Dissertations / Theses on the topic 'Information and Communication Technology (ICT) - Rural Empowerment'

Rural women in Bangladesh have limited access to resources and public spheres (e.g., educational, health, law and human rights institutions, and many public services) due to socio-cultural restrictions. Women also suffer severe discrimination, thought to be due to lack of access to information. Information and communication technologies (ICT) can reach rural women and have the potential to address knowledge and information needs. The aim of this research was to examine the situation of rural women in Bangladesh in using ICT provided by Non-Government Organizations (NGOs), and investigated whether empowerment was enabled or enhanced through ICT intervention. Since empowerment is a complex phenomenon to measure a model – Women’s Empowerment Measurement through ICT (WEM-ICT) – was developed to take into consideration the socio-cultural norms and context of rural Bangladesh. Using a structured questionnaire based on the model, data was collected from both beneficiaries and non-beneficiaries in two villages where different ICT projects have been introduced. A second data set was collected two years later using the same instrument for longitudinal as well as new participants. This research explored the impact of ICT intervention in women’s lives in the micro (individual or domestic), meso (village or community) and macro (global, national or regional) environments through an investigation of material, cognitive, perceptual, relational and technological dimensions. Since it is important to make women aware of the benefit of their empowerment through information and knowledge sharing, this research focused on the information gap and suggested possible ways to reduce the gap at the implementation level. The results indicated that the context of the villages, culture, awareness, maturity and engagement affected the empowerment process. ICT intervention impacted positively on many empowerment factors in both villages but other factors did not change due to cultural and traditional aspects of rural Bangladesh. This thesis concludes that consideration of the socio-cultural context at the policy level of ICT intervention for women’s empowerment is a key element for the success of an ICT intervention.

The overall objective of the thesis was to investigate how older family caregivers in rural areas experienced participation in an e-health based caregiver support system. Participants were 95 caregivers allocated to intervention group (n=63) and control group (n=32). The thesis had a mixed method design and is based on four original articles (I-IV). Data was collected through web-camera interviews (I-III), telephone interviews (II,IV) and questionnaires (II,IV) after 1.5 years of using e-health support. Quantitative data was analyzed using comparative statistics, multiple linear regression and logistic regression. Qualitative data was analyzed with content analysis. Article I showed that the caregivers, despite lacking experience from using computers, were able to adopt the new technology, with help from support nurses and family. Caregivers felt e-health helped them to regain social inclusion. Article II had a comparative design, comparing e-health support with conventional caregiver support. Caregivers using e-health were more satisfied with their support and found it to be available, flexible and helping them enhance caregiver competence. Control group caregivers were less satisfied with support and experienced unmet needs. Article III showed that e-health can reduce caregivers’ feelings of isolation. Two themes were created, Expanding the concept of place and Developing networks. Article IV revealed that caregivers used e-health frequently, experienced benefits from using it and had become more independent. Support nurses were disappointed about the decrease in contact with caregivers, and also acknowledged a need for developing the professional nursing role while working with e-health. Conclusions drawn from the findings were that participants experienced benefits from e-health support and it helped them become more independent. Swedish municipalities are obliged to provide caregiver support, the findings from the study are valid to conclude that e-health support are as good as, or even more effective, than conventional support for older family caregivers in rural areas.<br>Det övergripande syftet vara att undersöka hur äldre anhörigvårdare på landsbygden upplevde att få anhörigstöd via en e-hälsa-tjänst. Avhandlingen hade en mixed method design och bestod av fyra originalarbeten (I-IV). Deltagare i studien var 95 personer, boendes i gles- och landsbygdsområden, som i det egna hemmet vårdade en make eller maka med kronisk sjukdom. Deltagarna var fördelade på interventionsgrupp (n=63) och kontrollgrupp (n=32). Datainsamling skedde efter 1.5 års användning av e-anhhörigstödet, genom web-kamera intervjuer (I-III), telefonintervjuer (II,IV) och frågeformulär (II,IV). Kvantitativa data analyserades genom komparativ statistik, multipel linjär regression och logistisk regression. Kvalitativa data analyserades med innehållsanalys. Artikel I visade att anhörigvårdarna, även om de inte hade någon vana av datorer sedan tidigare, kunde lära sig och bli användare av den teknik och utrustning som ingick i e-anhörigstödet, när de fick hjälp och stöd av anhörigstödjare eller andra. Anhörigvårdarna upplevde att e-anhörigstödet hjälpte dem att återfå social delaktighet. Artikel II hade en komparativ design och jämförde e-anhörigstöd med traditionellt anhörigstöd. De som använde e-anhörigstödet var nöjda med stödet i högre utsträckning än de som fick traditionellt stöd. E-anhörigstödet upplevdes som tillgänglig, flexibelt samt bidrog till att de utvecklade sin kompetens i vårdandet. Kontrollgruppen var mindre nöjd med sitt stöd samt upplevde att de hade behov som inte tillgodoseddes av stödet. Artikel III visade att e-anhörigstöd kan minska anhörigvårdares upplevelse av isolering, dels genom att de upplevde en känsla av att vara på andra platser fast de rent fysiskt befann sig i hemmet, dels genom att de utvecklade sociala nätverk. Artikel IV visade att anhörigvårdarna ofta använde e-anhörigstödet och att de upplevde nytta av att använda det. De blev också mer självständiga vilket ledde till färre kontakter med anhörigstödspersonalen. Personalen kände viss besvikelse över att kontakterna iv med anhöriga minskade och uttryckte att den professionella omvårdnads-rollen behöver utvecklas när e-hälsa införs och tillämpas i vård- och omsorgsarbete. Slutsatser som drogs från fynden i avhandlingen var att anhörigvårdarna hade stor nytta av att använda e-anhörigstöd samt att det hjälpte dem att bli mer självständiga, vilket reducerade deras behov av kontakt med kommunernas anhörigstöd. Sveriges kommuner har en skyldighet enligt lag att tillhandahålla anhörigstöd, med stöd av fynden från den här studien kan man dra slutsatsen att e-anhörigstöd kan fungera lika bra som, ibland till och med effektivare än, traditionellt anhörigstöd.

