E-health is increasingly being used to address the long-standing gap of inequality in the provision of health care in many countries especially to bridge the divide between the urban rich and the rural poor. However, to increase the chances of e-health success, it is paramount to assess its readiness among the health institutions that are intending to implement it. The major objective of this paper therefore was to investigate the determinants of e-health readiness. Based on the literature, this study used five constructs of core, engagement, structural, societal and acceptance and use readiness to formulate a framework for e-health readiness assessment. A close-ended questionnaire was used to collect data from the participants of the rural area of Moses Kotane Municipality of South Africa. Principal component analysis was used to analyze the identified attributes and rank them in the order of their importance. Results showed that the need change readiness attribute contributes high for e-health readiness. The developed framework is expected to practically contribute to the health institution's preparedness as it will be used as a cornerstone during the implementation of e-health. 

<p>Africa is known for inadequate access to all sorts of human needs including health, education, food, shelter, transport, security, and energy. Before the emergence of massive open online courses (MOOCs), open access to higher education (HE) was exclusive of Africa. However, as a generally affordable method of post-secondary education delivery, MOOCs place the developing countries at the centre of universal access to HE. This paper provides the strategy for MOOC implementation in the context of limited resources in Africa. The strategy is clustered under five baseline requirements: national accredited MOOC curriculum, electronic content development, development of an online and offline eLearning platform, establishment and funding of MOOC coordination units at public HEIs, and establishment of MOOC access hubs at strategic locations. Emerging from this paper is the insight that a new era of universal access to HE in Africa is achievable through MOOCs only if initial requirements are met by the respective governments.</p>

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This report discusses steps for the integration and adoption of information and communication technologies (ICT) in Uganda schools. Barriers of ICT adoption for teachers were determined through surveys at three schools in Eastern Uganda. Teachers identified lack of familiarity of ICT resources and lack of ICT