Masters Degrees (Information Science)

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Browsing Masters Degrees (Information Science) by browse.metadata.advisor "Adam, L."

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    An assessment of the Western-Cape Provincial Government information policy process and its lesson to Eritrea
    (Stellenbosch : Stellenbosch University, 2004-12) Garza, Daniel G.; Adam, L.; Stellenbosch University. Faculty of Arts & Social Sciences. Dept. of Information Science.
    ENGLISH ABSTRACT: This study assesses the information policy of the Western Cape provincial government- of South Africa, with special emphasis on ICT for development in the general context of the global Information society. It is aimed at getting key lessons together for the Eritrean ICT policy development. The methodology used in this study include review of the literature on the ICT policy in Western Cape, South Africa and beyond, conducting interviews with key actors in Western Cape Provincial Government and site visits to Multi-Purpose Community Centres. The study analyses institutions, ICT policy processes, methodologies and challenges. The study concludes that although developing an ICT policy remains fundamental for developing countries like Eritrea, the main challenge lies in integrating new and old technologies into national development priorities. This cannot be achieved without building blocks such as adequate infrastructure, human and financial resources, and commitment to succeed in information age. A series of recommendations were put forward for Eritrea based on the analysis of the policy process and progress in South Africa in general and Western Cape Province in particular.
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    The integration of information and communication technology into rural schools of South Africa :a case study of schools in Malamulele /
    (Stellenbosch : University of Stellenbosch, 2007-03) Amedzo, Ephraim Kofi; Adam, L.; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Information Science.
    The world has advanced and grown to a stage where a person without a basic computer literacy finds it almost impossible to function comfortably in society. To address the situation governments all over the world are encouraging their citizens to become technologically literate. Countries are spending large sums of money to integrate ICTs in education. The South African government on its part has realized and acknowledged the importance of Information and Communication Technology in education. Hence, its White paper on e-Education, which provides for the integration of ICTs into schools. This study looks at efforts being made by the Department of Education and other education stakeholders to address the ICT situation in some schools based in a rural area of the Limpopo Province. A well-resourced school in so far as ICTs are concerned was visited to assess the functionality and applicability of ICT within the school system and to make comparisons to less resourced schools. The study highlights the plight of schools in rural areas where the lack of basic amenities such as adequate accommodation, furniture, water, etc. is the order of the day. It is however pointed out that dwelling on these issues is no solution as the question of ICT integration into schools is a non negotiable one, if South African learners are to be kept abreast with trends in other parts of the world. That is, without adequate immersion into ICT, learners would not be globally competitive. The ICT situation in schools in the Limpopo Province has been analysed within a framework developed under this study. The framework is set to help the Department of Education determine the suitable intervention programmes for each level of ICT integration. In addition, the study concludes with a recommendation. The success or failure to integrate ICT into schools, especially those in rural areas, depends to a large extent on the kind of intervention the government adopts. Since all schools have not attained the same level of ICT integration, there should be a clearly defined audit to determine what is needed and how it should be provided. This study raises some of the key issues for integration of ICTs in schools within a rural setting.