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Q2.3 Q2.4 Could you tell me where you source/get Could you also tell me which ICTs you frequently Educational information from? use to access/receive this Educational (Tick one or more options) information? (TIck one or more ontions) newspapers [ ] Radio [ ] Magazines [ ] Films [ ] Journals [ ] Videos [ ] Books [ ] TV [ ] Inf. Centers [ ] Mobile Cinemas [ ] Friends/neighbors [ ] Cell Phone [ ] Family members [ 1 Telephone [ ] Community leaders [ ] Computer/Internet [ ] Local councils [ ] CD-ROMs [ ] City Councils [ 1 Area leaders [ ] Trade fair /Exhibitions [ 1 Traditional healers [ ] Schools/Educators [ ] Social Workers [ 1 Nurses/Midwifes [ 1 Others, pis. state Others, pis. state clearly........................................... ................ clearly...................................................... ............................................................... ............................................................... ............................................................... .......................... .......................................... ................................................... ................. ............................................... ..................... 309
3. SOCIAL WELFARE INFORMATION NEEDS, PURPOSES, SOURCES AND ICTS USED Let us now focus our attention on Social Welfare. In other words, activities that we get ourselves involved in: (i) to enhance or raise our standard of living (ii) for entertainment and leisure. Q3.1. Could you explain to me the specific areas in Social Welfare in which you need information in? (Instructions to the interviewer: Pis get at least 3 areas of need from the respondent for example, Religion, water resources, latrines, music etc) ..................................................................................................................................................... Q3.2 Could you please tell me how, or, to what purpose you use this social information for? (Instructions to the interviewer: Pis get at least 3 areas of purooses from the respondent, for example, for spiritual growth, for leisure etc) ••••••••••••••••••••• '0' ••• '0' •••••••••• 0 ••••••••••••••••••••••••••• 0 ••••••••••••••••••• 0 •••••••••••••••••••••••••••••••••••••• 0 ••••••••••••••••• • ••• 0 ...................................................................................................................................................... ...................................................................................................................................................... 310
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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
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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
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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
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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
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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
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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
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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
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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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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 340 and 341: Q3,4 Q 3.5 Could you tell me where
Page 342 and 343: Q4.3 Q4.4 Could you tell me where y
Page 344 and 345: Q5.3 Q5.4 Could you tell me where y
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
Page 380 and 381: Beth Uriel Homewww.bethuriel.co.za
Page 382: COPE Housing Associationwww.cope.or
Page 387 and 388: Kenosis Communitywww.kenosiscommuni
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Nelson Mandela Foundationwww.nelson
Page 392 and 393:
South African Centre for Missing an
Page 395 and 396:
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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