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8.3.2 8.3.3 8.3.4 8.4 8.4.1 8.4.2 8.4.3 8.4.4 8.4.5 8.4.6 8.4.7 8.4.8 8.4.9 8.4.10 8.4.11 Sample size 208 Data collection techniques 209 Data analysis and presentation 209 Case Study Findings 209 Goals/mission of organizations 209 Purpose of organizations 210 Positions in the organizations 210 Contributions to the socio-economic development of rural African women 211 Specific changes noted amongst the rural women/community since the introduction of lCTs 215 lCT resources used and how information is accessed and disseminated 217 How lCTs enhance rural women's social welfare and quality of life 220 Training needs of rural women 221 How lCT initiatives could be developed and implemented especially amongst women in rural areas 221 Factors that are critical to the success of an organization that works with rural women and lCTs 223 Key areas of activity that should receive constant and careful attention in projects that work with rural women and lCTs 223 xxi
8.4.12 How NGO's can help women help themselves 224 8.5 Summary 225 CHAPTER NINE DISCUSSION OF FINDINGS 9.1 Introduction 228 9.2 Characteristics of the South African and Kenyan respondents 228 9.3 ICT resources used by rural women 229 9.4 Uses and availability of ICTs in the rural areas of KZN (South Africa) Rift Valley (Kenya) 231 9.5 ICTs and the enhancement of rural women's economic and social welfare standards 234 9.6 ICT hindrances faced by rural women 236 9.7 Training needs of rural women 238 9.8 Critical success factors of organizations that work with ICTs and rural women 240 9.9 Summary 243 CHAPTER TEN SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 10.1 Introduction ·.. ··· 245 10.2 Summary of the findings 245 xxii
Page 1: THE ROLE OF INFORMATION AND COMMUNI
Page 4 and 5: ACKNOWLEDGEMENTS Several people hav
Page 6 and 7: ABSTRACT The purpose of this study
Page 8 and 9: Table of contents Declaration ii De
Page 10 and 11: 2.3.6.3.1 2.3.6.3.2 2.3.6.3.3 2.3.6
Page 12 and 13: 3.4.6 The interests, activities and
Page 14 and 15: 4.5.3.4 4.5.3.5 The application of
Page 16 and 17: 6.12.3 6.12.4 6.12.4.1 6.12.4.2 6.1
Page 20 and 21: 10.2.1 10.2.2. 10.2.3 10.2.4 10.2.5
Page 22 and 23: Table 10 Age of respondents [n=200]
Page 24 and 25: ACWICT AED AfriAfya ALC ALlN-EA ANI
Page 26 and 27: NCSW 001 National Commission on the
Page 28 and 29: CHAPTER ONE INTRODUCTION AND BACKGR
Page 30 and 31: distance learning, management infor
Page 32 and 33: channels of communication. This vie
Page 34 and 35: development. The author further not
Page 36 and 37: education for boys, especially in s
Page 38 and 39: ural women of not only Kenyan and S
Page 40 and 41: 1.4 Motivation of the study This st
Page 42 and 43: fulfilled within a specified time f
Page 44 and 45: 1.9 Significance of the study The i
Page 46 and 47: 1.9.3 Policy and decision making Al
Page 48 and 49: selection, four wards were randomly
Page 50 and 51: 2. Kwake, A. Ocholla, D, Adigun, M.
