EXPLORING THE PERCEPTION OF USERS OF COMMUNITY ICT CENTERS ON THE EFFECTIVENESS OF ICT ON POVERTY IN ETHIOPIA: A QUALITATIVE STUDY by Debretsion Gebremichael JELENA VUCETIC, PhD, Faculty Mentor and Chair JOSE M. NIEVES, PhD, Committee Member CYNTHIA CALONGNE, PhD, Committee Member William A. Reed, PhD, Acting Dean, School of Business and Technology A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy Capella University March 2011
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EXPLORING THE PERCEPTION OF USERS OF COMMUNITY ICT CENTERS
ON THE EFFECTIVENESS OF ICT ON POVERTY IN ETHIOPIA:
A QUALITATIVE STUDY
by
Debretsion Gebremichael
JELENA VUCETIC, PhD, Faculty Mentor and Chair
JOSE M. NIEVES, PhD, Committee Member
CYNTHIA CALONGNE, PhD, Committee Member
William A. Reed, PhD, Acting Dean, School of Business and Technology
A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Philosophy
Capella University
March 2011
UMI Number: 3445224
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unauthorized copying under Title 17, United States Code.
The view from the middle-ground considers that if ICTs are applied appropriately,
it can play a role in the development of a nation (Soeftestad & Sein, 2003). Furthermore,
there is anecdotal evidence that indicate access to ICT can have a significant effect on
changing the standard of life of the rural poor.
Heeks (2002) further provided a useful framework for comparing different views
about the expected impacts of ICTs in development, which is reproduced in Figure 5.
Optimism (―It will be good.‖) Neutrality (―It will be good and bad.‖) Pessimism (―It will be bad.‖) Technological Contingency Social Determinism Determinism (―It depends…‖) (―People cause…‖)
(―Computers cause…‖) Figure 5. Framework for analyzing different views about ICTs and their impacts. From
―i-development not e-development: special issue on ICTs and development,‖ by R.
Heeks, 2002, Journal of International Development, 14(1), 1–11. Copyright 2002 John
Wiley and Sons, Ltd. Reprinted with permission.
Position A on Heeks’s (2002) framework, optimistic technological determinism,
is the view that Heeks recognized as characterizing most development organizations.
Heeks advocates is B, which views the types of impacts associated with technological
change as both good and bad, and which sees society rather than technological factors as
primary determinants of outcomes.
According to Alampay (2006) more field study is necessary to help determine the
validity of pessimistic, optimistic, or middle ground arguments. Although more cases are
being studied, empirical evidence on the impact of such interventions is very limited in
A
B
Effectiveness of ICT on Poverty
25
developing countries (Bedi 1999; O’Farrell, Norrish, & Scott, n.d.). According to Heeks
(1999), there are questions on the real contribution of ICTs on national development.
Hence, more research is needed to determine the users of ICT and the level of benefit
distribution (Bedi, 1999). Furthermore, UNDP indicated that more convincing empirical
evidence is required on the role ICTs play in reducing poverty (Siochrú & Girard, 2005).
More clarity concerning which ICTs have been effective in reducing poverty and how
they were used is needed. Better understanding of which of the many dimensions of
poverty ICTs are capable of reducing most is also necessary to know.
One of the common denominator observed in the literatures is that in some aspect
of the relationship of ICT and development, it seems there is a consensus. The agreed
areas are: the fact that ICT is not a goal but a tool, the recognition of ICT as a driver of
economic growth; and ICT as a tool to attack poverty (Batchelor et al., 2005).
Nevertheless, Kelles-Viitanen (2003) tabled fundamental questions on the link
between ICT, development, and poverty alleviation. She argued whether economic
growth together with the ICTs alone will reduce poverty. She further declared that
economic growth is necessary but not sufficient factor to poverty reduction. She went
further to ask,
If poor people do not have access to basic education, how will they take
advantage of employment and income opportunities created by economic growth?
If there is discrimination and social exclusion, how will the discriminated and
excluded people take advantage of the expanded economic activities and share the
benefits of the economic growth? (p. 7)
However, the role ICT plays in addressing poverty varies from one literature to
the other. According to Kelles-Viitanen (2003), there are at least two opposing ―opinion
camps: those that consider ICT to be the panacea for poverty reduction and those that
Effectiveness of ICT on Poverty
26
claim that has no reasonable role in poverty reduction‖ (p. 82). Bedi (1999) also added to
this view, expressed differently as, ―The role and impact of these technologies are still
obscure‖ (p. 3). The declared position of Kelles-Viitanen which lies in between the
previous two adds other perspective to the role of ICT on poverty. Alampay (2006), on
the other hand, grouped the views into three: optimist, pessimist, and middle-ground.
