Aims
· To train Travellers identified from Phase 1 in Renewable Energy and computer system management thus enabling them to provide educational opportunities within and for the benefit of their local communities.
· To reach 100 children and continue the development of working relationships with their families.
· To raise awareness about renewable energy as a mobile power source for IT.

Method Incorporating the TSC's computers into mobile classroom units, we travelled around the UK to various sites and locations. We worked with the families living on the sites and where access was not possible we parked in lay bys and the families came to us. We also worked with the Traveller's Play scheme in Herefordshire who collect Traditional Travellers by minibus and transport them to a Village Hall where activities are provided on a regular basis, we provided renewable energy by extension cable in through the window of the village hall and used the large community space for working in. Acknowledgements Thank you to all the families who took part in the project and whose appreciation and enthusiasm acknowledged our efforts. Feedback is an important element of any project or mission, as improvements can be made based on the relevant findings and helps to keep the priorities in focus. For all their dedication, time, energy and commitment we would like to thank Piet, again our mainstay technical support, Generator X and Rig-off-Grid whose renewable energy resource vehicles and teaching expertise were indispensable and also Joy and Sian, the teachers who filled in all the gaps with much patience and flexibility.

Again the Tudor Trust donated funds generously, this year £10,000, which provided the bulk of funding reserves, for this we are very grateful, in addition we would like to thank the following for their valuable support; The Bodyshop Foundation, The Mercers' Co. Charity, The Cobb Charity, Kurt Jackson, The Charity's Advisory Trust and Groundswell UK, without all whose contributions it would never have been possible to achieve our aims. Thank you to Kathy Turner, Oxford ACET who gave us valuable confidence in building working relationships with LEA's. Finally psand.net gave us the chance to appreciate Internet access via satellite and trained staff in the basics of its operation. The consultancy and skills-orientated technical support that they have given is invaluable and I hope they will have the satisfaction of seeing the TSC with their own system before too long.

With a budget of £19,293 the Computer Classroom set out in January 2003 on it's second tour around the UK. The tour involved using privately owned Community Resource Vehicles equipped with renewable energy power systems to visit 20 sites at various locations in Scotland, England and Wales. Each vehicle operated as a classroom and provided valuable educational use of the laptop computers and software to many Travellers. The Travellers we visited that benefited from using the equipment were New, Traditional and Fairground.

Part-time paid staff numbered four in total of whom all but one were Travellers themselves. The tour ended in May by which time a total of 49 days of teaching had been recorded, this comprised of 270 hours of supported educational software use and 100 hours of renewable energy training/computer use.

144 people benefited directly, 138 of them children. 34 of the children were not attending school. Indirectly many other people benefit, important life-skill sharing workshops are an ideal way of supporting communities and encouraging self-help activities.

All of the power used for the 8 laptop computers was generated using wind generators and solar panels. This achievement takes dedication, commitment and skill, which in turn takes a long time to acquire. Last year the time spent working on the project by volunteers was defined as £10,000 worth of 'in kind contribution' (@£7/hour!). The organisation that is necessary to complete a project within its aims and time schedules requires a constant responsive focus and is almost a full time job in itself.

The second Phase has now been completed and Phase 3 is due to begin in August 2003. Twelve training events will be held and TSC equipment will be distributed. This final phase, due to generous funding from BBC Children In Need, will be extended for a year and completed by July 2005. It is the project aim to, by that time, have set up IT workstations within the Travelling Communities we have trained, they will be powered by renewable energy. In the interests of the social and economic future of these families, we hope Internet Access will be a reality on a regular basis as it is a necessity, the research we undertook in Phases 1&2 show this. We plan to set up more satellite connectivity that will be operating by May 2004.

To achieve these aims the project requires further support, the financial requirements amount to £74,000 for the next eighteen months. Fortunately a substantial contribution has already been made by BBC Children In Need (£33,000 to last three years). Self Evaluation training is part of the conditions of this Grant and two members of staff are undertaking the autumn seminars. This investment in our communities is a sustainable investment that will have long-term benefits to a wide range of people.

Kaye Angus
A qualified Herbalist, Iridologist and Natural Health Consultant. Lived as a Traveller for over 10 years, has wide experience of relevant issues. Responsible for Treasury of the Charity and completed three Annual Accounts, Trustee for five years.
Computer project co-coordinator and responsible for recruiting staff and volunteers, bookings, logistics and also fundraised for the project and other Charity costs.

