Integrating Social Development and Financial Sustainability: The Challenges of Rural Computer Kiosks in Kerala

Kuriyan, Renee; Toyama, Kentaro; Ray, Isha

doi:10.1109/ictd.2006.301849

Cited by 41 publications

(38 citation statements)

References 8 publications

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“…1). The sectoral division of these schools is as follows: Primary (class I to class V), secondary (class VI to class VIII) and higher secondary schools (class IX to class XII) (Kuriyan et al, 2006).…”

Section: India and Schoolsmentioning

confidence: 99%

“…1). In addition given the high drop-out ratio of students at primary and secondary level, our focus for early introduction of skill based courses and vocational training needs start from these levels (i.e., primary and secondary levels) (Kuriyan et al, 2006). A major challenge is in designing an appropriate course curriculum for these students at primary and secondary schools, so that the introduction of skill based education is not merely an academic burden but adds to their aptitude and personality development.…”

Section: India and Schoolsmentioning

confidence: 99%

“…The idea of making each individual more economically productive and self-reliant is primarily based on the acquisition of skills which are marketable, employable and industrial (Kuriyan et al, 2006). These courses add-on to a candidate's scope for a broad range of careers, jobs and services with a better choice of jobs.…”

Section: Extending the System Of Vocational Education To Schoolsmentioning

confidence: 99%

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Skills, Schools and Employability: Developing Skill Based Education in Schools of India

Mahapatra¹,

Satapathy²

2016

Journal of Social Sciences

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Skill Education in India needs more attention as like the general education imparted at schools. Irrespective of the stage of schooling (primary, secondary and higher secondary) a rise in the employability and industrial skills, ensures a better and productive human resource. With the aim of increasing the employability of the youth it is essential to develop a thorough understanding of the existing infrastructure and academic curriculum of schools and polytechnic institutes in India. This paper critically analyses the pattern and scopes of vocational education in India and how the same can be seamlessly amalgamated with the school curriculum.

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Section: India and Schoolsmentioning

confidence: 99%

Section: India and Schoolsmentioning

confidence: 99%

Section: Extending the System Of Vocational Education To Schoolsmentioning

confidence: 99%

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Skills, Schools and Employability: Developing Skill Based Education in Schools of India

Mahapatra¹,

Satapathy²

2016

Journal of Social Sciences

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“…Similarly, Heeks (2010a) argues that the development informatics community has been informed much more by technical bias than the development studies community. "The implementation of ICTs for development is not simply a technical process of delivering services to the poor, but is a highly political process that involves tradeoffs and prioritization of particular goals to attain sustainability" (Kuriyan et al, 2006). A paradigm shift from developing technologies for users to developing technology with users can facilitate a collective idea generation, and provides a better understanding of the cultural context that can easily affect the usefulness of an intervention.…”

Section: Participatory It Design Process and Methodsmentioning

confidence: 99%

“…As shown in figure 1, around 25 (44%) of the reviewed papers fall in this category. Specifically, the following list of papers': (Amariles et al, 2007;Baro & Endouware, 2013;Bello-bravo & Baoua, 2012;Cáceres & Fernández-Ardèvol, 2012;Cloete & Doens, 2008;Dearden et al, 2011;Dearden et al, 2010;Dissanayeke & Wanigasundera, 2014;Dittoh et al, 2013;Lwoga, 2010;Futterman & Shuman, 2010;Gollakota et al, 2012;Kameswari et al, 2011;Kuriyan et al, 2006;Madon et al, 2009;Martin & Abbott, 2011;Mpazanje et al, 2013;Muthiah et al, 2013;Srinivasan, 2007;Patel et al, 2012;Siyao, 2012;Tomitsch et al, 2010;Mtega & Msungu, 2013;Yusop et al, 2013), main study areas focus on understanding context and documenting best practices. For instance, over five months field pilot of a voice telephony-based information service, (Futterman & Shuman, 2010) and (Yusop et al, 2013) assess the information needs and interests of rural populations in Uganda and Malaysia respectively.…”

Section: S O U R C Ementioning

confidence: 99%

Systematic Mapping Study of Information Technology for Development in Agriculture (The Case of Developing Countries)

Zewge

Dittrich

2017

E J Info Sys Dev Countries

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With its rapid proliferation in the developing world, information and communication technology (ICT) has been accepted as an opportunity to assist disadvantaged people. Many projects have piloted ICT supporting rural communities in developing countries. Such rural communities are socially complex and infrastructurally weak environments that demand clear understanding of the social, economical, cultural and political preconditions when implementing ICT innovations. To provide a comprehensive overview of what kinds of ICT intervention and research contributions have been achieved, a systematic mapping study (SMS) was carried out. This work presents the state-of-the-art based on related journal and conference papers published between 2006-2014. The review indicates that ICT supporting farmers has gained attention over the past few years with a growing number of contributions. However, the field is still in a consolidating phase. Theoretical concepts are sparse, so it is difficult to generalize and transfer the findings. Specifically, there is limited research in IT design and development process; user-interface design for illiterate people; and user and community involvement in the design process.

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Whose gain is it anyway? Structurational perspectives on deploying ICTs for development in India's microfinance sector

Dé¹,

Ratan²

2009

Information Technology for Development

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The idea of information and communication technology (ICT) being a "hammer" that can be applied to a wide variety of "nails" across different geographic locations, sectors, organizations, and contexts to improve efficiency and/or have a beneficial social impact has come under severe criticism, particularly in the realm of implementing socioeconomic development programs. Structuration theory remains one of the key metatheories that deconstruct the complexity of technology introductions in the context of organizational and behavioral change. In this study, we use a structurational lens to examine two pilot ICT implementations in the Indian microfinance sector, specifically exploring the interactions between the ICT intervention, the organizations and people implementing the change, and the structural and institutional context within which these projects were rolled out. We showcase how an "ICT for development" intervention is inherently a political process, involving choices around defining efficiency and targeting particular social welfare improvements, with varying repercussions for the involved microfinance institution and client. Where the client's context, constraints, and welfare are placed at the heart of the "efficiency" discussion during the technology's design and implementation, the development impact is seen to be far greater and more sustained. C 2009 Wiley Periodicals, Inc.

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Integrating Social Development and Financial Sustainability: The Challenges of Rural Computer Kiosks in Kerala

Cited by 41 publications

References 8 publications

Skills, Schools and Employability: Developing Skill Based Education in Schools of India

Skills, Schools and Employability: Developing Skill Based Education in Schools of India

Systematic Mapping Study of Information Technology for Development in Agriculture (The Case of Developing Countries)

Whose gain is it anyway? Structurational perspectives on deploying ICTs for development in India's microfinance sector

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