Similarly, Heeks (2002), although from different perspective, categorized three different
positions regarding the role of ICT.
When Bedi (1999) addressed the different positions in respect to ICT and poverty
alleviation cited Rodgers, who argued that ICT can even widen the gap of income
inequality if conditions are not right. Moreover, E. M. Rogers (1995) underscored that
researches undertaken in developing countries has indicated that the diffusion of
innovations has contributed in widening the socioeconomic gap among the higher and
lower strata of a community.
As a result, an observation has been made on the different positions and views of
scholars in the role ICT can have on poverty alleviation. There are some authors who
believe ICT can address poverty. Torero and von Braun’s (2006) book essentially
addresses the linkage between ICT and poverty alleviation. Some case studies done in
Africa were also in support to this side. Opiyo and K’Akumu (2006) argued that ICT can
help informal sector to develop. Bjärhov (2006) supplemented this view by referring to
experience of Tanzania and Kenya that shows mobile opening up business that can
promote their standard of living.
Effectiveness of ICT on Poverty
27
There are now considerable evidences that telecommunications contributes to
2008; Parkinson & Ramirez, 2006), others do identify some impacts in this area.
Fedotova (2008) found that participants in a job skills training course believed that the IT
skills they had acquired would help in their job search. Best et al. (2007) reported that
eCenter users had acquired a job as a result of the skills they gained at the computer
center. Studies have not established a clear link between public access to ICTs and
socioeconomic change/impacts. Because a lot of these are qualitative studies, they are not
associated with indications of size of impacts.
Although there are some guidelines for developing and implementing telecenters,
much work is required to develop a systematic understanding of the potential and
limitations of telecenters as a mechanism for social and economic development (Bailey,
2009; Colle, 2005). Generally, empirical evidence on the impacts of telecenters, and more
broadly, of lCTs on development has generally found to be lacking (Gomez & Martinez,
2001; O’Farrell et al., n.d.; Panos, 2002). As noted by Gomez and Reilly (2002), ―when it
comes to evaluating what kind of benefit or development telecenters bring to a
community, we are only beginning to scrape the surface‖ (p. 1). Furthermore, Kuriyan,
Effectiveness of ICT on Poverty
48
Toyama, and Ray (2005) suggested that there should be further empirical research to
explain the link between services provided by rural community telecenters and social
development. According to UNDP (2007), there is little understanding of how telecenters
contribute to development or even skepticism that they are capable of doing so
sustainably.
As a result, telecenters have drawn researchers for the past decade and
consequently, there is an increasing amount of publications on telecenters. Most of the
researches conducted are case studies of relevant telecenter issues (Colle & Roman,
2001; Latchem & Walker, 2001); some are original field research (Proenza et al., 2001).
In addition, there are also a number of publications specifically devoted to telecenter
research (Hudson, 2001; Roman & Blattman, 2001; Whyte, 2000). Furthermore, the
literature growth on information systems has turned to be an important reference for
telecenter researchers in developing countries (Heeks, 2002).
Many of these articles study important aspects of telecenter development but lack
a solid theoretical background. On this line, McNamara (2003) underscored that the lack
of convincing knowledge providing a framework for maximizing the impact of ICT
projects can be partially attributed to the lack of detailed evaluations of ICT projects. In
addition, Roman (2003) underlined that no particular conceptual model seems to guide
telecenter planning, and no specific theory is inspiring research questions either.
Furthermore, Badshah et al. (2005) underscored that telecenter is at preliminary stage of
research and noted the need of intensive research on the subject.
49
CHAPTER 3. METHODOLOGY
Review of the Purpose of the Study
The purpose of the study was to explore the role ICT plays in addressing poverty.
To limit the scope of the study, ICT intervention was considered as applied to community
ICT centers in view of examining the consequence and impact on the user community.
The research used a qualitative multiple-case study approach to tackle the puzzle.
The general objective of this research was to examine different ICTs deployed in
varied conditions for their suitability for addressing poverty in Ethiopia and possibly by
extension to other developing countries.
Research Questions
The hierarchy of the research questions was developed based on Cooper and
Schindler’s (2003) hierarchy of questions. The hierarchy starts with an observed business
dilemma that, in turn, stimulates a management question. The management question
spawns research questions. As underlined by Yin (2008), in case study ―questions are
posed to you, the investigator, not to an interviewee‖ (p. 86). In addition, Yin noted that
the potentially relevant questions for case study research can occur at any five levels.