Piet Defoe
A self-employed renewable energy technician with over ten years experience of installing power generation devices. Piet has kept all the TSC equipment operational for the duration of the project and been on hand by phone and cyber space to answer critical enquiries when all other sources of technical information were exhausted. Piet declined to tour this time, unlike his involvement in Phase 1, although his devotion to the fulfillment of the projects aims has not diminished in any way. He successfully took up the post of Systems Technician for the project in May which the funding from BBC Children In Need supports.

Generator X
This is a community resource group working for positive environmental change throughout Europe. Using renewable energy as a living example it provides educational opportunities and experiences to all sectors of society including disadvantaged and marginalized groups. As an organisation with it's own management structure, Generator X provided a power service and up to three members of staff at a substantially reduced rate for the TSC.
The staff includes Clara, who has an impressive array of academic and organisational/adaptability skills, and Steve whose aptitude, enthusiasm and logistics experience was central to the project's success. Having back-up Volunteers was really beneficial and this helped to ensure that teaching ratios rarely fell below 1:2.

Joy Hunt
Joy has outstanding concentration skills, she is a TEFL teacher and enjoyed the challenge of working with young Travellers. She is particularly good at making children feel relaxed and involved because of her relaxed approach.

Sian Saxton
Sian has been a Traveller for many years and knows a lot of people on the road as well as having valuable experience in working with Travelling children, she has been working with The Children's Magic Hat Theatre Co. for the last two seasons and regularly goes on tour. The advantages of having an experienced Traveller as part of the crew cannot be underestimated as it leaves so much more room for developing skills. Sian, immediately after meeting up with the Project in Phase 1 last year bought a £50 computer and set up her own computer classroom using a small solar panel and inverter. She has successfully saved up enough to buy a better computer and has also bought some popular software.

Mark Hargreaves (Rig-off-Grid)
A randomly employed nomadic sound recordist working in TV and Films with 10 years experience in using solar power for powering sound equipment. He is keen to share skills and knowledge, providing hands on opportunities in wiring up and understanding appropriate technology.

This year we saw less home-educated children than the year before. We did hear of a large group of home-schooled teenagers on a site in Dorset, unfortunately and much to our frustration we didn't find out about them until we were into Northants and couldn't turn back. They were sent information about the Charity at a later date in the hope that we can include them on the next tour.
Approximately 75% of the children we worked with were attending school regularly, of these about half of them displayed confidence with the computer equipment. It was encouraging to see many of the same children from Phase 1 classes and a lot of them had improved their understanding of IT. Their Literacy skills had also improved, dramatically in some cases, especially the under 8 age group who were very enthusiastic to get involved as much as possible whilst we were available.

CHILDREN'S COMMENTS;

"How long have I got" "Can I come back and do this tomorrow?" "It's really annoying that I can't find Otters" "There's not enough time" "Don't like Physics" "Why can't you get the internet?" "I've been playing on this for quite a while, at least I know what to do now"

PARENT'S COMMENTS

"It's so good to see other adults working with my kids, they are really enjoying it, that's not something you get to see every day"

Email - thanks for everything at Aston Down...kids loved it. kids haven't been in school for past 3 months due to moving around. Got a reasonably good computer and the kids use it really well. Got a digital camera too.

"It's good to have the main focus on what you can actually do with it rather than the fact that it's there" (about renewable energy)

"Really interesting, I learned a lot. Floppy solar panels are a flexible and practical asset to include in my life - this opens up another world!"

"You need to publicise your Green Technology more and provide a leaflet explaining it"

Our most successful liaison with an LEA was whilst we were in the Oxford area.

We arranged a visit with Kathy Turner of ASET (Advisory Service for the Education of Travellers). We explained what our capabilities were and how we operate. This gave Kathy the information she needed to talk to families in the area that she had already identified as needing IT support. Oxford TES (Traveller Education Service) had just been awarded a grant to operate their own mobile computer classroom for adults in their area so this timing was appreciated, it gave them a chance to see other similar projects in action.

Six weeks later we had a booking to work with a Fairground on the Ice Rink Car Park in Oxford. There were 8 children there who benefited from the classroom during the 5 hour session. The children were on tour and would be out of school for 6 months. During this time they would be working with specially appointed teachers on their distance learning packs, the teachers were present throughout the day and appreciated the potential of our classroom and the favourable results obtained.

