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10.2.1 10.2.2. 10.2.3 10.2.4 10.2.5 10.2.5 10.3 10.3.1 10.3.2 10.3.3 10.3.4 10.3.5 Explore, analyze and compare ICT development, policies and strategies in Kenya and South Africa 245 Auditing and mapping ICT use amongst women in Kenya and South Africa 249 ICT information needs of rural women in areas such as health, education, agriculture, social welfare, entertainment, commerce and industry, in both Kenya and South Africa 253 Barriers faced by women when accessing and using ICTs 254 lCT training needs of rural women in Kenya and South Africa 254 Conceptual model for lCT development and application for African rural women 255 Recommendations 258 Literacy 258 Cost · 258 Education 259 Women's Time 259 Training 259 XXll1
10.3.6 10.3.7 10.3.8 lOA 10.5 Information development, dissemination and management using ICTS (Conceptual Model) 261 Encourage Electronic networking among women scientists 262 Information needs of rural women 263 Recommendation for further research 263 Conclusions 264 References 266 Appendices 302 Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8 Table 9 LIST OF TABLES Summary of South African National Policy goals related to universal access 53 Policy initiatives and actors. Towards an integrated information society policy in South Africa......................................................... . 54 Reductionist and Systems Approach 97 Activities prior to and after Pilot study 145 Composition of the Umlalazi population 151 Umlalazi population gender split 152 Demographic profile for Kaplamai sub-divisions in Trans - Nzoia District 156 Selected wards in South Africa and female populations 159 Selected wards in Kenya and female populations 160 XlUV
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 18 and 19: 8.3.2 8.3.3 8.3.4 8.4 8.4.1 8.4.2 8
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
Page 71 and 72:
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
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Table 1. Summary of South African n
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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
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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
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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
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6.4.1 Findings and lessons learnt f
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of Kwa-zulu Natal (KZN), South Afri
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Map 1. Map of Uthungulu District an
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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
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possibilities of applying these int
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(Il) National Community Radio Forum
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6.12.6 Data analvsis and presentati
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7.1 Introduction CHAPTER SEVEN DATA
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7.2.2 Age group Data obtained from
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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
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1V is used by 81 (41%) respondents.
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In KZN (SA), respondents required i
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In Kenya, the need to acquire socia
Page 215:
7.4 Alternative sources of informat
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• P-Value of schools is greater t
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Table 16 Comments on use and availa
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Table 17. How leTs have enhanced th
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• P-Value of internet-related ser
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• P-Value of un-affordability is
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In terms of education, the study in
Page 231 and 232:
8.1 Introduction CHAPTER EIGHT DATA
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c) What are the key areas of activi
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digital audio and multi-media techn
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8.3.3 Data collection techniques Da
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the daily activities of their organ
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In line with the types of ICTs used
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8.4.5 Specific changes noted amongs
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working in partnership with Technol
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information on diseases in their di
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According to the AfriAfya responden
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• "Continual support, such as tro
Page 253 and 254:
The NCRF respondent noted the need
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training is geared towards economic
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education (i.e. primary, secondary
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average, the use of the mobile phon
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services, such as voice-over intern
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collaboration with other partner or
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expanding telecommunications networ
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as land and employment. Of interest
Page 271 and 272:
A closer look at the success behind
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CHAPTER TEN SUMMARY, CONCLUSIONS AN
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The South Africa yearbook (2005/06:
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those involving training; (ii) the
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It has also been observed that the
Page 282 and 283:
important activity, particularly in
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development, particularly amongst m
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10.3 Recommendations In order for w
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) Support the implementation of ICT
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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
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SECTION TWO INFORMATIONS NEEDS AND
Page 338 and 339:
Q2.3 Q2.4 Could you tell me where y
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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
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Appendix B (i) INTERVIEW SCHEDULE F
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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
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Intermediate Technologv Development
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Missionary Sisters ofOur Ladv ofAfr
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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
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APPENDIX F LIST OF LOCAL LOOP OPERA
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Appendix G NGO FRAMELIST FOR SOUTH
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Beth Uriel Homewww.bethuriel.co.za
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COPE Housing Associationwww.cope.or
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Kenosis Communitywww.kenosiscommuni
Page 389:
Nelson Mandela Foundationwww.nelson
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South African Centre for Missing an
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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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