Presenter

Khadija Mohamud

Abstract

African governments and the international community have invested heavily in education. Despite these efforts, a number of challenges remain which the World Bank and other development agencies have termed as a ‘learning crisis’. In response, numerous Information Communication and Technology for Development (ICT4D) projects emerged creating  digital opportunities that complement formal schooling and enhanced use of ICT to address extreme poverty.

This presentation will discuss  a case-study of  the impact of one ICT4D initiative, which installed solar powered ‘internet kiosks’ in underprivileged communities in Central Uganda. It contextualises the concept of community inclusivity in implementing ICT4D in low-income communities which has not been examined in this context.

Data analysis of 25 participant case studies suggests that the learning kiosks impacted positively on both young people and adults’ users. Young people developed various transferrable skills; teachers improved their teaching practice; and community users learnt strategies to reduce extreme poverty through enhancing their businesses.

The presentation  outlines opportunities and challenges specific to the Uganda context and concludes by highlighting key recommendations in relation to community inclusivity to drive viable sustainable outcomes. The recommendations serve to improve these kiosks and other comparable projects in similar contexts  that are challenged with similar issues.