We appreciated a new development in our working relationships with an LEA. Where an LEA is already involved on a site it can be advantageous to give them information about what we have to offer as they can recommend out IT activities to the people whom they know have an interest and the most need. In this way we are making the equipment available to a wide range of people

On another level we attended an interview with Peterborough Centre for Multicultural Education staff who are employed by Peterborough City Council. This interview was requested by them to allow them to better understand the needs of New Travellers in their area. We were asked to attend on a consultant basis as they didn't believe that they were supporting New Travellers within their catchment area. We were hopeful that we gave them some positive feedback on issues affecting current Traveller lifestyles.

Finally we have had positive feedback from the Scottish Traveller Education Programme(STEP). We were very grateful that they showed an interest in the work we carried out in Scotland, and will endeavour to maintain a communication link. They have expressed their admiration of our achievements on so little (finance), the self-help approach is a major factor in this respect.

We hope that we can continue these good relations and learn from each other how best to support all Travellers towards self-help initiatives and solutions.

Again we gave the computers names so that we could communicate easily between ourselves. We also used only short names so that when we were using the Local Area Network (LAN) we could map network drives easily and quickly.

COMPUTERS

All the computers we used were bought second hand from:
Sterling Management Systems Ltd,
13 - 15 Barrack Road
Guilford,
Surrey.
GU2 9ZW.
Tel: 01483 301331.

Zoë
Dell Xpi, 75MHz, 8mb RAM,
Windows 95
Zoë used to be the teachers computer back in the old days when the computers were first bought (second - user). Zoë is now the responsibility of the Fox Family who travel permanently and have three children, two of whom are home educated. Unfortunately the PCMCIA slots don't work so we haven't been able to provide an external CD ROM drive. Although they can't use it for educational software they do use the Art programme and Word Processing facilities. The Fox Family has attended a TSC Renewable Energy Training event and hope to get their own solar panel soon. They are also designing some workbooks for the Charity when they have spare time; we have been unable to find funding for them to get remuneration for this to date.

Jim
Toshiba Tecra 500 cdt, 133 MHz,  2gb HD, 32mb RAM,
floppy drive
Network Capability via PCMCIA card
Windows 98
Jim has no CD Rom drive however using the PCMCIA port we are able use educational CD's on an external CD Drive.

Zak
Toshiba 440cdt,133 MHz, 1.4 2gd HD, 64mb RAM
CD Drive
Network Capability via PCMCIA card
Windows 98

Max
Toshiba 490 xcdt, 255 MHz, 4gbHD, 96mb RAM
CD Drive
USB/USB ext.floppy
Network Capability via PCMCIA or CARDBUS card
Internet enabled
Windows 98

Ned
Toshiba 490 xcdt, 255 MHz, 2gb HD, 96 Mb RAM
CD Drive
Network Capability via PCMCIA or CARDBUS card
Windows 98

Sid
Toshiba 430 cdt, 133 MHz, 1.4gb HD, 32 mb RAM
Floppy drive/ no CD Drive
Network Capability via PCMCIA card
Windows 98

Bil
Toshiba tecra 530 cdt, 133 MHz, 2gb HD, 64 mb RAM,
CD Drive
Network Capability via PCMCIA  or CARDBUS card
Windows 98

Flo
Toshiba 440 cdt, 133 Mhz, 1.4gb HD, 48 mb RAM
CD Drive
Network Capability via PCMCIA card
Windows 98
L'Espion camera software installed

Bob
Toshiba 420 cdt, 100 MHz, 2.1 gb HD, 32 mb RAM
CD Drive
Network Capability via PCMCIA card
Windows 95
Internet enabled

Tablet (input set)
Wacom 'freedom is a pen' (includes software)

L'Espion Digital Camera

Printer
Olivetti Artjet 12

Generator X had their own printer, scanner, digital camera and CD burner which they used themselves to complement the TSC equipment.

DFE_908Dx, 8-port 10/100Mbps Dual-Speed Hub
Network Cards-10/100 Mbps Fast Ethernet Cardbus and 10/100 LAN PC
The purchase of the Network System was so that we could have all the computers working at the same time in both vehicles and minimise the four teachers' moving around between students and machines, theoretically a teacher should be able to supervise the screens of up to 8 computers at the same time! We had a maximum of 10metres of Ethernet cable and occasionally connection between the vehicles wasn't possible because we couldn't always park that close together. We did experience some problems with the Network but on the whole it was a worthwhile investment, particularly it meant that more than one child could access the printer. One of the main factors involved in the problems we encountered with the Network was time, we very often didn't get enough time to practice using it ourselves. It is necessary to spend a whole day on this one subject during training to enable teachers to make efficient use of it as an educational tool.