Information and Communication Technology (ICT) has become commonplace entities in all aspects of life. Over the past twenty years, the use of ICTs has drastically changed the procedures of almost all forms of endeavour within business and governance. Additionally, throughout the world there is an awareness of the fundamental role of new ICTs in the field of education. Education is a socially oriented activity, and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to learner-centred learning settings. With the world moving rapidly into digital media and information, the role of ICT in education and the influence of ICT in schools cannot be overemphasised as its utility is changing the way learners learn, teachers teach, and how it supports staff work. Whilst ICT is fully integrated into many schools in the urban areas of South Africa, regrettably the same cannot be said about rural high schools. This has created a digital division between rural and urban high schools. Most of these rural high schools still do not have access to these technological tools and educators have not been given the professional training for them to integrate ICT in their lessons. This study explores the effectiveness of integrating ICT into teaching of Environmental Education in selected rural high schools. The quantitative study adopted survey research design with sample randomly selected for the study. From the findings, it can be concluded that integrating ICT in education cannot be comprehended by exploring the pedagogical orientations at play in the teaching and learning situation. It becomes the basis that teachers use ICTs to achieve the determined goals.

Information and Communication Technology (ICT) is widely regarded as a key tool for bringing about development to people who live in underserved areas. Technologies such as mobile phones and Wi-Fi are seen as advantageous because they can be made available to poor places without the cost of building extensive physical infrastructure. However, researchers argue that ICTs have failed to live up to their potential in the context of development. Researchers point out developing countries lack frameworks to guide them through the implementation of ICTs in this context. The objective of this study is to come up with a framework that can be used in rural areas in South Africa to implement ICT projects. The researcher interviewed individuals who have been directly involved in an ICT initiative in a rural setting in the Eastern Cape Province to learn from their experiences. The researcher also studied publications that have been produced from these initiatives in order to gain a richer understanding. The findings of the study show that participants share similar views about how ICT projects should be approached and implemented in rural areas in South Africa. The views are grouped according to similarity into themes and discussed in detail in the study. From these themes a framework that can help implement ICT projects in rural areas is developed.

