Abstract
Evaluates the Global Information Networks in Education (GINIE) project, designed to help governmental agencies, international organizations, and NGOs provide educational and counseling services to citizens of or refugees from nations in emergency or post-emergency transition. Internal evaluation covers the period 10/95-9/97 against a PACD of 5/98. GINIE has fulfilled its contractual obligation to build a prototype database of educational materials for nations in crisis and transition. Moreover, GINIE staff have adapted the materials, organization, and presentation of the database to user needs and extend its usefulness by adding: (1) an online search engine, special topic websites for comprehensive, rapid access to GINIE materials, and links to related websites; (2) a capability for online conferencing; (3) secured websites for online exchanges; (4) listservs for sending information directly to registered users via e-mail; (5) e-mail answering systems accessed via the main GINIE website or from the special topic pages; and (6) a process for automatically submitting and uploading materials to the database via the webpage. With no additional funding, GINIE far exceeded its mandate to build a database by soliciting volunteers and leveraging the resources and staff of related endeavors to benefit the many complementary elements of the project. GINIE offers unique, computer-based communication and information services dealing with educational issues for nations in crisis or transition, services not found elsewhere in this integrated, accessible format. Though still in the prototype stage, it has tremendous potential for greater usability and extension. It has already shown it can be a consistent, responsive, and stable base of support during times of crisis and transition, providing easily accessible educational materials, as well as contacts, advice, and support from experienced professionals. The continued support of multiple agencies is needed to maintain the growth of the collection. Currently, GINIE's strengths remain underutilized because they are underpublicized. Funding agency and participating organizations must make it a priority to support those who could benefit most from GINIE services. There is also a need for formal agreements among user organizations for ongoing contributions to the database. Funding should be made available to digitize print and media materials when necessary. Agency participants, not GINIE staff or students, should also assume responsibility for generating, moderating, participating, and maintaining discussion topics in the online conferences for the benefit of all. (Author abstract, modified)