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Table 10 Age of respondents [n=200] in South Africa and [n=200J in Kenya 173 Table 11 Respondents' educational attainment [n=200] in South Africa and [n=200] in Kenya 175 Table 12 Respondents' occupation [n=200J in South Africa and [n=200J in Kenya 178 Table 13 lCTs frequently used to access/receive educational, business/ trade, health, agricultural and social welfare information in Kenya and South Africa. [n=400J 179 Table 14 Alternative sources of information for educational, business/ trade, health, agricultural and social welfare information amongst women in Kenya [n=200J and in South Africa [n=200] 188 Table 15 Comments on the use and availability of lCTs in the community N=200 (South Africa) 191 Table 16 Comments on use and availability of lCTs in the Community (Kenya) N=200 192 Table 17 How lCTs have enhanced the women's quality of life in South Africa (n=200) and Kenya (n=200) 194 Table 18 Hindrances on the use and availability of lCTs in rural South Africa N= 200 and in Kenya N=200 197 Table 19 Training needs for Kenya (n=200) and Training needs for South Africa (n=200) 200
Map 1 Map 2 LIST OF MAPS Map of Uthungulu District and Local Municipalities in the KZN Province of South Africa 150 Map of Kenya indicating province 154 xxvi
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 20 and 21: 10.2.1 10.2.2. 10.2.3 10.2.4 10.2.5
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
Page 73 and 74:
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
Page 79 and 80:
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
Page 86 and 87:
2.3.5.2 Cellular Mobile Telephony T
Page 88 and 89:
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
Page 102 and 103:
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
Page 113 and 114:
(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
Page 123 and 124:
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
Page 131 and 132:
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
Page 148 and 149:
5.1 Introduction CHAPTER FIVE GENDE
Page 150 and 151:
are properly deployed, they have en
Page 152 and 153:
levels of society. As maintained by
Page 154 and 155:
Similarly, Odame (2005: 15) points
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usiness opportunities. Furthermore,
Page 158 and 159:
prioritize actions needed to help w
Page 160 and 161:
provided through leadership opportu
Page 162:
5.9 Participatory Design Participat
Page 165 and 166:
Similarly, women in developing coun
Page 167 and 168:
ules and procedures are constantly
Page 169 and 170:
to be asked in an interview, the le
Page 171 and 172:
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
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 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
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:
Page 277 and 278:
those involving training; (ii) the
Page 279:
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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