Many governments across the world have invested a lot of resources in information and communication technology (ICT) development with an aim to enhance teaching and learning using technology in schools. New educational ICT policy issues emerged and new patterns of ICT related practices are observable in education. This initiative has necessitated the development of National ICT Policies that will guide the implementation process in schools. Namibia has adopted the National ICT policy for Education in 2005 and the National ICT Policy Implementation Plan in 2006. Since the adoption no study was done to evaluate the implementation process, especially in rural schools where the teaching has been proven difficult. This study evaluates the implementation of the National ICT Policy for Education in Namibian rural junior secondary schools, especially in science classrooms. The thesis is a mixed methods study, undertaking survey and case studies. The study was conducted in the three educational regions, namely, Ohangwena; Oshana; and Oshikoto in Northern Namibia were 163 schools were sampled. The purpose of the study was to describe how ICT is being implemented in science classrooms and also explore factors that affect ICT implementation in rural schools. The study’s findings indicate that the rural schools in Namibia are in the initial phase of ICT implementation. ICT use and pedagogical use is low due to lack of professional development courses, pedagogical support and lack of ICT related resources. However, the few schools with high pedagogical use of ICT have shown an entrepreneurial leadership style and vision of the science teachers. The relational analysis suggests three main predictors of ICT implementation in rural schools. These findings were confirmed through case studies of successful schools. In addition, the findings were legitimised by the participants of the ICT use conference. The Kennisnet model (2009) was adopted and adapted as a conceptual framework for this study. The Howie model (2002) provided the frame within which the structure of input, process and outcome could be identified. The data was consistent with the adapted Kennisnet model (2009) and added five more constructs namely, entrepreneurial leadership, science curriculum goals, entrepreneurial science teachers’ vision, general use of ICT. The general use of ICT and attitudes of the science teachers influences the pedagogical use of ICT as added to the Howie model (2002). The results of this research suggest ways to improve the pedagogical use of ICT in rural schools; enable policymakers to make informed decision about resource allocation to the rural schools; and on teacher professional development in order to improve the current rural situation regarding ICT use.<br>Thesis (PhD)--University of Pretoria, 2011.<br>Science, Mathematics and Technology Education<br>unrestricted

Rural development is a priority for poverty alleviation and development in developing countries, as the majority of the poor live in rural areas. Information and knowledge are key strategic resources for social and economic development as they empower rural communities with the ability to expand their choices through knowing what works best in their communities. Information and communication technologies (ICT) play a significant role in supporting rural development activities through providing supportive development information and creating essential interconnectivities between rural areas and more developed regions. However, rural ICT for development (ICT4D) is still at best a ‘working hypothesis’, faced with barriers and challenges associated with implementation and use in the rural environment; which threaten the success, sustainability or relevance of an ICT intervention. Many key questions remain largely unanswered, with no concrete or credible data to support a wide range of claims concerning the use of ICT for development. The evaluation of rural ICT projects is indispensable as it determines the need, effectiveness, impact, sustainability and extent of the awareness of the contribution such projects or programmes can make in poverty alleviation and development. Even so, existing ICT4D evaluations are confrontedwith shortcomings and challenges which influence the accuracy and reliability of evaluation conclusions. These shortcomings highlight the need to embark on a more comprehensive evaluation approach, sensitive to the rural environment. This research study was aimed at developing a comprehensive rural ICT evaluation framework to assess ICT projects and interventions that work toward supporting poverty eradication in rural communities. A multi-method approach was used to determine the multiple variables and components associated with rural ICT evaluation, and then to determine how these variables interrelate. The approach is founded on programme evaluation, ICT for development evaluation, and information systems evaluation. Firstly, key domains of programme evaluations combined with an exploration of the need and shortcomings of ICT4D evaluation, contributed to the development of a template to analyse existing ICT4D evaluation frameworks and information systems frameworks, based on a selection of criteria. The combined analysis of the two groups of frameworks compares and contrasts key characteristics that form the structure of a comprehensive evaluation. This analysis and a review of programme evaluation enabled the development of a Rural ICT Comprehensive Evaluation Framework (RICT-CEF) that encompasses the key components essential for a comprehensive evaluation of rural ICT projects. The theoretical framework aims to inform ICT intervention to improve and support rural development, through the application of fundamental and interconnected evaluation domains sensitive to the rural environment, throughout the project’s lifecycle. In order to obtain a better understanding and application of the RICT-CEF, a real-life case study investigation of the Siyakhula Living Lab reveals the lessons learned (shortcomings and suitability) from applying a prototype of the framework in a rural environment. The study is characteristically a rich case study, as the investigation occurs at two levels: 1) The actual evaluation of the project to obtain results to improve or guide the project, through applying domains of the RICT-CEF, and 2) Observing and investigating the application of the RICT-CEF framework to learn lessons from its evaluation process in a real-life context. The research study reveals the compatibility of the RICT-CEF framework in a real-life rural ICT intervention case, and builds lessons learned for enhancing the framework and guiding future evaluations in ICT4D. The RICT-CEF can possibly be viewed as a platform for the key domains and processes essential for the evaluation of ICT4D interventions; which can be customised for a variety of ICT projects, such that a comparative assessment of projects can provide measurement and further awareness of the impact of rural ICT in developing countries.