However, in relation to the levels, Yin advised to ―concentrate heavily on level 2‖ (p. 87)
for a case study research. As a result of this approach, the research questions developed
are level 2 questions which will be answered by the researcher.
Effectiveness of ICT on Poverty
50
The research method is chosen to answer the research questions, which answers
the management question. Table 2 shows the research question hierarchy.
Table 2. Research Question Hierarchy
Question or Statement Business Dilemma Deployment of ICT to address poverty has a mixed outcome. Some
interventions are failing to achieve the desired result and as a consequence
meager resources and efforts are wasted.
Management
Question
How can ICT be effectively utilized to address poverty?
Research Questions 1. What is the perception of individuals on the benefits of community
ICT centers in addressing poverty?
What are the common benefits perceived by individuals
using the community ICT centers?
2. Which services and ICTs of the community ICT centers are most
important in addressing poverty?
2.1 Which services and ICTs are considered as the most
important in addressing poverty?
2.2 Which services and ICTs are considered as the least
important in addressing poverty?
3. What is the difference between individual’s perception on the use
and benefits of community ICT center in addressing poverty?
3.1 Which benefits identified by individuals are not
commonly listed as benefits of community?
3.2 Why is there a difference between individual’s
perceptions on the use and benefits of community ICT
centers?
Research Design
The study in this dissertation was designed to determine the effectiveness of using
ICT in helping poor communities in getting information and services that improve their
Effectiveness of ICT on Poverty
51
standard of living. Based on the perception of users, the center of analysis was the
relationship of ICT deployment and poverty alleviation. Therefore, the research is an
exploratory study as opposed to confirmatory theory-testing study (Creswell, 2003).
According to Creswell (2003), exploratory studies are most advantageous when
―not much has been written about the topic or the population being studied‖ (p. 30). As
an exploratory study it requires a holistic and a flexible methodology. With the objective
of collecting experiences of telecenter users the research requires an in depth study with
inputs of varying perspectives and experiences from users of the community center. Thus
the characteristic of this research requires the selection of a qualitative methodological
approach. According to Patton (2002), qualitative methods produce a wealth of detailed
information about a small number of people and cases, which increase the depth of
understanding of the cases and situations studied. As a result to answer the questions
developed, a qualitative multiple case study was conducted to determine the effectiveness
of ICT on poverty based on users’ perception. In-depth interviews provided the necessary
flexibility and each interview was built upon the previous one to generate and pursue a
new set of inquiries.
Appropriateness of Approach
Exploratory Qualitative Multiple Case Study Method
Any research method has to be examined in the context of the scope and depth of
the study. As every area of research has its own best method, there is no ―one size fits all‖
best method for all scenarios. However, this research employed a qualitative multiple
case study method. The case study methodology is used because as stated by Yin (2003)
Effectiveness of ICT on Poverty
52
as well as Hamel, Dufour, and Fortin (1993), it satisfies the three tenets of qualitative
method: describing, understanding, and explaining. According to Merriam (1998), a case
study is used to uncover the phenomenon under study & related views of users and other
actors. Yin (2008) further defined case study as ―an empirical inquiry that investigates a
contemporary phenomenon in depth and within its real-life context, especially when the
boundaries between phenomenon and context are not clearly evident‖ (p.18). According
to Gall, Gall, and Borg (2003), ―Researchers generally do case studies for one of three
purposes: to produce detailed descriptions of a phenomenon, to develop possible
explanations of it, or to evaluate the phenomenon‖ (p. 439).
Yin (2008) noted that the evidence of multiple-case designs is often considered
more compelling, and the overall study is therefore regarded as being more robust. Yin
(2008) further added that if you want a high degree of certainty you may take five, six, or
more replications. He stated that the rationale for multiple-case designs derives directly
from the understanding of literal and theoretical replications. Literal replication is used to
replicate a similar result of a case study while theoretical replication is used when there
are contrasting theories (Yin, 2008). Thus, this research employ a qualitative multiple
case study method to attain the purpose of the research.
