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Recognising Local Experiences for the Success of Vision 2030 in Kenya: Using Pen-Pals in Education as a Case
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2011 (English)In: Journal of Education and Vocational Research, ISSN 2221-2590, Vol. 2, no 3, 99-115 p.Article in journal (Refereed) Published
Abstract [en]

This study takes account of the everyday-life experience of a group of women in a resource-poor environment in Kenya. They are part of a group that the Kenyan Government wants to include in their investments in order to enhance social and economic equality. The overall purpose of the study is to learn about the potential impact of such investments on women in resource-poor environments in Kenya. In fulfilling its purpose the study takes into consideration (1) experiences of everyday-life among women in Lunga-Lunga and (2) maps strategies to recognise these experiences. The results of the study are expected to be fruitful as regards planning strategies that are of use for Vision 2030 and the development of Kenyan society. The study was carried out in two steps: the first consisted in participatory action research and the second was a follow-up study. To guide the study the notion of ‘experience’ is critical. During sessions and in letters to their pen-pals, the women express feelings regarding cultural, family, and health issues. For instance, some of the feelings experienced have arisen because the women are isolated from the larger world outside their own immediate environment and lack literacy skills. The study will be useful in planning governmental actions that strive to better recognise and educate citizens–especially women–in resource-poor environments.

Place, publisher, year, edition, pages
2011. Vol. 2, no 3, 99-115 p.
Keyword [en]
everyday-life, gender, lifelong learning, literacy, non-formal education, rural development
National Category
Information Science
Research subject
Computer and Systems Sciences
URN: urn:nbn:se:su:diva-64543OAI: diva2:458130
Available from: 2011-11-21 Created: 2011-11-21 Last updated: 2014-05-08Bibliographically approved
In thesis
1. Lifelong learning: The social impact of digital villages as community resource centres on disadvantaged women
Open this publication in new window or tab >>Lifelong learning: The social impact of digital villages as community resource centres on disadvantaged women
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this research was to enhance the understanding of what affects the social impact of ICT in lifelong learning on disadvantaged women.

In contributing to the field of social informatics, this research employs behavioural theories as strategy and analytic possibilities. This research mainly used the Kenyan digital villages as CRCs as settings but did also look beyond such establishments to provide a more solid picture. The studies were located in Kenya with complementary studies in Bolivia, Cameroon, Sri Lanka, and Sweden. The main strategies and methods used were case study, comparative education approaches, and observations and interviewing techniques.

The findings suggest that ICT and CRCs have the potential to support disadvantaged women and their lifelong learning. However, the positive social impacts are limited because the arrangement of them generally does not favour vernacular languages, illiterate users, female owners and users, or non-students. In general, the use of ICT was sometimes perceived as forced, which is both a barrier and a stressor in the use of ICT in lifelong learning. It also emerged from the comparative studies that discussions among the participants in the CRCs largely covered issues in respect to 1) family and reproduction and 2) self-esteem, i.e. what settles the matter of the social impact of ICT in lifelong learning depends on change attitude among men and women. With minimal if not zero self-esteem a change that would make the difference or break a woman’s “legendary status quo” in order for a woman to feel that she can reach her goal or ambitions in lifelong learning would be difficult. Hence the lack of self-esteem is a stressor in itself.

This research is valuable for stakeholders delving into issues of development and learning using ICTs, not only in Kenya but in a broader, global perspective.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2014. 152 p.
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 14-007
community resource centre, digital village, disadvantaged women, lifelong learning, social change, social impact, social informatics, stressor, telecentre
National Category
Information Systems, Social aspects
Research subject
Computer and Systems Sciences
urn:nbn:se:su:diva-103115 (URN)978-91-7447-879-2 (ISBN)
Public defence
2014-06-05, sal A, Forum, Isafjordsgatan 39, Kista, 13:00 (English)

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.

Available from: 2014-05-14 Created: 2014-05-05 Last updated: 2014-06-04Bibliographically approved

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