Rural development can be supported by information and knowledge which are key strategic resources for socio economic development. ICTs enable the facilitation and communication of information between remotely dispersed individuals or groups and more developed regions. While it has become common place that ICTs possess capabilities to potentially support rural development, the concept of ICT for development (ICT4D) is still fraught with challenges and barriers, which impede the success and sustainability of ICT4D projects. It is therefore essential to evaluate rural ICT projects, as such an analysis may aid in revealing information related to the need, effectiveness, impact, and sustainability of these projects. This research seeks to further the implementation and exploration of the Rural ICT Comprehensive Evaluation Framework (RICT-CEF), through the application of the Process Assessment domain in a real life rural ICT project environment. The RICT-CEF framework consisting of 7 evaluation domains has the primary objective of evaluating rural ICT projects from their inception stages to post implementation. A process assessment seeks to determine whether or not a rural ICT project is operating to implement its intended functions in the intended way specified in the projects plan. Such an assessment is invaluable to a comprehensive evaluation. Evaluation questions for a process assessment are centred around critical themes of project performance. Critical themes are aspects of a programme or projects implementation which must be enacted in order to achieve desired project outcomes. This research study is aimed at identifying critical themes of process assessment relevant to rural ICT4D projects. To identify critical themes, assessment approaches on social programme process assessments, evaluation of information systems in use, and rural ICT4D project evaluation case studies are comparatively analysed. Fourteen assessment approaches from these three categories are selected based on criteria. To analyse selected assessment approaches, a template is created based on the research questions, foundational literature on process assessment and identified challenges applicable to process assessments of rural ICT4D projects. Comparing and contrasting critical themes from these assessment approaches highlight critical themes essential to assess in the iterative implementation phase of rural ICT projects. Accentuated critical themes include, service utilization, organizational function and external project factors. These themes, along with suggested guiding principles from literature for conducting process assessments enable the creation of a framework for conducting process assessments of rural ICT projects. The framework is labelled "the Rural ICT Project Process Assessment Framework (RICTP-PAF)". The application of the RICTP-PAF in a real life rural ICT project through a design science case study provides lessons learned (suitability and shortcomings) from applying the framework. This essentially demonstrates the sensitivity of the RICTP-PAF to rural contexts in which it is implemented in. For instance, the implemented prototype of the RICTP-PAF reveals that the framework places a great deal of emphasis on rural beneficiary perspectives. A practice which has been lacking in such evaluation exercises. Furthermore, the guiding principles elucidated, bring to mind best practices to deal with issues such as stakeholder conflict, unreliable data elicitation and unethical assessment practices. The RICTP-PAF represents a fundamental tool for process assessments of rural ICT projects, and may be adopted and customized to various rural ICT project contexts in developing countries.

This dissertation examines localization of Open Educational Resources (OER) in Himalayan community technology centers of Nepal. Specifically, I examine strategies and practices that local knowledge-workers utilize in order to localize educational content for the disparate needs, interests, and ability-levels of learners in rural villages. This study draws on insights from non-formal education (NFE) stakeholders in Nepal, including government, UN, international and national NGOs, local knowledge-workers, and learners from different villages. I specifically focus on a sample of seven technology centers to better understand how localization is defined, designed, and executed at a ground level. I illuminate obstacles knowledge-workers face while localizing content and strategies to overcome such barriers. I conclude by offering key principles to support theory development related to OER localization. This study is anchored in hermeneutic inquiry and is augmented by interpretive phenomenological analysis and quasi-ethnographic research methods. This qualitative study employed interviews, focus group discussions, observations, and artifact reviews to identify patterns of localization practices and themes related to localization of critical content in Himalayan community technology centers of Nepal. This dissertation provides valuable evidence not only why localization matters (a statement that has been hypothesized for the past decade); but also provides proof of how localization is executed and concrete ways that localization could be improved in order for OER to reap efficacious learning gains for more rural people in developing countries and in other rural communities across the globe. The full text of this dissertation may be downloaded for free from http://etd.byu.edu/

