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as land and employment. Of interest here, is that while an average of 56.5%
of the rural respondents in both South Africa and Kenya expressed the need
for vocational training, an average of 43.8% felt they needed adult
education. It might help to add here that both these training activities would
be a worthwhile consideration for community information centres,
particularly for those based in rural areas.
9.8 Critical success factors of organisations that work with ICTs
and rural women.
Case study findings underscore the importance of the following critical
factors and areas of activity which would have to be taken into
consideration if ICT projects are to have any meaningful effect on rural
women in development:
1) Involving women in deciding which ICTs would add direct and
immediate benefit to their lives.
2) Sensitizing and training communities with regard to the use of ICTs
before project implementation.
3) Developing more resource centres with the capacity to train
communities about ICTs.
4) Performing a feasibility study or needs assessment survey before
project implementation.
5) Assessing the gender dynamics/demographics of the community
before project implementation, e.g. percentage of women, age groups,
occupations etc.
6) Ensuring continuous support, such as trouble shooting over the
telephone.
7) Ensuring frequent personal visits.
8) Setting activities at the pace of the women involved and not the
organization's.