Again this year we had to disappoint the many young people who thought we would be bringing them internet access. The funding we managed to secure in time couldn't cover this expense by any means although we still see it as a priority.

General
All of the power used was generated using Renewable Energy Generating Devices. We bought another solar panel and wind generator to make sure of having enough power in the classroom vehicle.

The project started with a budget of £19,293

This was made up from the following awards: BBC Children In Need Groundswell UK Tudor Trust Mercer's Co. Charity Body Shop Foundation Cobb Charity Charities Advisory Trust Churches Racial Justice Fund New Deal Subsidy	3250 500 10,000 1,000 1,000 750 500 993 1,300
Expenditure was recorded as follows: Vehicle Repairs/Modifications Vehicle Tax/Insurance Solar Panels/Wind Generators Batteries Cables, Wires, Fixtures and Fittings Computers and Peripherals Software Fuel/Oil/Anti-freeze Employer's Liability/Equipment Insurance Printing/Photos/Ink/Stationery/Fax Postage/Telephone Parking/Toll Bridges/Travel Tickets Internet Access Police Checks Childcare First Aid Kit/Fire Extinguisher/Protective Clothing Power Generation/Part Time Salaries	1,262.03 353.31 1,793.40 20.02 376.35 2,256.02 352.72 2,821.32 800.00 343.98 405.96 255.55 5.60 64.50 70.00 37.10 6,479.86
Total	17,697.72

The total cost of fuels and lubricants amounted to £2821.32, divide this by the mileage and the figure 47p/mile is calculated, this is for four vehicles used on different occasions at different times during the project. Last year's figure was 44p/mile for two vehicles running together constantly for the duration of the tour.

Add to this the cost of vehicle repairs, tax, insurance, parking, tolls, and staff travel tickets and the total touring cost is £1.28/mile. This figure would only be a starting point for calculations however; as there were many other real costs of vehicle running which the Charity did not pay for. Only a small proportion of Vehicle Insurance costs were met by the budget (approx. 20% for one vehicle). All the vehicles were already on the road and Taxed/Insured by their owners prior to joining as Staff.

We operated the classrooms at twenty different locations throughout the tour. Ten of the locations visited were illegal park-ups or roadside encampments. The route is outlined below;

This year, having more power generation equipment to hand meant that we never had to turn away any students because of lack of electricity. This happened frequently on Phase 1 and it is why another wind generator and solar panel were purchased. Having the facility available of reliable Green Generators was a major factor in the project's operating success. All the power used was generated using solar panels and wind generators and this provides a tangible educational experience for the students involved.

RENEWABLE ENERGY SKILLSHARING
A lot of the skills we passed on and shared were everyday techniques that are necessary for even the most simple of safe electricity systems. The most important aspect of training people about power generation and using inverters is Health and Safety so this has to be incorporated into all learning situations as a matter of course. It is especially relevant because many systems are being incorporated into peoples' homes. There are all the usual hazards like liquids for instance to take into account and the systems operators have to be confident that they are using equipment which is safe enough to operate when small children are around.

The other most common consideration when advising people about power systems is cost, it is important to understand that many people are on very limited budgets, every effort is made to recommend components that are the best value for money and economically viable.

Many hours of Renewable Energy Education were facilitated and this happened usually in the morning as we were setting up for the day. It is inspiring to notice a marked increase in the use of solar panels on Traveller sites. Many people now think of solar panels when contemplating electricity needs as opposed to petrol/diesel generators and this is encouraging to see that people are taking environmental responsibility seriously.

It was encouraging to see some of the same families again this year and to see the progress they had made with their IT skills. Many of the children we worked with last year who were struggling with their literacy skills had used computers more frequently and an impressive improvement was noted with some particular children.

Again the most popular request we had was for access to the internet, something which a large percentage of settled people enjoy as a modern day resource, and yet the majority of Travellers very rarely experience. We could have provided very expensive access if we had gone out and bought a mobile phone but this wasn't something our budget could allow if we wanted to visit a large number of families and train them to use Renewable Energy for Mobile IT. In Recommendations there is a breakdown of how much it would cost to provide mobile internet access. It is a large amount of capital investment but a worthwhile one and will result in dramatic improvements to Travellers' Social and Economic Welfare. Forty percent of Marketing techniques now use the Internet as a Marketing tool and this is the main advantage to many mobile businesses.