This thesis explores the contribution of Information and Communication Technology (ICT) in rural development processes. Within the framework of social capital theory, and in the context of the information society, the study examines how the collaborative and innovative model of ICT for Development (ICT4D) can enhance social networks and information channels in rural communities, thereby enabling the active participation of rural community members in their own development processes. The study examines networks and information channels both within the rural communities under investigation and between these communities and other sectors in the society. The thesis studies the case of the Siyakhula Living Lab (SLL), an ICT4D initiative in the Mbashe Municipality of the Eastern Cape Province of South Africa. During the investigation, four types of networks were identified: local organisations, social institutions, collective community projects and social ties. It was found that the Living Lab has so far influenced the creation of new forms of networks through the common spaces (computer labs) which have been made available by the Living Lab. The study further showed that the use of computers has enabled other community members to partake in the wider community of online/virtual social networks, allowing them to communicate and share information with those outside their own communities. The study also showed that the Living Lab has enabled the networking of these communities with other sectors such as academia. It was, however, found that so far the existence of the Living Lab has not influenced the already existing local networks in these communities. Also, the study showed that the relationship between these rural communities and their government and industry partners as stakeholders in the Living Lab is currently ineffective. Nevertheless, this situation has a potential to change in the future as there are ICT applications which have been developed through collaboration with rural community members, which will assist in enhancing communication between these rural communities and other stakeholders. The study finally revealed that social networks do contribute to the functioning of communities by providing both monetary and social support to community members, even though, in effect, the monetary benefits are somewhat limited by a number of factors. It is revealed that the engagement of ICT could go a long way in improving social and economic activities, governance and service delivery, as well as education in these communities.

This study set out to establish an informed framework for the use of social network services in South African museums. Social network services are utilised by a wide demographic spectrum so they offer a cost-effective way to engage with communities and with existing and new stakeholders. The Standard of Generally Recognised Accounting Practice on Heritage Assets, or GRAP 103, and the draft National Policy on Digitisation of Heritage Resources imply that museum collections get documented and managed in digital form. It will coincidentally also enable museums to embrace the use of social network services and share the collections in their custody with many South Africans who are yet to experience the value of museums in the country. Museums are institutions in the service of society which acquires, conserves and communicates the tangible and intangible heritage of people and their environment. During the twentieth century museums have had to reinvent themselves from being unapproachable custodians of heritage to being part of society, willing to engage in discourses and be transformed to remain relevant to the communities they serve. The 2011 Census has found that about 18.2 million of 51.7 million South Africans have had access to the Internet before. Active Internet users however, are about half that figure because it is expensive, the broadband and telecommunications network is not efficient or because people have not yet experienced the value it offers. Government regulations compel Information and Communication Technology (ICT) enterprises to spend 1.5% net profit after tax on socio economic development initiatives. This presents an opportunity for museums as educational institutions to engage with such enterprises to expand Internet access and engage with local communities. The social network service field offers various ways to communicate collections and engage with communities through text, photographs, video and location-based technologies. Various notable local and international initiatives were discussed in this study. For example the Kulturpool which allows visitors to create cyber collections from digitised museum objects and contribute to the knowledge of such objects by allowing them to submit and share information for others to read. SAHRIS, the digital database offered by the South African Heritage Resources Agency, holds the key to similar ventures that museums could pursue. The regulative framework involves privacy, copyright and ethical issues which museums should abide by. Because of the pervasiveness of ICTs museums should take note of these regulations even if they decide not to pursue social network initiatives. ICT skills in museums are insufficient and should be improved upon. Social network services offer training and guidelines on how to use them, which could be a great help provided the reader has a good command of the English language. Cognisance must be taken of an overview social network services and their uses, and of the ethical and regulative framework for museums to benefit from using social network services to engage with communities. This way, communities may benefit from having access to the museum online.<br>Dissertation (MHCS)--University of Pretoria, 2014.<br>gm2014<br>Historical and Heritage Studies<br>unrestricted