The multiple case study used two levels of sampling: sampling at the site level
and at the participant level. The sampling strategy used for this study was maximum
variation (Creswell, 2007). ICT community centers and users of the centers were selected
on certain criteria using maximum variation strategy which allowed the representation of
diverse cases and to fully describe multiple perspectives about the cases. The maximum
Effectiveness of ICT on Poverty
53
variation strategy (Creswell, 1998; Merriam, 2002), the process of seeking the greatest
range of diversity, or variation, in the selection of participants is a strategy that promotes
validity and reliability in a study. The maximum variation strategy was applied in the
selection of the telecenters and participants. Each telecenter was as different as possible
in characteristics such as region, ethnic diversity, and demographics. In effect the
selection of the telecenters was based on a purposeful sampling to get maximum relevant
information for the study. As stated by Creswell (2007), purposeful sampling ―will
intentionally sample a group of people that can best inform the researcher about the
research problem under examination‖ (p. 118). Furthermore, Patton (2002) noted that
―the purpose of purposeful sampling is to select information-rich cases whose study will
illuminate the questions under study‖ (p. 46).
Patton (2002) stated that ―qualitative findings grow out of three kinds of data
collection‖ (p. 4). In-depth, open-ended interviews; direct observation; and written
documents were the three kinds of qualitative data identified by Patton.
The study used questions from prior recognized researches to address validity and
reliability. However, the most important factor in obtaining valid and reliable results
using questionnaire is ensuring that the questions used for the interview adequately
represent the research question under examination. Furthermore, after the development of
the questionnaire, field test was conducted to test and improve the validity and reliability
of the interview.
In addition to interview, data was collected in the form of field notes gathered
through direct observation. That means observation tends to eliminate the inaccuracy and
Effectiveness of ICT on Poverty
54
bias of some data. In the study various documents were also collected and analyzed. The
documents were an invaluable addition to the data stream that serves to corroborate and
augment evidence gathered from other sources. Furthermore, triangulating information
obtained from the multiple sources was used so as to ensure data currency and validity.
Yin (2008) argued that with data triangulation, the potential problems of construct
validity can be addressed because the multiple sources of evidence essentially provide
multiple measures of the same phenomenon.
Hierarchies of Criteria in Evaluating Telecenters Impacts
UNESCO and Virtual System Processing (2006) underlined that impact of
telecenters could be measured by focusing on the resulting social and economic impacts.
Economic and social impacts of telecenters are measured using several indicators. For
measuring social impacts of telecenter on communities, health and education were taken
as the main domains of social impact and for measuring economic impacts of telecenters
income, changes in occupational pattern, and employment were the domains selected
(UNESCO & Virtual System Processing, 2006).
Rothenberg-Aalami and Pal (2005) indicated that social impact is comprised of
both outputs and impacts. While outputs are the measurable actions that result directly
from the program operations, impact are the effects of the program on the social problem
it was intended to address.
As a result, Figure 7 is developed to evaluate telecenter impact.
Effectiveness of ICT on Poverty
55
Impact of Telecenter
Economic Social
General
Income
Agricultural
income
Employment
Distance
Learning
Computer basic
skills
Education Health
Healthfacilities
Health Improvement
Foreign languages
Figure 7. Hierarchies of criteria in evaluating telecenters impacts. From ―The
Social-Economic Impacts of ICTs in Rural Iran,‖ by UNESCO & Virtual System
Processing (2006). .
The variables involved in addressing the role of ICT on poverty are represented
by Figure 8.
.
Effectiveness of ICT on Poverty
56
Figure 8. Explanatory data display. Effectiveness of information and communication
technology (ICT) on poverty in the context of community ICT centers
Sample
The study was essentially a multiple case study which used two levels of
sampling: sampling at the site level and at the participant level and the sampling strategy
used for this study was maximum variation (Creswell, 2007, p. 126). ICT community
centers and users of the centers were selected on certain criteria using maximum variation
strategy which allowed the representation of diverse cases and to fully describe multiple
perspectives about the cases. In effect it was a purposeful sampling to get maximum
relevant information for the study. As stated by Creswell (2007), purposeful sampling
―will intentionally sample a group of people that can best inform the researcher about the
research problem under examination‖ (p. 118). According to Patton (2002), purposeful
sampling refers to selecting information-rich cases, from which one can learn a great deal
about issues of central importance to the purpose of the research. The purposive sampling
Effectiveness of ICT on Poverty
57
enabled the researcher to identify participants who have the experience in using the
community ICT center and was willing to share their experience with the researcher
about the effectiveness of ICT on poverty reduction.
Setting
The focus of study was on 5 information and communication technology (ICT)
community centers located in several parts of Ethiopia that were operational for at least a
year. Users of the ICT community centers were interviewed on the benefits they got after
the establishment of the centers. Focus of the benefit was on utilizing the ICT centers for
poverty alleviation. This was the bases for analyzing whether ICT can support
communities in improving their standard of living.