EDUCATIONAL SOFTWARE

10/10 Words, Full Marks Mental Maths - Children Really enjoy these simple interactive games which encourage mental arithmetic and accurate speed spelling - about £14 each and available from;
Guildhall Leisure Services Limited
Ashfield House, Ashfield Road,
Balby,
Doncaster, South Yorkshire,
DN4 8QD, UK
Tel: 01302 314000
email: guildhall@guildhallleisure.com

Dorling Kindersley Software (and lots of others)
Become A Science Explorer - fully interactive, funny scientific games/puzzles (sometimes quite hard)
Nature - lots of interesting facts, presented in encyclopedic form, animal videos and quizzes
About £10 - £20 each
Available from:
Brainworks,
P.O. Box 300
Gosport,
Hants,
PO13 0GS
Tel: 09705 143053
email: www.brainworks.co.uk

Times Educational Software - all very interesting, sometimes complicated but once you get used to the style they can be very absorbing. Often there are certificate to print out students' achievements. Available from; www.lifesoftware.com or call 0870 1604445

There have been two types of training event during this Phase of the project.

The first is Basic Level Training; this is aimed at people who want to use laptop computers as an educational tool. The staff who went on tour completed this two day programme which covered the following;
Health & Safety, Child Protection and other TSC Policies,
How a computer works,
Maintenance of Operating Systems,
Installing and running educational Software,
Computer maintenance,
Operating a Local Area Network,
Approaches to different age ranges of students.

The second is Advanced Level Training and is aimed at people who want to be responsible for TSC Computer equipment in Phase 3, which provides access for people in their own communities. It is not essential for trainees to have completed Basic Level. Although it would be preferable, it is not always practical in reality to achieve this.

The list that follows details the skills and techniques covered during this type of Training: Cutting, knifing, Soldering, Crimping ring terminals, Consumption assessment (multi-metering Volts and Amps), Health and Safety, Child Protection and other TSC Policies, Using block terminals, Modular system design, Battery management, Connecting power supplies and installing consumer devices, Using inverters (12 Volts DC>240 Volts AC), Siting of inputs (wind generators and photovoltaics).

Some of the staff that have undertaken training at the basic level have been able to demonstrate skills at the renewable energy workshops and have also committed themselves to working on the project in Phase 3. The fact that they have been inspired and given positive feedback is another indicator that the project is fulfilling its aims. The one thing that has been concurrently frustrating throughout is our inability to provide Internet Access to the families and Communities involved, even though it is what they all want the most. During Phase 1 we gave out questionnaires and all of them came back asking for access to power and the Internet. During the tour, we were fortunate to be able to receive training in Satellite Communication from psand.net. They specialise in wireless communications and can provide 24hr Broadband Satellite Internet connection. A good many hours was spent with them to understand the basic system requirements and operating protocols. This valuable support and advice enables the TSC to go ahead and plan to incorporate this into next year's tour (funding permitted).

We attempted to always ask for feedback in written form as much as possible, however as the vehicles were often full of children and adults coming and going in all weather conditions at wasn't always possible to get written feedback from all the users.

Our feedback collection forms looked like this:

Travellers' School Charity Computer Classroom Project

Evaluation and Feedback

Many users were full of praise for the effort we made.

The most common suggestion was to spend more time on each site. Some of the older students said that they liked watching the younger children learning something new. Many appreciated the challenge that the software presented to them. The laptops had a made a big impression on those who had already used computers before but had never had the chance to use a laptop. We were complimented on our wide range of CD ROMs. When we worked with the Traveller's Play Scheme Staff in Herefordshire our friendliness, patience and positive attitudes were appreciated, as were our excellent teaching ratios. One user said that on average we appeared to be open on time 95% of the time and that we were very professional.

