Access to ICT education for girls and women in rural South Africa: A case study

A 6-month follow-up of the effects of an information and communication technology (ICT) training programme on people with intellectual disabilities

This paper explores ways of empowering vocational educators for effective instructional delivery through information and communication technology (ICT) training in tertiary institutions in Enugu State, Nigeria. A descriptive survey research design was used with a population of 63 respondents, comprising lecturers of computer education and business education from University of Nigeria, Enugu State University of Science and Technology, and Godfrey Okoye University. There was no sampling carried out due to the manageable size of the population. The researchers employed a structured questionnaire as a means of collecting data. The collected data were analysed using the mean ( ) and standard deviation. The findings of the study revealed that ICT training would help promote effective instructional delivery in universities in Enugu State. Also, various ICT skills are required by vocational educators for effective instructional delivery. Lastly, several challenges are constraining the ICT training for effective instructional delivery in universities in Enugu State. Based on the findings, the study recommends, among others, that universities should make provision for training and retraining of vocational educators on the use of new technological tools for proper integration in teaching and learning.

Perception of Ultimate Utilization of Information and Communication Technology (ICT) as an Impetus in Enhancing Employee Performance in a Few Selected Municipalities in the Eastern Cape of South Africa

     The paper presents an analysis of the concepts of "information technology", "Information Technologies in Education", "Information technology education", "computer technology", "New Information Technologies", "New Information Technologies in Education". Found that the most common concept in this list is the concept of "information technology" as a set of methods and technical means for collecting, processing, storing, processing, transmission and presentation of data. Slightly narrower in this context, the concept of "new information technologies," which mandates the involvement of computer and other technical means to work with data. The emphasis on the learning process of information technology requires detailed terms "Information Technologies in Education" and "New Information Technologies in Education", which are defined as involvement of information technology and accordingly, including the technical means to create new perceptions and knowledge transfer, evaluation studies and all-round development of the individual in the educational process. Along with these terms also used such as "information technology training," which denotes a set of training and educational materials, and technical tools for educational purposes, as well as the system of scientific knowledge about their role and place in the educational process. Meanwhile, the term "information technology" encompasses all these concepts, so in a broad sense can be used to denote any signified concepts.     As an extension of the term "information technology", the term information and communication technologies (ICT), and "information technology education", understood as educational technology using special methods, software and hardware to work with information and "ICT training "- as IT training focused on the use of computer communications networks for solving instructional problems or their fragments. Taking into account tasks, such as creating methodical maintenance of discipline "Methods of teaching educational sector" Mathematics "" using computers, the authors use the term "information technology", follow the definition of information technologies M. Zhaldak, IT training Zakharova I. and see their possible implementation in class presentations through the use of lectures; at workshops – by presentations prepared by the teacher and presentations prepared by the students, and through the use of computer control tests; during independent work possible use of teaching aids in electronic media and educational computer tests.

Access to Information and Communication Technologies (ICTs) can have dramatic impact on poverty alleviation for rural women and for achieving socio economic development goals. Rural women need to treat ICTs as an empowerment tool and a means to a living. The use of mobile communication devices and internet are changing the way agricultural activities are managed by farmers nowadays. Rural women’s lack of mobility and less hands-on computer experience might hinder women’s welfare and empowerment. This paper analyses how use of the telephony (both cellular and land line), internet and other ICTs can benefit rural women in educational, business and economic sector. Women in rural India and rural South Africa were marginalized partly due to their lack of ability in being vocal when it comes to empowering themselves using ICTs due to cultural norms in India, and apartheid in South Africa. Over the years, unlike other developing countries, the above-mentioned countries have its unique ICT projects meant for empowering rural women. This paper is driven from the authors’ commitment for rural development and rural women empowerment. It highlights different low-cost ICT initiatives and strategies taken by women’s organizations, various companies and other non-governmental organizations (NGOs) for rural women empowerment. The paper also highlights various factors influencing use of internet and mobile phone adoption by rural women. Various bottlenecks for the community projects, factors de-motivating the use of mobile phones and internet by rural women and possible solutions for these are also mentioned.