Significant interest is witnessed in the context of Information and Communication Technology (ICT) mediated interventions for development and empowerment of people living in Rural India since the turn of the century. An objective evaluation of impact of such initiatives is important for enrichment of these initiatives as well as potential scaling up and replication. Despite a large number of such initiatives and their subsequent scrutiny in the literature, there is a dearth of comprehensive studies to establish the potential and scope of ICT mediated interventions on empowerment and the role of participation. The present study focuses on bridging this gap. The study is undertaken in three phases- (1) Longitudinal observation, (2) Intensive analysis of ongoing ICT mediated interventions to study stages of empowerment and their measurement and (3) Analytical modelling of the processes and outcomes of empowerment. In the first phase, a longitudinal observation using Participatory Rural Appraisal (PRA) approach was undertaken in Sirsa, Haryana over two years to explore the relevance of ICT mediation through various communication devices. In the second phase, mobile phone based interventions, involving dissemination of information, were intensively studied. Nine PRA studies were undertaken at eight locations from three states representing diverse agriculture and allied contexts. A Knowledge Gap Analysis (KGA) was undertaken in which a participant was assessed at three different stages – (a) awareness, (b) knowledge and (c) internalization. A specimen based approach based on PRA techniques was adopted, to assess their retention and internalization. A ‘Knowledge Gap Indicator (KGI)’ approach was used to assess and compare retention between people who were part of the intervention with those who did not have exposure to it. In the third phase, the process of empowerment was conceptually modeled as ‘The Participation based ICT Mediated Empowerment Cycle (PICTEC)’. The conceptual model – PICTEC was empirically tested using data obtained from seven locations from three states based on a survey using structured audio-enabled questionnaire. The structural model of PICTEC based on the factors that influence the empowerment cycle was studied using Generalized Partial Least Square (PLS) techniques. The research points to the utility of understanding empowerment through the three distinct approaches adopted in the three phases. The other main contributions include design and development of a methodology to assess empowerment at various stages using Knowledge Gap Analysis (KGA), measurement of empowerment using Knowledge Gap Indicators (KGI) and data collection approaches in the spirit of PRA techniques based on specimen based approach and audio enabled questionnaires which are amenable to rigorous analysis. The results indicate evidence for positive impact of technology mediation in achieving the overall objectives of empowerment in the rural India context. The enabling role of participation is also observed. The results show that the stages of manifestation of empowerment and the internal processes can be studied simultaneously which has positive implications for designing effective interventions. The outcome of the present study are expected to contribute to existing literature on the subject and have relevance for policy makers, managers, designers and administrators of ICT based interventions targeting empowerment.

Significant interest is witnessed in the context of Information and Communication Technology (ICT) mediated interventions for development and empowerment of people living in Rural India since the turn of the century. An objective evaluation of impact of such initiatives is important for enrichment of these initiatives as well as potential scaling up and replication. Despite a large number of such initiatives and their subsequent scrutiny in the literature, there is a dearth of comprehensive studies to establish the potential and scope of ICT mediated interventions on empowerment and the role of participation. The present study focuses on bridging this gap. The study is undertaken in three phases- (1) Longitudinal observation, (2) Intensive analysis of ongoing ICT mediated interventions to study stages of empowerment and their measurement and (3) Analytical modelling of the processes and outcomes of empowerment. In the first phase, a longitudinal observation using Participatory Rural Appraisal (PRA) approach was undertaken in Sirsa, Haryana over two years to explore the relevance of ICT mediation through various communication devices. In the second phase, mobile phone based interventions, involving dissemination of information, were intensively studied. Nine PRA studies were undertaken at eight locations from three states representing diverse agriculture and allied contexts. A Knowledge Gap Analysis (KGA) was undertaken in which a participant was assessed at three different stages – (a) awareness, (b) knowledge and (c) internalization. A specimen based approach based on PRA techniques was adopted, to assess their retention and internalization. A ‘Knowledge Gap Indicator (KGI)’ approach was used to assess and compare retention between people who were part of the intervention with those who did not have exposure to it. In the third phase, the process of empowerment was conceptually modeled as ‘The Participation based ICT Mediated Empowerment Cycle (PICTEC)’. The conceptual model – PICTEC was empirically tested using data obtained from seven locations from three states based on a survey using structured audio-enabled questionnaire. The structural model of PICTEC based on the factors that influence the empowerment cycle was studied using Generalized Partial Least Square (PLS) techniques. The research points to the utility of understanding empowerment through the three distinct approaches adopted in the three phases. The other main contributions include design and development of a methodology to assess empowerment at various stages using Knowledge Gap Analysis (KGA), measurement of empowerment using Knowledge Gap Indicators (KGI) and data collection approaches in the spirit of PRA techniques based on specimen based approach and audio enabled questionnaires which are amenable to rigorous analysis. The results indicate evidence for positive impact of technology mediation in achieving the overall objectives of empowerment in the rural India context. The enabling role of participation is also observed. The results show that the stages of manifestation of empowerment and the internal processes can be studied simultaneously which has positive implications for designing effective interventions. The outcome of the present study are expected to contribute to existing literature on the subject and have relevance for policy makers, managers, designers and administrators of ICT based interventions targeting empowerment.