Page 52 and 53: Chapter Nine: Discussion of the fin
Page 54 and 55: security, and cost effectiveness. I
Page 56 and 57: issues pertaining to inheritance do
Page 58 and 59: The MolC (2006: 3) illustrates furt
Page 60 and 61: Following the licensing of ISPs by
Page 62 and 63: and IT); Vivendi Telecom Internatio
Page 64 and 65: competition with Kenya Ltd's KENSAT
Page 66: ecame the first commercial ISP in t
Page 69 and 70:
2.2.6.1.8. Wananchi Online Limited
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from North America and Western Euro
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un by ITDG for poor women in Kenya,
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commodities on a daily basis. Accor
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of all African countries through re
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2.3.3 Universal Access Policy/Unive
Page 81 and 82:
Table 1. Summary of South African n
Page 84 and 85:
White Paper on Broadcasting Policy
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2.3.5.2 Cellular Mobile Telephony T
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service, transmitted by the Cape Pe
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are delivered through analogue terr
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15360 simultaneous transmissions in
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women who do not have access to tec
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(b) The SABC has three free-to-air
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CHAPTER THREE CONCEPTIONS OF INFORM
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In his theory on information, Weism
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emarks, "If I sell you my horse, I
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women in South Africa to acquire so
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commonly used ICT amongst rural wom
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3.4.7 Taylor's Model (user-values t
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search for information, the study p
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(vi) Presentation - the search is c
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have or might use systems, one know
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interpretation of quantitative and
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3.8 Summary Information needs, info
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(ii) Due to the dynamic aspects of
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The "how-to" in the implementation
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interactive problems. This is as op
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lack box, which transforms inputs i
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that Info-mobilisation involves ada
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especially at rural level, can act
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4.5.1.5 Achieving the sustainabilit
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Such groups usually require special
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4.5.2.3 Empowering communities with
Page 139 and 140:
instance, there were only 10 teleph
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4.5.3.5 Embed community based JeT s
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The DFID/FAO/Oor (2002:6) stipulate
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who lack technical knowledge. Due t
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5.1 Introduction CHAPTER FIVE GENDE
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are properly deployed, they have en
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levels of society. As maintained by
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Similarly, Odame (2005: 15) points
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usiness opportunities. Furthermore,
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prioritize actions needed to help w
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provided through leadership opportu
Page 162:
5.9 Participatory Design Participat
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Similarly, women in developing coun
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ules and procedures are constantly
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to be asked in an interview, the le
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how this has affected their use of
Page 174 and 175:
6.4.1 Findings and lessons learnt f
Page 176 and 177:
of Kwa-zulu Natal (KZN), South Afri
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Map 1. Map of Uthungulu District an
Page 181 and 182:
According to the Uthungulu Distict
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6.6.2.1 The districts of Rift Valle
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6.7 Population Fraenkel and Wallen
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2002:1). In order for the sample si
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gUidelines. According to Gay: (i) t
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already known. Neumann (1997) asser
Page 193 and 194:
possibilities of applying these int
Page 195 and 196:
(Il) National Community Radio Forum
Page 197 and 198:
6.12.6 Data analvsis and presentati
Page 199 and 200:
7.1 Introduction CHAPTER SEVEN DATA
Page 201 and 202:
7.2.2 Age group Data obtained from
Page 203 and 204:
30 (15%) respondents had no schooli
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• The P-Value of housewives is le
Page 207 and 208:
information, such as printed materi
Page 209 and 210:
1V is used by 81 (41%) respondents.