Instrumentation
Questionnaire was adopted to inventory the benefits of the telecenter. In addition,
a focus group was employed with a type of semi-structured interview that was carried out
in a group setting. The interview developed was guided by the five categories of
questions namely opening, introductory, transition, key, and ending developed by
Krueger (1998). Each focus group consisted of 8–10 people and to allow the smooth flow
of conversation, participants were selected from similar socioeconomic and cultural
backgrounds.
Researcher’s Role
The role of the researcher in this study was multi-dimensional, and started as the
designer and founder of the study. More important was the functional role, which this
Effectiveness of ICT on Poverty
58
section relates to. The functional role was that of moderator and administrator of the
questionnaire, focus group discussions, then analyzing and interpreting the findings.
Data Collection
The study was undertaken in 5 different ICT community centers located in
different regions of the country. A purposive sample was used in selecting five
community ICT centers that meet the following criteria:
1. Center that has been operational for more than a year.
2. Relevance of the service provided to the poor community.
3. Located in diverse geographical areas.
4. Representation of different services and community.
The data gathered from the sources was the bases for conducting the study on the
effect of using different ICTs within the community centers; fixed telephone, internet and
email. The ICT community centers in the villages shaded light on the extent to which use
of ICTs contributed to effective poverty alleviation. In addition, the deployed ICTs were
evaluated for the extent to which they were integrated into the daily lives of the people.
The unit of analysis of this research was the community ICT centers role in addressing
poverty and information was collected by interviews, focus groups discussion, direct
observation, and documentation. Using multiple methods to collect data enhances the
validity of case study findings through a process known as a triangulated research
strategy. As stated by Yin (2008), collecting data in this way helps the researcher
organize and document the case study, as in experimental studies. Yin further suggested
that, in all research, consideration must be given to construct validity, internal validity,
Effectiveness of ICT on Poverty
59
and external validity. Thus, the multiple sources of evidence that was used in this study
served as a way to ensure construct validity.
According to Tashakkori and Teddlie (1998), Campbell many decades ago
promoted the concept of triangulation - that every method has its limitations, and multiple
methods are usually needed. Triangulation strengthens a study by combining methods,
data, theory, etc. Studies that depend on only one method are more vulnerable to errors
linked to that particular approach. Patton (2002) also argued that triangulation in
qualitative study ―can be attained by combining both interviewing and observations‖ (p.
248). This resulted in the mix of data collecting methods in this research—interviewing,
observation, and document analysis.
As interview was the primary source of data, interview protocol was developed
with open-ended questions. Rubin and Rubin’s (1995) guided interview approach seems
best suited for this study. The topics and issues were chosen in advance, and then
structured to a certain extent. Suitable for group interviews, the interview guide approach
was used to gather data from the focus group sessions. Not only does this approach keep
the interaction focused, it also allows individual perspectives and experiences to emerge
(Rubin & Rubin, 1995).
Participants were selected with the support of the managers of the ICT community
centers and were the top four frequent users of each center in total 20 frequent users were
interviewed. Four non-users of the ICT community centers were also interviewed for
comparing and contrasting to the experience of users of ICT community centers.
Effectiveness of ICT on Poverty
60
Direct observation was used to understand and study the activities of the ICT
community centers as related to the focus of the study. In addition, documented data of
the activities of ICT community centers was also a source of data for extracting
information on previous achievements and other issues related to the study.
The study was essentially a multiple-case study which used questions from prior
recognized researches to address validity and reliability (Ernberg & ITU, 1998).
However, the most important factor in obtaining valid and reliable results using
questionnaire is ensuring that the questions used for the interview adequately represent
the research question under examination. Furthermore, after the development of the
questionnaire, field test was conducted to test and improve the validity and reliability of
the interview. The field test was also necessary to check whether the questions in local
language convey the same message to the participants and to get feedback on the
readability and clarity of the questionnaire items. The field test was conducted by the
investigator of this research by engaging five managers of the ICT community centers
who were not part of the target population for this research.
In addition to interview, a focus group discussion was also employed with a type
of semi-structured interview carried out in a group setting. According to Pattton (2002),
the focus group method is, ―first and foremost, an interview‖ (p.385), which engages a
small group of people on a specific topic. In other words, a focus group is a special
interview. Introducing a focus group separately from interview methods was from the
consideration that characteristics and techniques are distinguished between the two. The
focus group approach is not merely a discussion, although direct interactions among
Effectiveness of ICT on Poverty
61
participants often occur. On this line, Krueger (1994) highlighted the nuances between an
interview and a focus group interview: The term interviewer tends to convey a more
limited impression of two-way communication between an interviewer and an
interviewee. By contrast, the focus group affords the opportunity for multiple interactions
not only between the interviewer and respondent but among all participants in the group.
