps volunteers, VSO, and money to purchase the 
required inverter. Only solar DC electricity is available at the moment. The administrative block will 
protect computers from dust and moisture but lacks a cooling mechanism. There are no plans for a 
student computer lab.

	This location is not prepared for computers.  None of the staff have computer experience; 
there is currently no AC power; the computer facility (Bursar's office) is small and lacks a fan; and 
access will likely restricted to staff and a few select teachers. Mr. George could not tell us what policies 
the school was going to adopt concerning who could use the computer, who would maintain the 
computer, and how students would be involved.

	Buy an inverter. The computer will be useless without one.  Secondly, if this computer is 
intended for teaching purposes, it should be moved out of the bursar's office and into a classroom. The 
two new IT Specialist PCVs should, upon arriving to the school, propose clear policies about computer 
access, usage, maintenance, and financing, based on the donor's intended purpose for the computer. 
See Surveyors' note in the physical assessment survey.

	This private institution recently acquired a computer lab through Peace Corps volunteer Jackie 
Francy in 2000. They have 2 administrative Pentium computers and about ten working 486 computers 
for teaching. While the administration has shown support for the computer lab by renovating the room 
and purchasing a new air conditioner, they are still very dependent on Jackie and other PCVs for 
teaching, training, and maintenance. They rely on Soma city power but have a 50KVA generator they 
occasionally use. Soma power is fairly regular but occasionally goes off for a month. The 
administrative office is climate controlled (meets or exceeds standards for computer labs) but the 
computer  training lab has a problem with dust and electrical shocks. RDI intends to begin public 
classes for free while the PCV is available to teach but eventually will charge when they have to pay 
for a teacher.

	This is a good place for a rural computer lab because RDI has the financial resources to 
support the computer lab and has demonstrated the willingness to do so. The administrators are 
computer literate and competent organizers, and the PCV is able to teach and work independently. The 
only problem is that the computer program currently relies to heavily on PCV support.

	Tiled floor should be installed and rubber feet be placed on chairs and table to eliminate the 
problem of electrical shocks. RDI should identify and train future computer teachers/maintenance 
experts.