The importance of ICT training for teachers has been emphasized by the Indonesian government through the National Education System Act 2003 which highlights the importance of using ICT to improve learning processes. Therefore the government has assigned the Ministry of National Education to conduct ICT training programs to equip teachers with the knowledge and skills they need to use ICT devices, particularly computers, properly. This study investigates the perceptions of foreign language teachers regarding the effectiveness of the ICT training program conducted by PPPPTK Bahasa in Jakarta, Indonesia. To maximize training benefits to teachers, acknowledgement of their feedback is necessary in order to ascertain their actual needs regarding ICT issues. Such feedback would undoubtedly be useful to the institution to improve future training programs. The participants in the present study were 39 foreign language teachers (20 Arabic teachers and 19 Japanese teachers). The data collection tool was a questionnaire containing 47 closed questions and four open-ended questions. The results reveal that, generally, training had been conducted effectively; it had helped them to both broaden their computer knowledge and improve their computer skills. Nevertheless, the participants expressed their views on certain shortcomings which need to be addressed by PPPPTK Bahasa: for example, its computer facilities, Internet connection, short duration of training, and the need to assess and categorize the participants based on their actual computer needs and abilities before assigning them to a particular training level. The study concludes that the current ICT training, which emphasizes the benefits of proficient computer-use in language learning, had indeed raised the teachers’ positive attitudes towards computer technology and would be further beneficial if it was designed on the basis of the teachers’ current needs.

This study aims to evaluate the effectiveness of information and communication technology (ICT) training for government officials using Kirkpatrick's training evaluation model, which comprises four levels: reaction, learning, behaviour, and results. The background of this study is based on the need to improve the capacity of state officials in facing the demands of bureaucratic digitalisation and public services. The research method used was a quantitative approach with a survey design, supplemented by descriptive and inferential analysis. Data were collected through questionnaires administered to 120 respondents who were officials who had participated in ICT training programmes in various government agencies, as well as in-depth interviews with 15 training management officials to reinforce the quantitative results. The results show that at the reaction level, the majority of participants were satisfied with the training material, methods, and facilitators. At the learning level, there was a significant increase in the mastery of basic to advanced ICT skills. At the behavioural level, participants were able to implement the competencies they had acquired in their daily work, although there were still obstacles related to facilities and organisational support. At the outcome level, the training contributed positively to improving work efficiency and the quality of public services. In conclusion, Kirkpatrick model-based ICT training is effective in improving the capacity of government officials, but requires follow-up in the form of institutional support and strengthening of digital infrastructure.

The concept of distance learning by advanced educational technology is at present only emerging in Africa. This applies particularly to education and training in information and communication technology (ICT). A learner support system needs to be put in place to assist students to use relevant technologies. Learners in Africa tend to have difficulty understanding the technologies underpinning the ICT era. Research shows that distance learning requires much self-discipline on the part of students. Compared to conventional learning, students tend to become more isolated in distance-learning programmes. Strategies to reduce negative factors should be put in place to ensure the increase of competent ICT specialists in Africa. The strategy recommended here is a multimode strategy incorporating both face-to-face and e-learning into distance learning environments, customized according to subject content.

One of the Field Experience Practices (PPL) service programs held at the Ma Ponpes Al Islam University of Bina Bangsa Academic Year 2022/2023 is information and communication technology socialization and training activities. The implementation of the Field Experience Practice (PPL) service program in the Ma Ponpes Al Islam environment aims to increase student interest in learning, in the development of information and communication technology so that the program can make Ma Ponpes Al Islam students more motivated in the world of information and communication technology. While the method of implementing the Field Experience Practice (PPL) service program includes information and communication technology education, motivation, and practice. The results of this PPL service activity are: 1) Increasing student interest in learning, 2) Increasing student knowledge and 3) increasing student motivation to learn Information and communication technology. Thus, the service carried out by the Bina Bangsa University Field Experience Practice Team (PPL) to the students of Ma Ponpes Al Islam in 2022 in information and communication technology socialization and training activities has been well realized.

This is a study of gender and socio-economic background differentials in students’ attitude to information and communication technology education in Nigerian secondary schools. The aim was to determine students’ differential attitude to information and communication technology education in order to proffer appropriate counselling interventions for the advancement of information and communication technology (ICT) education among Nigerian adolescents. This study used descriptive survey research design involving a sample of 500 respondents. Data collection was done using a socio-demographic form and the ICT Attitudinal Scale (ICTAS) developed by the researchers. The instrument yielded 0.91 and 0.86 index of reliability and internal consistency respectively. While the results indicated poor attitude towards ICT education, no significant gender and socio-economic differentials was observed in students’ attitude to ICT education. Thus, it was recommended that stakeholders in education especially, administrators, lecturers and counsellors should device appropriate means of fostering students’ positive attitude to ICT education. Key words: Information and communication technology (ICT), gender, socio-economic background, adolescents, Nigeria.

Effects of teacher- and school-level ICT training on teachers' use of digital educational resources in rural schools in China: A multilevel moderation model

This study evaluates the transformative impact of Information and Communication Technology (ICT) training programs on educators' teaching methodologies, beliefs, and attitudes. Conducted among 103 educators from diverse academic disciplines in Klang Valley, Malaysia, the research highlights how ICT training fosters confidence in using technology, enhances reflective practices, and facilitates the integration of sustainability principles into teaching. Quantitative data collected through structured surveys reveal that educators increasingly adopt innovative, student-centered teaching approaches post-training, while systemic barriers, such as limited resources and institutional support, persist as challenges. The findings underscore the critical role of continuous professional development in ICT to promote pedagogical innovation and improve educational outcomes. This study provides actionable insights for designing more effective ICT training programs and informing policy development for education in the digital age.

