Capability Outcomes from Educational and ICT Capability Inputs – An Analysis of ICT Use in Informal Education in Kenya

• Hatakka, Mathias ^[1] ; Ater, Sarah ^[2] ; Obura, David ^[2] ; Mibei, Brigid ^[2]
  1. [1] Örebro University

     Örebro University

     Suecia

     
  2. [2] CORDIO EA
• Localización: EJISDC: The Electronic Journal on Information Systems in Developing Countries, ISSN-e 1681-4835, Nº. 61, 2014 (Ejemplar dedicado a: The Electronic Journal of Information Systems in Developing Countries)
• Idioma: inglés
• DOI: 10.1002/j.1681-4835.2014.tb00430.x
• Texto completo no disponible (Saber más ...)
• Resumen

  • In the field of Information and Communication Technologies for Development (ICT4D) ICT use in education is well studied. Education is often seen as a pre-requisite for development and ICTs are believed to aid in education, e.g. to make it more accessible and to increase its quality. In this paper we study the access and use of ICT in a study circle (SC) education program in the south coast of Kenya. The study is qualitative reporting results based on interviews and observations with SC participants, government officers and SC coordinators and teachers. The study builds on the capability approach perspective of development where individuals’ opportunities and ability to live a life that they value are focused. The aim of the study is to investigate the capability outcomes enabled through the capability inputs access and use of ICT in education as well as the factors that enabled and/or restricted the outcomes. Findings show that many opportunities have been enabled such as an increase in the ability to generate an income, learning benefits, community development and basic human development (e.g. literacy and self-confidence). However, conversion factors such as a poorly developed infrastructure and poor IT literacy prevent many of the individuals from taking full advantage of the ICT and the opportunities it enables.