Travellers' School Charity
Computer Classroom Project Phase 2
Staff Evaluation

Some members of staff took part in the project for longer periods than others; do you think that this made the work more difficult for the whole group to work together efficiently?
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Did you consider the TSC training to be adequate in terms of what was expected of you during your involvement with the project?
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Can you list some skills you gained as a result of working with the project, or explain how it inspired you to develop some aspect of your own life/work
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Some staff have children, please give some examples of how you think 'resident' children could be better accommodated within the framework of the project. If your opinion is that staff should be without children then please give your reasons for this.
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Did you feel that you were working in a supportive environment? If you felt dissatisfied with the level of direction or you have suggestions about how TSC management could have better met your needs please explain ………………………………………………

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Did you enjoy working on the project? What elements of the work did you like the most?

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What areas presented the greatest challenge to you or the most stressful?

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Did you finish the project with a deeper understanding of issues affecting Travelling families and communities, the choices they have to make and particularly how it affects their education?

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Did you think that what the TSC project was aiming to do was important to those who benefited? If not could you please explain..

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The project demonstrated how renewable energy can be used as a mobile power source for IT, can you give any brief examples of how the practical uses of IT could be developed if the constraints of time were removed? (i.e. each site had their own computer)

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Any further comments/suggestions

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Signed…………………………………………..Date…………………………

Completed evaluation forms and the overall efficiency have shown that the basic training level has been successful in preparing staff to go on the road with the project and use the computers as an educational tool.

In all cases the staff were happy with the training, support and direction given by TSC Management. Their training and involvement also:
· Highlighted areas of interest and potential areas for improvement.
· Raised awareness of the relevance of the work undertaken and its impact on the families involved.
· Revealed the issues affecting Traveller's lifestyles in a more profound way as a result of taking part, especially the seasonal aspects.

All of the staff expressed their satisfaction at being able to gain more confidence in working with children. Opportunities to improve the following skills were also numerous:
· Knowledge of Local Area Networks.
· Working intensively with small groups of people.
· Advances in IT skills, renewable energy power systems, using educational software and maintaining computers.

It was a consensus opinion that it would be beneficial to involve some members of staff throughout the entire tour. This was thought as a way of improving continuity and evaluation.

· The constraints of time were a problem for everyone, all expressed frustration at not being able to spend more time with individual people and on certain sites.
· Members of staff felt that the practical applications of renewable energy could have been better demonstrated by involving people in a more specific project i.e. using the computers to write a piece of music or present a display. The subliminal approach was appreciated however
· By involving adults and parents in a more intimate educational community atmosphere, children's specific learning difficulties, strengths and weaknesses are highlighted. These then become an opportunity for a broader community approach and an encouraging environment for self-help directives.
· For our next tour we plan to have structure lesson plans which relate to National Curriculum learning outcomes. These will be modular for ease of use by teachers and students. A travelling teacher has offered to develop the lesson plans as her contribution to our work.

Computer Classroom Budget Requirements Phase 3

8 Solar Panels 8 Elecsol 110 Amp/hr Batteries 80 Metres Cable 8 Regulators 8 Inverters 8 Multi meters 8 Printers 3 Lap top Computers 2 Mobile Phones/Line Rental Software Satellite Dish Spectrum Analyser IDU/ODU 2 Wireless Boxes /Antennae Wireless Receiver/Transmitter Broadcasting Licenses Wireless Network Cards 8 Fire Extinguishers 8 First Aid Kits Stationery Paper, Ink, Printing Laminates Display Boards Telephone GPRS - rental Insurance Fuel Childcare Training Premiums Volunteer Expenses Salaries Vehicle Maintenance Vehicle Modification Battery Management Publication TOTAL

4136 799 132 423 470 200 400 3600 600 640 5000 1200 1200 260 850 1800 400 203 88 150 360 80 260 400 768 800 1850 950 672 1000 4000 1440 1000 7838 43,869

With more time and resources we could support specific communities' requirements right down to software, hardware and other power uses like lights.

IT could be used in many ways to effectively network sites around the country and beyond - Travellers' Web sites, etc.

Adult learning is a natural progression from these activities, something we could enhance.

To better appreciate and support Staff who use their own vehicles for the project, it would be more realistic to provide a pence per mile payment than just paying for fuel costs and occasional repairs. For example 30p/mile for vehicles up to 5 tons, 50p/mile up to 10 tons and 75p/mile over 10 tons.

Finally as part of the final Phase we plan to publish a Battery management book, which illustrates many of the practical experiments and case studies initiated as a result of the mobile power supply concept. This book is to be used as a manual for maximum efficiency and safe handling of batteries. It will give clear guidelines on various issues and considerations affecting those who need electricity but do not have access to the National Grid.