BackgroundDue to the ageing population, the number of visually impaired people in the Netherlands will increase. To ensure the future availability of services in rehabilitative eye care, we aim to assess the cost-effectiveness of information and communication technology (ICT) training among visually impaired adults from a societal perspective, using primary data from two large rehabilitative eye care providers in the Netherlands.MethodsParticipants were asked to fill in a questionnaire, which used six different instruments at three different time points: pre training, post training and three months post training. We investigated whether the participants’ quality of life and well-being improved after the training and whether this improvement persisted three months post training. Economic evaluation was conducted by comparing costs and outcomes before and after training. Quality of life and well-being were derived from the EQ-5D and ICECAP-O, respectively. Costs for productivity losses and medical consumption were obtained from the questionnaires. Information regarding the costs of training sessions was provided by the providers.ResultsThirty-eight participants filled in all three questionnaires. The mean age at baseline was 63 years (SD = 16). The effect of ICT training on ICT skills and participants’ well-being was positive and persisted three months after the last training session. Assuming these effects remain constant for 10 years, this would result in an incremental cost-effectiveness ratio (ICER) of € 11,000 per quality-adjusted life-year (QALY) and € 8000 per year of well-being gained, when only the costs of ICT training are considered. When the total costs of medical consumption are included, the ICER increases to € 17,000 per QALY gained and € 12,000 per year of well-being gained. Furthermore, when the willingness-to-pay threshold is € 20,000 per year of well-being, the probability that ICT training will be cost-effective is 75% (91% when including only the costs of ICT training).ConclusionOur study suggests that ICT training among the visually impaired is cost-effective when the effects of ICT training on well-being persist for several years. However, further research involving a larger sample and incorporating long-term effects should be conducted.

Information and Communication Technologies (ICTs) are increasingly central to organizational efficiency, coordination, and accountability, particularly within large humanitarian organizations operating in complex and resource-constrained environments. While substantial investments have been made in ICT infrastructure, evidence suggests that technological adoption alone is insufficient to deliver sustained performance improvements without corresponding investments in human capacity development. This study examines the effects of ICT training on organizational performance using a case study of the World Food Programme (WFP) Uganda Country Office. The study adopted a descriptive and comparative case study design, drawing on survey data from 40 purposively selected WFP staff across management and operational functions, supplemented by key informant interviews and document review. ICT training was assessed in terms of training access, relevance, and continuity, while organizational performance was measured using indicators related to communication and information flow, operational efficiency, coordination, decision-making timeliness, and service delivery. Data were analyzed using descriptive and comparative techniques, supported by thematic analysis of qualitative data.

Despite substantial evidence of the negative health consequences of social isolation and loneliness and the outsized impact on older adults, evidence on which interventions are most effective in alleviating social isolation and loneliness is inconclusive. Further complicating the translation of evidence into practice is the lack of studies assessing implementation and scalability considerations for socialization programs delivered by community-based organizations (CBOs). Our primary objective was to describe the implementation barriers, facilitators, and lessons learned from an information and communication technology (ICT) training program aimed at reducing social isolation and loneliness for homebound older adults in a home-delivered meals program. Participants received in-home, one-on-one ICT training lessons delivered by volunteers over a 14-week period with the goal of increasing social technology use. To assess implementation facilitators and barriers, 23 interviews were conducted with program staff (n = 2), volunteers (n = 3), and participants (n = 18). Transcripts were analyzed using thematic analysis. Aspects that facilitated implementation included the organization's existing relationship with clientele, an established infrastructure to deliver community-based interventions, alignment of intervention goals with broader organizational aims, and funding to support dedicated program staff. Challenges to implementation included significant program staff time and resources, coordinating data sharing efforts across multiple project partners, participant and volunteer recruitment, and interruptions due to COVID-19. Implications of these facilitators and barriers for scalability of community-based ICT training interventions for older adults are described. Lessons learned include identifying successful participant and volunteer recruitment strategies based on organizational capacity and existing recruitment avenues; using a targeted approach to identify potential participants; incorporating flexibility into intervention design when working with the homebound older adult population; and monitoring the participant-volunteer relationship through volunteer-completed reports to mitigate issues. Findings from this formative evaluation provide insight on strategies CBOs can employ to overcome challenges associated with implementing technology training programs to reduce social isolation and loneliness for older adults, and thus improve overall well-being for homebound older adults. Recommendations can be integrated into program design to facilitate implementation of ICT programs in the community setting.