The research described in this dissertation was conducted at the School of Development Studies, University of KwaZulu-Natal, Howard College Campus, Durban, from May 2010 to November 2010, under the supervision of CLIQ Project Manager, Heidi. Where the work of others is used, it is duly acknowledged in the text.
INTRODUCTION
- Background and Motivation for this study
- Objectives of the Study and Key Research Questions
- Methodology
- Limitations
- Structure of the Dissertation
In her piece, Shafika Isaacs (2007) provides an overview of the use of ICT in education in South Africa at the time. As such, the possible sample size of the participants was limited by the project design.
LITERATURE REVIEW: THEORETICAL FRAMING
Theoretical Frameworks
Efforts to fight exclusion can be made by the state in the form of the provision of. Warschauer argues that the basic notion of the digital divide as “the gap between those who have and do not have access to computers and the Internet is oversimplified in what it implies that inaccessibility can be.
What is the digital divide?
As the concept of the "digital divide" became popular, the rhetoric began to revolve around the concept of a gap between the information they "have" and the information they have. Through his arguments, we see some of the flaws in the concept of the digital divide.
Summary
Barrantes (2005) offers an alternative concept of "digital poverty" that is not defined by economic wealth (or poverty). Regardless of whether one subscribes to the concept of the digital divide or prefers digital poverty or Warschauer's framework for ICT and social inclusion, it is undeniable that there has been an uneven penetration of ICT both globally and within countries.
LITERATURE REVIEW: THE ROLE OF ICT
How can ICT contribute to poverty alleviation and development?
- What is knowledge management?
- What are some examples of where ICT is being utilised?
Another example presented by Flor (2001) is the local government of Okinawa Charter in the Philippines, which promotes online service delivery. As such, ICT interventions must respond to community needs, involve stakeholders and complement existing poverty reduction and development initiatives at the local level (Millar and Mansell, 1999 cited in Kelles-Viitanen, 2005:2).
What is the role of learning and education in the South African development
USAASA also believes that such services can help promote e-government in South Africa and that the rural economy (especially the agricultural and food sectors) will benefit from eBusiness. 17 Verwey argues that much of the unemployment in South Africa is rooted in the structural changes in the South African economy as well as the changes in South African society. The basic result is that there is a large increase in the size of the South African workforce, which remains largely unskilled and uneducated, and only moderate growth in jobs that tend to be in.
Niebuhr (2012) believes that vocational education in South Africa is feasible and can create a learning environment that is responsive and can better cope with the needs of South African society. In 2007, Shafika Isaacs conducted a survey on ICT in education in South Africa as part of a larger survey on ICT and education in Africa supported by infoDev. Isaacs (2007) also notes that South Africa has the potential for expanded infrastructure, but resources remain limited.
What has been the provision of ICT (especially in education) in South Africa to
According to Isaacs, the Conference on Information Society and Development (ISAD), which spawned the African Information Society Initiative (AISI), was an important turning point for the spread of ICT in South Africa. Establishment of the Presidential National Commission on Information Society and Development to advise "the government on the optimal use of ICT to address South Africa's development challenges and increase the country's global economic competitiveness".18. The launch of the Accelerated and Shared Growth Initiative for Southern Africa (ASGISA) in 2005, which saw "electronic communications as the foundation of commercial and social infrastructure development and education and skills development".
While the e-rate policy outlines rules on costs and the creation of necessary structures, the e-Education White Paper provides an interesting insight into the ambitious ambitions of the South African government. She concludes (2007:25) by saying that "a national education system-wide, coordinated effort that encourages both the cognitive development of South Africa's youth and their employability and skills development through ICT-enabled lifelong learning remains a critical challenge given South Africa's highly skewed youth population.” South Africa has some examples of successful use of ICT in education, including the University of South Africa (www.unisa.ac.za).
The findings of Community-based Learning, ICT and Quality of Life (CLIQ)
- Where to access ICT: the (non) functionality of telecentres in South Africa . 37
Community access (including affordability, telecentre location and hours it is open). Ability and enthusiasm to use computers: In cases where facilitators were friendly and helpful and worked with participants' interests in mind, there appeared to be an increase in demand for telecentres. Age and Gender: Social Attitudes Diagram22 highlights community beliefs about who can and should use ICT, as perceived by CLIQ participants.
According to the CLIQ survey data, 73% of participants in eSicabazini felt that the quality of their life had improved, while 24% felt that it had remained unchanged or had decreased. 22 This participatory tool is used to map the perceptions of the participants by asking them to place statements among the relevant groups. Finally, only 3% felt that CLIQ had had no/unclear impact on their quality of life.
