E-health is increasingly being used to address the long-standing gap of inequality in the provision of health care in many countries especially to bridge the divide between the urban rich and the rural poor. However, to increase the chances of e-health success, it is paramount to assess its readiness among the health institutions that are intending to implement it. The major objective of this paper therefore was to investigate the determinants of e-health readiness. Based on the literature, this study used five constructs of core, engagement, structural, societal and acceptance and use readiness to formulate a framework for e-health readiness assessment. A close-ended questionnaire was used to collect data from the participants of the rural area of Moses Kotane Municipality of South Africa. Principal component analysis was used to analyze the identified attributes and rank them in the order of their importance. Results showed that the need change readiness attribute contributes high for e-health readiness. The developed framework is expected to practically contribute to the health institution's preparedness as it will be used as a cornerstone during the implementation of e-health. 

<p>Africa is known for inadequate access to all sorts of human needs including health, education, food, shelter, transport, security, and energy. Before the emergence of massive open online courses (MOOCs), open access to higher education (HE) was exclusive of Africa. However, as a generally affordable method of post-secondary education delivery, MOOCs place the developing countries at the centre of universal access to HE. This paper provides the strategy for MOOC implementation in the context of limited resources in Africa. The strategy is clustered under five baseline requirements: national accredited MOOC curriculum, electronic content development, development of an online and offline eLearning platform, establishment and funding of MOOC coordination units at public HEIs, and establishment of MOOC access hubs at strategic locations. Emerging from this paper is the insight that a new era of universal access to HE in Africa is achievable through MOOCs only if initial requirements are met by the respective governments.</p>

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This report discusses steps for the integration and adoption of information and communication technologies (ICT) in Uganda schools. Barriers of ICT adoption for teachers were determined through surveys at three schools in Eastern Uganda. Teachers identified lack of familiarity of ICT resources and lack of ICT

Knowledge has been considered a critical factor for any organization's survival however its retention and utilization has remained a challenge to many organizations in developing countries education institutions inclusive. These challenges are mostly attributed to the fact that knowledgeable employees often leave organizations before they could share their valuable knowledge and expertise. In schools of developing countries in particular, educators struggle for subsistence and many leave to seek for greener pastures. Such exodus of educators has led to knowledge loss and has widened the knowledge gap between the schools for the rich and those for the poor. This has been worse especially in the most challenging subjects like Science and Mathematics. Closing this gap, schools need to depend on the knowledge of other experienced educators that are still in the Education system in order to enhance the capabilities of those that are inexperienced. For this reason, leveraging Information Technology (IT) to facilitate the sharing of knowledge, communicate ideas, exchange views and information between educators is paramount. There is a need for schools in developing countries’ to have guidelines of how IT could be utilized for knowledge sharing. The major objective of this paper is therefore to report on the utilization of IT to enhance Knowledge Sharing (KS) among educators in developing countries taking a case of South Africa. The Social Exchange Theory (SET), Theory of Reasoned Action (TRA) and The Unified Theory of Acceptance and Use of Technology (UTAUT) were used to design a conceptual framework for the study. Data was collected from secondary schools’ educators in Tshwane South district of South Africa and was analyzed quantitatively. The results indicated that, knower's attitude is a high significant contributing factor whereas dependence of the knower is the least and insignificant in the utilization of IT to enhance knowledge sharing. Practically, this study could be leveraged by schools and governments to entrench tacit knowledge and to address the brain drainage associated with the continuous exodus of the skilled and experienced educators. Further still, the designed framework could be used by Information Systems scholars to extend research of knowledge sharing and management.

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