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Masters Degrees (Development Studies)

Permanent URI for this collectionhttps://hdl.handle.net/10413/6663

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Browsing Masters Degrees (Development Studies) by Author "Attwood, Heidi Elaine."

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    Learning and doing : exploring the role of information and communication technology (ICT) in fostering learning and education amongst youth in rural KwaZulu-Natal.
    (2014) Harber, Inger May.; Rogan, Michael J.; Attwood, Heidi Elaine.; May, Julian Douglas.
    Information and Communication Technology (ICT) offers an abundance of opportunities for innovation and development in the ways that information is stored, transmitted and received. As such, ICT has the potential to act as the catalyst to fundamentally shift our pedagogic paradigm. As ICT adopts an increasingly pivotal role in society, questions of usage, accessibility and need of ICT become pertinent. The spread of ICT globally has not been even. This phenomenon is often referred to as the ‘digital divide’ and differentiates between those who do, and those who do not have access to or make use of ICT.The work of Roxana Barrantes and Mark Warschauer, among others, urges us to consider the divide as more than just the binary division between the physical presence and absence of ICT. They argue that accessibility of ICT is a matter of a number of intertwining and complex socio-economic factors, including supply, demand and capability. When one considers these factors in the South African context, one cannot deny that there are a multitude of barriers disenabling access to, and use of, ICT. Such barriers include illiteracy, cultural values, poor service delivery (especially electricity), the high cost of accessing ICT, widespread inequality and poverty, and a wider schism between national legislation and on-the-ground-delivery. The Community-based Learning ICT and Quality of life (CLIQ) project was established with the aim of identifying whether after a needs-based training program, access to ICT could improve the well-being of the participants. Drawing on data from the project, as well as data collected in independent research, this dissertation focuses specifically on the experience of youth living in eSicabazini, a rural community in KwaZulu-Natal. The experiences of the youth are utilised in the exploration of the role of ICT in fostering learning and education amongst youth in a rural community. The findings suggest that the ability to store, transmit and receive information is vital in today’s society. They also find that increasingly, the formal education system has been unable to meet the needs of the people living in South Africa. As such, alternative systems for knowledge building and skills development are necessary, and ICT offers a potential catalyst for such alternatives to thrive; such alternatives could support existing structures or run in parallel. In order to access and use ICT, however, a number of factors need to be in place. While this dissertation highlights some of the ways in which ICT could foster education and learning, such results are often impeded by external or peripheral circumstances or influences beyond the control of those affected.
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    Researching QoL change from ICT training, access and use at South African telecentres : empowerment through participatory research.
    (2014) Attwood, Heidi Elaine.; Ngcoya, Mvuselelo.
    A participatory action research project, Community-based Learning, ICTs and QoL (CLIQ) conducted in four areas within KwaZulu-Natal (South Africa) between 2008 and 2011, investigated whether information and communication technology (ICT) training, access and use could improve the QoL (QoL) of poorer people. Two thirds of the 113 CLIQ participants did improve their QoL, and furthermore, over three quarters of participants noted an empowering impact from their participation in CLIQ, in addition to other social and educational impacts. Initial analyses of findings found a greater likelihood of improved QoL and CLIQ impact in research areas with better project implementation and participation (Attwood et al., 2011). Initial analysis also identified factors contributing to different levels of participation and implementation (Attwood et al., 2010). With reference to literature on QoL, agency and empowerment; Information and Communication Technology for Development (ICT4D); and participatory methodologies, a detailed analysis of the implementation of CLIQ identifies elements of the research process, methods and ethos that contributed towards participants’ empowerment. The post-field application of Kleine’s (2010b) Choice Framework (CF) to CLIQ findings, confirms the usefulness of this empowerment framework for analysing ICT4D interventions. Analysis of the variety of individual CLIQ stories reveals examples of how all of the CF’s agency resources and structural factors impacted on, or were impacted by participants’ engagement with the intervention. Specifically, this thesis illustrates how interactions between aspects of agency, structure and individual characteristics result in different degrees of empowerment and development outcomes, thereby integrating and augmenting the initial analysis of CLIQ findings. As a complex logic model, the CF accommodates the diversity and complexity of participants’ engagement with CLIQ and efforts to improve their QoL, through providing a framework which allows for multiple, recursive and emergent causality. This thesis concludes by suggesting minor adjustments that could improve the CF, including an elevation of the importance of psychological resources. Based on the empowering outcomes attributed to CLIQ’s participatory action research process, and recognising that problems facing telecentres in South Africa are the same as they were ten years ago, the thesis concludes with recommendations for public access computing in South Africa.