The focus group is not a collection of simultaneous individual interviews, but rather a
group discussion where the conversation flows because of the nurturing of the moderator.
With the object to get high-quality data in a social context where people can consider
their own views in the context of the views of others, focus group interviews have helped
collect valuable research data.
In the focus group discussion, the emphasis was on exploring the diversity of
viewpoints of the participants on the community ICT center and its role on poverty
alleviation. Each focus group consisted of 8-10 people and for allowing the smooth flow
of conversation, participants were selected from similar socio-economic and cultural
backgrounds. Thus, separate focus groups were held for each type of group. Unique
concerns and issues of each group concerning the effectiveness of ICT on poverty
alleviation was the focus of the discussion. The investigator was a facilitator and a
recorder of each focus group meeting and the time it took was from one and a half to two
hours. Yin (2008) noted that audiotapes certainly provide a more accurate rendition of
any interview than any other methods.
Furthermore, data was collected in the form of field notes gathered through direct
observation. That means observation tends to eliminate the inaccuracy and bias of some
Effectiveness of ICT on Poverty
62
data. In the study various documents were also collected and analyzed. Merriman states
that ―many documents are easily accessible, free and contain information that would take
the investigator an enormous amount of time and effort to gather otherwise‖ (Merriman,
1998, p. 125). Documents can add another piece to the puzzle in constructing meaning
from all the data that the researcher collects during field visits. The documents will be an
invaluable addition to the data stream that serves to corroborate and augment evidence
gathered from other sources. Yin (2003) included artifacts in the sources of evidence for
case studies. According to Tellis (1997), artifacts can broaden the perspective of the
researcher and provide additional contextual data. Physical and electronic artifacts were
examined during field visits and, whenever possible, photographed. Notes relevant to the
artifacts examined during field visits were recorded in the researcher’s journal as part of
the field notes.
Furthermore, triangulating information obtained from the multiple sources was
used so as to ensure data currency and validity (Hartono, Lederer, Sethi, & Zhuang,
2003). Triangulation, mapping one set of data upon another (Silverman, 2006), was also
used extensively in this study, for example, comparing the perception of users, focus
group participants and non users. Reflexive journaling, as stated already, was used
extensively during the study as well as during the report-writing stage.
Data Analysis
Cross-case synthesis was taken as analytic technique for this research (Creswell,
2007, p. 163). Yin (2008) noted that cross-case synthesis specifically applies to the
analysis of multiple cases. By this technique, the findings from the five community ICT
Effectiveness of ICT on Poverty
63
centers were aggregated and the synthesis was more robust than a single case study
research.
The template for coding this research depicted on Figure 9 takes the five
community ICT centers as the cases to illustrate the precode specifications. For each
community ICT center, codes exist for the context and description of the community ICT
center. Also, codes were developed for themes within each community ICT center, and
for themes that were similar and different in cross-case analysis. Finally, codes for
generalizations and assertions across all cases were developed so that people can learn
from the case either for themselves or to apply to a population of cases (Creswell, 2007,
p. 163).
Drawing Conclusions
Partially ordered cross-case matrices are the basis for the important data-
formatting, data-standardizing, and data-reducing functions that support descriptive
analysis of the ICT community centers. Inductive analysis was used in the qualitative
inquiry approach of this research. The strategy of inductive designs was to allow the
important analytical dimensions to emerge from data collected in the research without
presupposing in advance what the important dimensions will be (Patton, 2002). Analysis
was conducted on each ICT community center to identify patterns and themes and this
was followed by comparing and contrasting relationships between the variables and
cases. Predictor-outcome matrix was used to observe and analyze how several
contributing factors function together in the use of ICT in development.
Effectiveness of ICT on Poverty
64
In Depth portraitOf CITC
CITCContext
CITC 1
CITC 2
CITC 3
CITC 4
CITC 5
CITCDescription
CITC 1
CITC 2
CITC 3
CITC 4
CITC 5
Within-CITCTheme analysis
CITC 1
CITC 2
CITC 3
CITC 4
CITC 5
Themes
Similarity Difference
Generalizations
Figure 9. Template for coding study of ICT community centers (CITC).
