This article utilizes a combination of popular literature and scholarly sources to compare the mobile money transfer service experiences in Kenya and Uganda; two East African countries that are members of a revived regional common market ahead of a political federation by 2015. While different outcomes to the introduction of mobile money transfer services are highlighted about each country, similarities that are typical of developing countries with their populations struggling to cope with the various uses of New Information and Communication Technologies (NICTs) are also underlined. The article underscores the transformation of the social and economic lives of the people of East Africa by mobile money transfer services, especially in the rural areas where formal banking services have been largely absent. In the wake of the cut-throat competition among the telecom companies to fill the banking void in the rural areas of East Africa and to tap into the lucrative international business of foreign currency remittance by East Africans in the diaspora, the local populations have become the unintended beneficiaries of Information and Communication (ICT) innovations. In this essay, Kenya and Uganda’s mobile money transfer service experiences are juxtaposed along five dimensions: a brief history of the service, political, economic and socio-cultural contexts, as well as evaluation and user perceptions of the services. It is argued that one way to further consolidate analysis of the ongoing radical economic make-over of rural East Africa is to engage existing communication technology theories. An example of two complementary communication technology theories, diffusion of innovations and the dual capacity model, that can be used to inform and explain some of the outcomes is provided.
Background: This action research (AR) project was carried out at Kijjabwemi C/U Primary school at Kijjabwemi suburb of Kimaanya-Kabonera division of the newly formed Masaka City to identify, analyze, prioritize and identify solutions to address a health problem of priority at this setting using the locally accessible and available resources. Methodology: A participatory rural appraisal approach (PRA) guided how this research achieved its objectives right from the collection of information about the health challenges faced by this school. Data was collected using Focus group discussions, interviewing, and transect walk methods. Although the majority of data is qualitative, quantitative data is as well used especially where voting on an issue took place. At prioritization, a two-phase approach conceptualized by 1) multi-level voting techniques and 2) the Hanlon method of specifying criteria, PEARL testing, and Priority scoring was adopted to priorities the most urgent, serious, and feasible problem. The five Why/What for the root cause analysis was used to analyze the problem. Results: Out of the twelve health problems enlisted as urgent and serious by over 50% of stakeholders in the first phase, Poor waste management was identified as a major and priority problem caused by the excessive distance between generation and final disposal point, lack of designated collection points as well as containers, time and irregularity of disposal, shallow waste disposal pit and lack of well develop enforceable guidelines. Conclusion and recommendation: Stakeholder-centered- learning about excellent waste management practices, utilizing transferable plastic bins of 40ml capacity, increasing the depth of the disposal pit as well as fencing it, and developing settings-oriented guidelines to increase vigilance for waste generation reduction, frequency of disposal, and burning of waste was implemented as interventions.
This study examined the usability challenges and emotional reactions blind college students experienced in accessing educational materials and communicating with professors and colleagues through online technologies. A case study approach was adopted. Five students were interviewed regarding their online learning experiences using Blackboard, a popular Course Management System. Analysis of the interviews revealed that the blind students found Blackboard poorly accessible, which affected their academic achievements. However, despite their frustrations and feelings of marginalization, the study also showed that the blind students were motivated and optimistic of their successes. The research suggests that academic administrators and CMS designers work jointly with adaptive software developers to create enhanced user interfaces, ensure universal access and usability of online technologies, and reduce educational inequities and frustrations encountered by blind students.
This study examines the usability challenges and emotional reactions of blind college students in their attempts to access online educational materials and to communicate with colleagues through online technologies. A case study approach was adopted. Five students were interviewed regarding their online learning experiences using Blackboard, a popular Course Management System. Analysis of the interviews revealed that Blackboard was poorly accessible to the blind students, which affected achieving their academic goals. The study also showed that the blind students were motivated and optimistic of their successes despite their frustrations and feelings of marginalization. The study suggests that academic administrators and database designers work jointly with adaptive software developers in developing enhanced user interfaces to ensure universal access and usability of online technologies and to reduce educational inequities and frustrations encountered by blind students.
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