Towards Inclusive, Quality ICT-Based Learning for Rural Transformation

Chinapah, Vinayagum; Odero, Jared

doi:10.3126/jer.v5i0.15733

Cited by 13 publications

(12 citation statements)

References 10 publications

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“…Around, 60.1% of children from the richest income quintile currently enrolled in school/college attend private institutions, compared to only 6.4% from the poorest quintile (Central Bureau of Statistics [CBS], 2011). This again reinforces the paradox of the Government's commitment to ensure equity in education like Chinapah & Odero (2016) claim that quality education is human rights of individual and it needs to be provided by state to all children, youth and adults as per their needs and expectation.…”

Section: The Paradox Of Free and Compulsory Educationmentioning

confidence: 82%

Paradoxes in School Educational Policies and Practices: Equity in Chaos

Gandharba

Gaire²

2022

Journal of Education and Research

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This paper explores the paradoxes inherent within the intentions of Nepal’s public education policies and their actual implementation in local communities. It looks specifically at Nepal’s Constitutional Right to equitable quality education for socio-economically disadvantaged children. It highlights paradoxes in four major areas: 1) free and compulsory education, 2) equity and inclusion, 3) localizing education policies, and 4) the use of language in education, in the federal context of Nepal. To analyse school education policies and documents, we used participatory methods to generate data under the interpretive paradigm. More specifically, we held FGDs and interviews with women, Dalits, people with disability, indigenous groups, local governments, parents, teachers and students. The results show a number of significant paradoxes between the educational policies and the lived experiences of those in the local communities. The education policies deviate from the spirit of the Constitution and implementation is unsuccessful in delivering equitable education for all. A policy on paper does not guarantee equitable quality education and there are a number of questions that the government needs to consider to achieve the equity agenda.

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Section: The Paradox Of Free and Compulsory Educationmentioning

confidence: 82%

Paradoxes in School Educational Policies and Practices: Equity in Chaos

Gandharba

Gaire²

2022

Journal of Education and Research

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“…These include: unequal access to interactive digital devices such as smartphones (mobile divide) because of the high cost of mobile phones and broadband connections; insufficient ICT skills among teachers and learners; and the English language bias on the Internet, which people in rural areas can often not understand. In addition, there are cultural and social barriers in some societies that prevent women from gaining access to public spaces for Internet access and from owning mobile phones (Chinapah and Odero 2016). Zegura and Grinter (2013) examined factors in lowresource settings and highlighted the importance of having an individual local party as a 'community manager' (Zegura and Grinter 2013).…”

Section: Educational Socio-technical Interventions For and With Communities Inmentioning

confidence: 99%

‘Technology is Everywhere, we have the Opportunity to Learn it in the Valley’: The Appropriation of a Socio-Technical Enabling Infrastructure in the Moroccan High Atlas

Rüller

Aal

Holdermann

et al. 2021

Comput Supported Coop Work

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This paper describes the appropriation processes involved in establishing a socio-technical enabling infrastructure in a valley in the High Atlas of Morocco. We focus on the challenges of co-establishing such an intervention in a rural/mountainous region that is already undergoing a process of continuous development and profound transformation. We reflect upon the changes and unforeseen appropriation by our local partners and inhabitants in the valley of a computer club primarily used as an informal learning centre for school children. We followed an ethnographic approach and combined research perspectives from both socio-informatics and anthropology. This paper sheds light on what a successful cooperation and intervention in this kind of challenging environment can look like. It does this by taking seriously competing expectations, fragile infrastructural foundations and the socio-cultural context. Despite the challenges, the intervention managed to lead to the establishment of a socio-technical enabling infrastructure that plays a particularly valuable role in local educational endeavours and that is now moving towards supporting other members of the community. The paper thus provides insights regarding what has to be considered to create a mutually beneficial cooperation with all relevant stakeholders as well as a sustainable intervention.

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“…As homemakers, it is very vital for rural women to access information on health and hygiene. According to [19] rural women need quality education and training through ICT for them to learn new skills and techniques for sustainable development. This will change the prerequisites for development and enable contact over geographical boundaries, as well as diminishing distances in both time and space, increasing participation, [20].…”

Section: The Study Focusmentioning

confidence: 99%

Andambi

Jebet

2021

AJESS

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Information and Communication Technologies are critical tools in disseminating of information for Socio-Economic Development. Every person globally strives to have access to this vital information. However most women in rural areas have limited access to this information. This study therefore was set to find out how ICTs could be used to empower rural women of Keiyo South Constituency, Elgeiyo/Marakwet County through provision of information for sustainable Development. The objectives of the study were to; assess the information needs for rural women; find out how use of ICT could influence socio-economic status of rural women and challenges in accessing this information for sustainable Development. The study was informed by Harris Info-Mobilization theory. The study adopted a qualitative research design. The target population was 3070 women in Keiyo South. Stratified sampling was used to divide the constituency into divisions and locations and purposive and snowball sampling techniques were used to obtain 141 respondents. Data was collected using semi-structured interview schedules supplemented by document review and observation and analyzed using descriptive statistics. The study found that the rural women of Keiyo South has limited access to ICT Technology and infrastructure, which has affected negatively on their socio-economic and political status. Access to information was mainly through informal sources such as friends and neighbors; they need education and training to provide them with knowledge and skills for accessing ICT information, which can help them to attain sustainable Development. The study concluded that use of ICT has helped to reduce poverty through economic empowerment and has enabled the rural women to obtain new life skills. In addition, ICT has enabled them to participate in political election online. With relevant ICT infrastructure and policies in place, ICT could be used to improve the socio-economic status of rural women for sustainable development in Keiyo South. The study recommended that the County government of Elgeyo/Marakwet should empower rural women economically by providing them with information through ICT and by enacting policies that support development of ICT infrastructure and projects for rural women. Through these projects, the rural women could be trained to gain the knowledge and skills for searching and retrieving information through ICT. This knowledge could help them develop socio- Economic strategies for sustainable Development.

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Towards Inclusive, Quality ICT-Based Learning for Rural Transformation

Cited by 13 publications

References 10 publications

Paradoxes in School Educational Policies and Practices: Equity in Chaos

Paradoxes in School Educational Policies and Practices: Equity in Chaos

‘Technology is Everywhere, we have the Opportunity to Learn it in the Valley’: The Appropriation of a Socio-Technical Enabling Infrastructure in the Moroccan High Atlas

Use of ICT in Provision of Information to Rural Women for Sustainable Development©

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