Data of the research was displayed by using the approach of Miles and Huberman
(1994). By display it is meant that ―a visual format that presents information
systematically, so the user can draw valid conclusions and take needed action‖ (Miles &
Huberman, 1994, p. 91). As identified by Miles and Huberman, formats for displaying
qualitative data fall into two major families: matrices and networks. Figure 10 depicts
sample descriptive data display that was used in the study.
Effectiveness of ICT on Poverty
65
Factors User 1 User 2
ICT policy
Encouraging Prohibitive
ICT infrastructure
Reliable Unreliable
Business model
Public-private Public
Skill
Moderate Low
Management
Non-existence Effective
Technical support
Inadequate Adequate
Services offered
Fax, copier Telephone, internet
Entrepreneurship
Lacking Strong
Information provided
Government information Health information
Figure 10. Sample descriptive data display. Effectiveness of information and
communication technology (ICT) on poverty in the context of community ICT centers
Computer Application Strategy
Software package QDA Miner V. 2.0 (Lewins & Silver, 2008) was planned to use
to conduct comparison, identify potential clusters of cases, and has adequate variable and
data storage capacity. In reality, software package QDA Miner 3.2 and WordStat 6.1
were used in this research. As there was some quantitative data like frequency to appear
in the study, the statistical capability was also an added feature for the choice of the
software package.
The Researcher’s Role
The researcher integrated qualitative data throughout the research process. The
integration in data collection process involved combining open-ended questions of an
interview with open – ended questions of focus group discussion. During the data
Effectiveness of ICT on Poverty
66
analysis process, the researcher’s role was interpreting and analyzing the evolved and
developed qualitative themes or codes (Creswell, 2003).
The role of the researcher in qualitative research was to address concerns that
emphasize the relationship between the researcher and the participants. Creswell (2003)
cited the following practices as part of the role of the qualitative researcher
1. Position himself or herself and bring personal values into the study
2. Focus on a single concept or phenomenon
3. Study the context or setting of participants
4. Collaborate with participants and collect participant meanings
5. Make interpretations of the data and validate the accuracy of findings
(p. 19)
As an instrument of data collection in the study it is necessary for the researcher
to have an ongoing means of ―separating impressions, feelings, and early interpretations
from descriptions‖ (Hatch, 2002, p. 86) as data are collected. Reflexivity is the
researcher’s ability to systematically acknowledge and reflect upon personal biases,
values, prejudices, and views (Creswell, 2003; Merriam, 2002) as the researcher becomes
an instrument of data collection and a participant in the research. Reflexivity brings an
honest and open self to the study that is aware of the need to bracket (Hatch, 2002;
Merriam, 2002), or separate, personal biases and document the potential influence of
personal values. A research journal of field notes, personal reactions, and other raw data
(Hatch, 2002) was maintained throughout the course of the study. This journal served as
the primary means of bracketing personal biases, values, prejudices, and views (Creswell,
Effectiveness of ICT on Poverty
67
2003; Merriam, 2002) identified by the researcher. As C. Marshall and Rossman (2006)
pointed out, ―writing notes, reflective memos, thoughts and insights is invaluable for
generating the unusual insights that move the analysis from the mundane and obvious to
the creative‖ (p.161).
Validity and Reliability
In the research, major issues of concern in regard to bias and validity emanate
from the researcher and the participants of the research. The research was conducted on
one of the World Bank funded projects where the researcher has not a direct
responsibility but a general management stake. Hence, bias of interpretation and analysis
of the data and situation could surface during the research and this implies that
interpretive validity will be a question. In addition, second major limitation could emerge
from the participants due to some perception by which they might not provide the correct
information which would affect both the credibility and validity of the findings. The
participants could also incline to tell what the researcher wants to hear which will
jeopardize the credibility of the study.
Yin (2008) indicated that quality of any research design can be judged by certain
logical tests. According to U.S. Government Accountability Office (as cited in Yin, 2008),
concepts that have been offered for these tests include trustworthiness, credibility,
confirmability, and data dependability. In case study research, the four tests have been
summarized as construct validity, internal validity, external validity, and reliability (Yin,
2008). According to Yin, to increase construct validity, three tactics are used in case
study research. The first is the use of multiple sources of evidence, the second tactic is to
Effectiveness of ICT on Poverty
68
establish a chain of evidence, and the third tactic is to have the draft case study report
reviewed by key informants (p. 42).
Internal validity is mainly a concern for explanatory case studies which is not the
scope of this research. External validity on the other hand deals with the problem of
knowing whether a study’s findings are generalizable beyond the immediate case study
(Yin, 2008). The objective of reliability is to be sure that, if a later investigator followed
the same procedures as described by any earlier investigator and conducted the same case
study all over again, the later investigator should arrive at the same findings and
conclusions (Yin, 2008). The researcher increased the reliability of the design by
listening to audio taped interviews multiple times. In addition, the transcriptions are
stored electronically on a computer file.