This exploratory and interpretive research examines the anticipated consequences of information and communication technology (ICT) on six remote rural communities, located in the northern Peruvian Andes, which were provided with computers connected to the Internet. Instead of looking for economic impacts of the now-available technological tools, this research investigates how local individuals use (or not) computers, and analyses the mechanisms by which computer-mediated information, obtained by those who use computers, is disseminated through their customary face-to-face interactions with their compatriots. A holistic multiple-case study design was the basis for the data collection process. Data were collected during four-and-half months of fieldwork. Grounded theory informed both the method of data analysis and the technique for theory building. As a result of an inductive thinking process, two intertwined core themes emerged. The first theme, individuals’ exploitation of ICT, is related to how some individuals overcome some difficulties and try to make the most of the now available ICT tools. The second theme, complementing existing social networks through ICT, reflects the interaction between the newly ICT-mediated information and virtual networks and the local existing social networks. However, these two themes were not evenly distributed across the communities studied. The evidence revealed that dissimilarities in social cohesion among the communities and, to some extent, disparities in physical infrastructure are contributing factors that explain the unevenness. But social actors – named as ‘activators of information’ – become the key triggers of the disseminating process for fresh and valuable ICT-mediated information throughout their communities. These findings were compared to the relevant literature to produce theoretical generalisations. As a conclusion, it is suggested any ICT intervention in a developing country requires at least three elements to be effective: a tolerable physical infrastructure, a strong degree of social texture and an activator of information.

Submitted in fulfillment of the requirements for the Degree: Master of Technology: Entrepreneurial Studies and Management, Durban University of Technology, Durban, South Africa, 2017.<br>Different social classes of people in South Africa are divided, digitally. This phenomenon manifests as a disparity of information in ICT (Information and Communication Technologies), which is a matter of concern, as the use of ICT is acknowledged to greatly influence the world today, more specifically so in rural areas. An investigation to determine which factors affect rural communities’ access to information, as well as progress levels that can be realised in the support means employed by people resident in rural areas, through introducing ICT’s in their day-to-day living, thus addresses the purported ‘digital divide’. The study’s population was drawn from the Dibate Village community, located in Mmabatho in Mafikeng, South Africa. Recommendations from the findings, point out how ICT facilities can be utilised in the development of rural communities, not just socially but also economically. As main objective, the study evaluates and examines the use of ICT facilities for commercial activities, in uplifting the rural community in the area of Dibate Village. This study is of value to governmental and non-governmental organisations where improving both socio-economic development and service delivery is concerned, in South Africa’s rural areas.<br>M

Despite growing global awareness and importance of Information Communications Technologies OCT), little has been done regarding introduction of ICT in rural schools as a new way of creating path for learners and educators to engage in information selection, gathering, sorting and analysis. This study explores the status/role of ICT in rural Setlakgobi schools by examining the needs, and support for school managers, and other senior managers in managing the integration of computers and related resources into teaching and learning activities in their schools. It researches five key problematic areas, namely, understanding context, clarifying purpose, identifying values, setting goals and developing vision. The study amongst other things identifies lack of resources, language barrier, technical know how, and staff development as the main challenges of providing modern technologies to rural school in order to enhance quality of learning and teaching. Hence, the need to fast-track the e-learning by developing South African languages, providing physical and human resources, and support for professional development of educators in ICT.<br>Thesis (MBA)--North-West University, Mafikeng Campus, 2006.