Summary
45% felt that CLIQ had an impact and although they did not associate the impact with any of their reasons for change in quality of life, the impacts did relate to their definition of quality of life. In this chapter I have argued that we need to understand education as broader than just the formal school system; rather, we should see it as including the informal, formal and non-formal ways in which people learn. This expanded definition is key because it allows us to consider new alternative systems that can replace or support the strained existing education system.
Access to and use of ICT is also beneficial because it allows students and teachers to create or strengthen connections with each other and share information and learning – something that is key in the network structures of modern society. In such cases, it is not a question of what one has learned, but rather a question of what one can achieve with what one has learned.
METHODOLOGY
- The CLIQ project design
- Study context
- Data Source
- Sampling
- Analysis
- Limitations
- Ethical Considerations
According to Bjarstad (2010), thirteen (36.1%) of the 36 CLIQ participants in eSicabazini were categorized as "unemployed youth". This exercise was completed with participants during the second assessment phase of the CLIQ project. 31 The field worker had been part of the CLIQ project's fieldwork and trained by Heidi Attwood.
As such, she had a thorough understanding of the CLIQ project, an established relationship with the participants and the skills necessary to conduct the interviews. Finally, eSicabazin was identified as the telecentre model of the CLIQ project (Attwood, 2010) in terms of the research process being "on track". As such, the semi-structured interviews were limited to the number of participants who were available at the time of the field visit, amounting to seven unemployed youth.
FINDINGS
- Social Views Diagrams: examining who should and can use ICT
- What role does ICT play in fostering learning and education amongst youth in
- Who are the youth of eSicabazini?
- Reasons for becoming involved with CLIQ?
- Perceptions of the program
- Learning in the context of CLIQ
- Perceived barriers to accessing and using ICT
- Summary and conclusion
When looking at the perceptions of the participants about the use of ICT by older people, three out of eight believe that older people will not be able to learn how to use a computer and that they should not use the computer because of their role in society (as mothers/wives/young people/elderly people). For all the participants in the case study, CLIQ was the first computer training course they attended38. All the participants said that they thought that participating in CLIQ would help them get a job.
All interviewees feel that they will not be able to acquire self-teaching skills and want the help of another person. For most participants, access to and training in computer and Internet use provided two key opportunities. These two opportunities were present for all participants, regardless of their motivation or
CONCLUSION
Given the size of the telecommunications companies in South Africa, the USAF and USO are a viable system to create the necessary funds and infrastructure. It appears from my research and the results of the CLIQ project that there are two different ways in which call centers are useful. I would recommend that USAASA consider a deployment of smartphones in communities that would be able to meet many of the "constant" ICT needs.
It is conceivable that these cyberlabs will experience many of the same problems as telecenters in delivering equipment. Telecenters and universal capacity: an investigation into the Universal Service Agency telecenter program in South Africa. Reforms in Africa: Exploring the prospects of South Africa's teacher laptop policy. Journal of Education for International Development.
Social Views Diagram
Full outline of CLIQ project process
A mapping of changes in participants' well-being before CLIQ ie before July 2008 Day 3 Computer use diagram (group . exercise). From the exercises outlined above and through the course of the discussions in this three-day assessment, the CLIQ facilitators had an extensive and comprehensive mapping of the lives of community members. Key insights included information relating to the goals and aspirations of the community members (essential for measuring impact), the existing understanding and use of ICT (essential for planning and creating training plans) and the dynamics of the community.
Collecting participant comments and insights from the 1st training phase and introducing participants to card sorting analysis. Review of participants, review of quality of life and verification of changes and reasons for changes Day 2 Communication round (individual exercise). Some common requests focused on social networking (using tools such as Facebook), job hunting (including topics such as how and where to search for jobs online; how to make a resume; how to apply online; what jobs are available), creating and/or maintaining a small business (including topics such as local needs and supply; how to make a business plan and market your business; costs and business calculations) and further studies (including topics such as which institutions exist; .what they offer; how to apply online; how to find and apply for scholarships).
Sample of the semi-structured interview guide I utilised in my research
Did you learn your favorite thing i) by yourself ii) with the help of a friend iii) from the CLIQ instructor. In the past month you have used: i) fax machine to send a fax ii) copier to make copies iii) scanner to scan . iv) printer to make prints v) phone to make calls vi) computer to write word documents .. vii) computer to send emails viii) computer to make a business plan.
Social Views Diagrams - statements used in eSicabazini
