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education (i.e. primary, secondary or tertiary education) while 23 (11.5%)
had no schooling at all.
In rural RVP (Kenya), survey results indicated that an average of 170 (85%)
respondents had acquired some leve//s of education (i.e. have primary,
secondary or tertiary education), while 30 (15%) had no schooling at all.
Most of the respondents in South Africa were small-scale traders (29%)
followed by those who work as housewives/homemakers (24.0%), farm
employees (12.5%), and domestic workers (18; 9.0%). Only 8% of the
respondents in rural KZN were educators/teachers. Notably, there were no
farmers and nurses amongst the respondents in rural South Africa.
Survey results in Kenya also indicated that most of the rural respondents in
RVP (Kenya) are traders (34%), followed by housewives (14.5%), teachers
(13.5%), and farmers (13.0%)
9.3 ICT resources used by rural women
As was noted in chapter 7.3 on the ICT resources used by rural women, the
use of "old" technologies, such as radio and TV, is high in all sectors of
South Africa. These two ICTs are extensively used, which is in stark contrast
to the paltry use of modern technologies such as the computer/Internet.
The use of the radio alone scored an average of 73.4%, while the use of the
TV averaged 39.2% amongst the rural respondents. Compared to the 10.2.%
who used the landline telephone, the mobile phone scored reasonably well,
as 15.0% used it for their information needs.
These views are supported by Ranchod (2.001), who observes that 80% of
South Africans listen to the radio primarily because it is free, does not need
electricity, a telephone line or literacy to ensure access. According to
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