Page 211 and 212:
In KZN (SA), respondents required i
Page 213 and 214:
In Kenya, the need to acquire socia
Page 215:
7.4 Alternative sources of informat
Page 218 and 219:
• P-Value of schools is greater t
Page 220 and 221:
Table 16 Comments on use and availa
Page 222 and 223:
Table 17. How leTs have enhanced th
Page 224 and 225:
• P-Value of internet-related ser
Page 226 and 227:
• P-Value of un-affordability is
Page 229 and 230:
In terms of education, the study in
Page 231 and 232:
8.1 Introduction CHAPTER EIGHT DATA
Page 233 and 234:
c) What are the key areas of activi
Page 235 and 236:
digital audio and multi-media techn
Page 237 and 238:
8.3.3 Data collection techniques Da
Page 239 and 240:
the daily activities of their organ
Page 241 and 242:
In line with the types of ICTs used
Page 243 and 244:
8.4.5 Specific changes noted amongs
Page 245 and 246:
working in partnership with Technol
Page 247 and 248:
information on diseases in their di
Page 249 and 250:
According to the AfriAfya responden
Page 251 and 252:
• "Continual support, such as tro
Page 253 and 254:
The NCRF respondent noted the need
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training is geared towards economic
Page 257 and 258:
education (i.e. primary, secondary
Page 259 and 260:
average, the use of the mobile phon
Page 262 and 263:
services, such as voice-over intern
Page 264 and 265:
collaboration with other partner or
Page 266 and 267:
expanding telecommunications networ
Page 268 and 269:
as land and employment. Of interest
Page 271 and 272:
A closer look at the success behind
Page 273 and 274:
CHAPTER TEN SUMMARY, CONCLUSIONS AN
Page 275 and 276:
The South Africa yearbook (2005/06:
Page 277 and 278:
those involving training; (ii) the
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It has also been observed that the
Page 282 and 283:
important activity, particularly in
Page 284 and 285:
development, particularly amongst m
Page 286 and 287:
10.3 Recommendations In order for w
Page 288 and 289:
) Support the implementation of ICT
Page 290 and 291:
f) Promote the participation of fem
Page 292 and 293:
10.5 Conclusions The study has deta
Page 294 and 295:
REFERENCES Academy for Educational
Page 297:
Ayieko, F. (2001). Worldspace radio
Page 300 and 301:
Cellular Online. (2004). Overview o
Page 302 and 303:
Department of Commerce - United Sta
Page 305 and 306:
EUfORIC (2006). Kenya@onesite Europ
Page 308 and 309:
Heidi, J. (1995). Trends in the rec
Page 310 and 311:
International Telecommunications Un
Page 312:
Kencell. (2004). About us/Company P
Page 316 and 317:
Maguire, M. and Bevan, N. (2002). U
Page 319:
Obuya, C. (2003). Horn of Africa Re
Page 322:
Safaricom (2004). About us/Company
Page 326 and 327:
United Nations Development Program,
Page 328:
Wanainchi Online Itd. (2002). About
Page 331 and 332:
APPENDIX A INTERVIEW SCHEDULE ON TH
Page 333 and 334:
PERSONAL INFORMATION SECTION ONE Pl
Page 335:
SECTION TWO INFORMATIONS NEEDS AND
Page 338 and 339:
Q2.3 Q2.4 Could you tell me where y
Page 340 and 341:
Q3,4 Q 3.5 Could you tell me where
Page 342 and 343:
Page 344 and 345:
Page 346 and 347:
SECTION 4 ENHANCEMENT OF QUALITY OF
Page 348 and 349:
Appendix B (i) INTERVIEW SCHEDULE F
Page 350 and 351:
Appendix B (H) Full List of researc
Page 352 and 353:
APPENDIX C Kenya@OneSiteEurope Name
Page 354 and 355:
Catholic Relief Services (Sudan Off
Page 356 and 357:
Intermediate Technologv Development
Page 358 and 359:
Missionary Sisters ofOur Ladv ofAfr
Page 360 and 361:
Volunteer Services Overseas VSO Ken
Page 362 and 363:
Ministrv ofTrade and Industrv Kenya
Page 364 and 365:
Legacv Books Longman Kenya Society
Page 370 and 371:
l!wajir '1 i!Malindi ,j iGarissa al
Page 375 and 376:
APPENDIX F LIST OF LOCAL LOOP OPERA
Page 377 and 378:
Appendix G NGO FRAMELIST FOR SOUTH
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Beth Uriel Homewww.bethuriel.co.za
Page 382:
COPE Housing Associationwww.cope.or
Page 387 and 388:
Kenosis Communitywww.kenosiscommuni
Page 389:
Nelson Mandela Foundationwww.nelson
Page 392 and 393:
South African Centre for Missing an
Page 395 and 396:
Vusabantu AIDS Projectwww.vusabantu
Page 397 and 398:
Appendix H Internet backbone and in
Page 399:
Appendix I List of South African IS
Page 408:
Appendix K Draft leT Advert for Ken
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