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• P-Value of un-affordability is less than 0.05 ( significant difference) • P-Value of time is less than 0.05 ( significant difference) • P-Value of ICT services being too far away is less than 0.05 ( significant difference) • P-Value of computer illiteracy is greater than 0.05 (no significant difference) • P-Value of poor roads is less than 0.05 ( significant difference) • P-Value of cultural taboos is less than 0.05 ( significant difference) From the above, this study can safely deduce that with the exception of computer illiteracy, there is a significant difference in hindrances faced in the use and availability of ICTs by rural women in South Africa and in Kenya. More specifically, there is a higher percentage of respondents in KZN (SA) who face hindrances that range from un-affordability, time, distance, poor roads and cultural taboos, when compared to respondents from RVP (Kenya). 7.9. Training needs for Kenya (n=200) and training needs for South Africa (n=200) In table 19, respondents were expected to answer a question based on the "type of training they would require in order to assist them in accessing JeTs more often". In this question, the scale of 4 denoted a favourable response, i.e. very essential, followed by 3 (i.e. essential), 2 (i.e. qUite essential), l(not very essential) and a "not applicable" scale. By calculating the average for training needs under scales 4, 3 and 2, the study was able to arrive at conclusive remarks. Survey results indicate that 19% of the respondents in KZN (S A) and 25.5% of the respondents in RVP (Kenya) felt that basic education was 198
essential. Similarly, while 26.5% have a need for basic education in KZN (SA), there was an average of 45.0% in RVP (Kenya) who also felt that they needed secondary education. Notably, 42.0% of the respondents in KZN (SA) and 45.5% of the respondents in RVP (Kenya) felt that adult education was essential. Interestingly, from all the enlisted training needs, computer/internet training scored highly, as 66.5% in KZN (SA) and 81.5% in RVP (Kenya) felt that this training would be essential. This was followed by 50.5% in KZN (SA) and 62.5% in RVP (Kenya) indicating that vocational training would be of foremost importance to them. The P-Value on training needs for Kenya and South Africa illustrates that the: • P-Value of basic primary education is greater than 0.05 ( no significant difference) • P-Value of secondary school education is less than 0.05 (significant difference) • P-Value of computer/internet training is less than 0.05 (significant difference) • P-Value of vocational training is less than 0.05 ( significant difference) • P-Value of adult education is greater than 0.05 ( no significant difference) With the exception of basic primary education and adult education, there is a significant difference in the training needs for Kenyan and South African rural women. On the whole, results from both countries indicate that there is a definite need for the [internet/computer] training of rural women in order to assist them in accessing ICTs more often. t99
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THE ROLE OF INFORMATION AND COMMUNI
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ACKNOWLEDGEMENTS Several people hav
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ABSTRACT The purpose of this study
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Table of contents Declaration ii De
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2.3.6.3.1 2.3.6.3.2 2.3.6.3.3 2.3.6
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3.4.6 The interests, activities and
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4.5.3.4 4.5.3.5 The application of
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6.12.3 6.12.4 6.12.4.1 6.12.4.2 6.1
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8.3.2 8.3.3 8.3.4 8.4 8.4.1 8.4.2 8
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10.2.1 10.2.2. 10.2.3 10.2.4 10.2.5
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Table 10 Age of respondents [n=200]
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ACWICT AED AfriAfya ALC ALlN-EA ANI
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NCSW 001 National Commission on the
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CHAPTER ONE INTRODUCTION AND BACKGR
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distance learning, management infor
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channels of communication. This vie
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development. The author further not
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education for boys, especially in s
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ural women of not only Kenyan and S
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1.4 Motivation of the study This st
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fulfilled within a specified time f
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1.9 Significance of the study The i
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1.9.3 Policy and decision making Al
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selection, four wards were randomly
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2. Kwake, A. Ocholla, D, Adigun, M.
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Chapter Nine: Discussion of the fin
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security, and cost effectiveness. I
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issues pertaining to inheritance do
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The MolC (2006: 3) illustrates furt
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Following the licensing of ISPs by
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and IT); Vivendi Telecom Internatio
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competition with Kenya Ltd's KENSAT
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ecame the first commercial ISP in t
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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
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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
Page 176 and 177: of Kwa-zulu Natal (KZN), South Afri
Page 178 and 179: Map 1. Map of Uthungulu District an
Page 181 and 182: According to the Uthungulu Distict
Page 183 and 184: 6.6.2.1 The districts of Rift Valle
Page 185 and 186: 6.7 Population Fraenkel and Wallen
Page 187 and 188: 2002:1). In order for the sample si
Page 189 and 190: gUidelines. According to Gay: (i) t
Page 191 and 192: 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
Page 205 and 206: • 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 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
Page 255 and 256: 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:
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those involving training; (ii) the
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It has also been observed that the
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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
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10.5 Conclusions The study has deta
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REFERENCES Academy for Educational
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Ayieko, F. (2001). Worldspace radio
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Cellular Online. (2004). Overview o
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Department of Commerce - United Sta
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EUfORIC (2006). Kenya@onesite Europ
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Heidi, J. (1995). Trends in the rec
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International Telecommunications Un
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Kencell. (2004). About us/Company P
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Maguire, M. and Bevan, N. (2002). U
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Obuya, C. (2003). Horn of Africa Re
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Safaricom (2004). About us/Company
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United Nations Development Program,
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Wanainchi Online Itd. (2002). About
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APPENDIX A INTERVIEW SCHEDULE ON TH
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PERSONAL INFORMATION SECTION ONE Pl
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SECTION TWO INFORMATIONS NEEDS AND
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Q2.3 Q2.4 Could you tell me where y
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Q3,4 Q 3.5 Could you tell me where
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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
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APPENDIX C Kenya@OneSiteEurope Name
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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
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Ministrv ofTrade and Industrv Kenya
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Legacv Books Longman Kenya Society
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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
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Nelson Mandela Foundationwww.nelson
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South African Centre for Missing an
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Vusabantu AIDS Projectwww.vusabantu
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Appendix H Internet backbone and in
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Appendix I List of South African IS
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Appendix K Draft leT Advert for Ken
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