Despite growing global awareness and importance of Information Communication Technologies (ICT), little has been done regarding introduction of ICT in rural schools as a new way of creating path for learners and educators to engage in information selection, gathering, sorting and analysis. This study explores the status/ role of ICT rural Setlakgobi schools by examining the needs, and support for school managers, and other senior managers in managing the integration of computers and related resources into teaching and learning activities in their schools. It researches five key problematic areas, namely, understanding context, clarifying purpose, identifying values, setting goals and developing vision. The study amongst other things identifies lack of resources, language barrier, technical know how, and staff development as the main challenges of providing modern technologies to rural school in order to enhance quality of learning and teaching. Hence, the need to fast-track the e-learning by developing South African languages, providing physical and human resources, and support for professional development of educators in ICT.<br>(MBA) North-West University, Mafikeng Campus, 2006

The purpose of the research underpinning this thesis is to develop and test a framework for understanding whether, how and under what circumstances information and communication technologies (ICT) can contribute to development.

Information and Communication Technologies (ICTs) have become an everyday part of life. Communication networks within Australia link financial, educational, government and non-government services to Australian households. Both the 2001 and 2006 Australian Census data demonstrate that Indigenous Australians are 69% less likely to access the Internet at home than the rest of the Australian population. This study examines the factors affecting the adoption of Information and Communication Technologies in Australian Indigenous households and provides a plausible explanation as to why this gap exists. This study uses a multiple case study approach and draws on the Glaserian Grounded Theory Methodology to examine Indigenous household ICT adoption in a rural Indigenous community, an urban Indigenous community and a remote Indigenous community, to identify differences and commonalities of ICT adoption and non-adoption in diverse cultural and geographical locations across Australia. The theoretical lens draws on Pierre Bourdieu's theory of habitus to develop a practice perspective of household ICT adoption established through the habitus concepts of structures and agency or society and individual. The research establishes the existence of the Indigenous substantive field and postulates that new practices are formed with the intersection of the Indigenous field and external fields. Through the development of substantive fields this thesis develops a theoretical framework of Indigenous household ICT adoption. The findings suggest that a single model of ICT adoption can be applied to all Indigenous communities across Australia.The results could have considerable practical and policy significance.

This study aims to advance the understanding of Digital Opportunity Trust’s (DOT) value proposition by characterizing the ‘modus operandi’ and to develop a method to explore the impact of entrepreneurship in the developing (or under-developed) regions of the world undertaken by Digital Opportunity Trust. DOT is an initiative to help reduce poverty, and to achieve greater social and economic stability by empowering people with skills and knowledge by utilizing new technologies in their communities. Prior research suggests the adaptation of ‘Information and Communication Technology’(ICT) and technological advancement as a means of addressing 500 million people worldwide, those residing at the ‘bottom of the pyramid’ (Prahalad, 2005) for an effective social transformation. “Digital Opportunity Trust (DOT)” is one of the not-for-profit (NFP) / non-governmental organizations (NGO), which strives to accomplish this goal by blending ‘entrepreneurial’ education with ‘corporate social responsibility’ to foster new ventures that use digital communications technology. DOT is operating in eleven (11) countries for more than eight (8) years now, rendering it important to validate and evaluate the extent to which Information and Communication Technology ICT allows people in poor communities to exchange knowledge, and to compete with new enterprise. Personal interviews (Case Study Methodology) with DOT’s executives, staff, interns and contractors were arranged to gather insightful information and to characterize the value proposition. The aim is to gather estimates of achievement for each of the defining attributes (‘as things are’ to reflect present achievement and ‘as things could be’ to reflect how far the attribute might be ‘pushed’). While it must be the responsibility of DOT’s leaders to articulate formally its value proposition, evidence gathered in this case study points in possible directions. For example, DOT’s value proposition is based on a humanitarian goal and a win-win situation that benefits the people of underdeveloped regions as well as DOT itself. DOT does not merely advance monetary aid to the poor regions of the world; rather it creates a model of economical sustainability. It empowers people by imparting technical prowess and training to them. This not only keeps them abreast of the whole world, but also helps improve their quality of life. DOT provides technological initiatives and programs in developing areas, while adhering effectively to accountability structure. Multinational companies and not-for-profit organizations can gain useful and practical knowledge from DOT’s experience. DOT brings an edge to entrepreneurship by advocating productivity and skill, especially in technological fields. The poor man’s plight turns into a healthy, industrious skill. An emerging paradigm for creating shared value suggests that this is precisely the model worldwide corporations should invest in and apply in these ever-challenging economic times.