In this study, credibility was addressed using several techniques. Field test was
undertaken to review the research questions and the structured questionnaire to establish
the credibility and trustworthiness of the study. Other techniques used were persistent
observation, the purpose of which was to identify those characteristics or elements in
each ICT community centers that were most salient to the issue of concern. Triangulation
or the use of multiple cases, methods, and sources of evidence was also used to add to the
credibility of the study. Gall et al. (2003) noted that ―using multiple methods to collect
data about a phenomenon can enhance the validity of case study findings through a
process called triangulation‖ (p. 447). Yin (2008) also noted that findings or conclusions
in case studies are likely to be more accurate and convincing if they derive from different
sources of information and collection methods.
Effectiveness of ICT on Poverty
69
The researcher enhanced transferability by doing a thorough job of describing the
research context and the assumptions that were central to the research. In addition,
generalizability was increased by studying five cases and attempt was made to relate it to
studies conducted elsewhere to find any thread of generalizability. The study is
dependable as the outlined approach will be instrumental in replicating the study
elsewhere. Furthermore, the researcher is responsible for describing the changes that
occur in the setting and how these changes affected the way the research approached the
study. To enhance confirmability the researcher documented ―the procedures for
checking and rechecking the data throughout the study‖ (Trochim, 2006, p. 2).
Ethical Considerations
As the research involves human participants, participants’ privacy, dignity, well-
being, and freedom were safeguarded. To guarantee these, the next guidelines were
followed: (a) explanation was given to potential participants as to the purpose and nature
of the research so they can freely choose whether or not to become involved; (b)
participants were informed on their right to refuse to answer any questions or participate
in the study; and (c) obtained informed consent from organizations and individuals that
participate in the study.
To avoid any ethical issues to arise during the research, the researcher acquired
the Institutional Review Board (IRB) approval to avoid any violation of human rights.
The researcher developed an informed consent form for participants to sign for literate
participants or oral commitment for those who are illiterate before they engage in the
Effectiveness of ICT on Poverty
70
research. The form acknowledges that participant’s rights have been protected during
data collection (Creswell, 2003).
Yin (2008) underlined that the basic skills required for a case study are the ability
to ask good questions and interpret the answers, to be a good listener, to be adaptive and
flexible, to have a firm grasp of the issues being studied, and to be unbiased by
preconceived notions. Yin further related case study fieldwork with the role of detectives.
The researcher of this study is qualified to conduct the present study as a result of being a
PhD candidate and being guided and supervised by a doctoral committee. In addition, the
researcher has more than 15 years of experience in managing several IT projects and has
some experience in contributing research articles for academic journals. Furthermore, the
researcher has the skills outlined by Yin as a consequence of several trainings and field
experience in the human and electronic intelligence both as an officer and a manager.
Currently, the researcher is a Director General of ICT development agency which lays a
good ground for understanding the issues around ICT usage for development in real life
projects and other engagements.
Furthermore, the researcher’s code of ethics was based on integrity when
conducting research, collecting data, drawing conclusions, and presenting findings.
Conclusions were driven by the data only and not by expectations. In addition, when
writing the research report, the researcher avoided using any biased language against
persons because of gender, sexual orientation, racial or ethnic group, disability, or age
(Creswell, 2003).
71
CHAPTER 4. RESULTS
Introduction
This study was conducted to explore the role ICT plays in addressing poverty and
the general objective of this research was to examine different ICTs deployed in varied
conditions for their suitability for addressing poverty in Ethiopia.
In this chapter an analysis of the data gathered throughout the study is presented.
The sources of data collected in this study were drawn primarily from an on-site focus
group discussion and interviews with users and non-users of the community ICT centers.
Observation notes were also taken during focus group discussion and interviews. In
addition, a review of the archival records was conducted on documents, such as the
periodical performance reports of the centers and the consultant reports of the centers.
Data from the Information and Communication Technology Assisted Development
(ICTAD) project which established the community ICT centers were also collected, to
provide a context for the study. The data from each of these sources were triangulated
into a detailed analysis of each of the five cases.
Finally, the data generated by the study were organized and analyzed based on the
research questions and related themes. The study addresses the following questions:
1. What is the perception of individuals on the benefits of community ICT centers
in addressing poverty?
Effectiveness of ICT on Poverty
72
2. Which services and ICTs of the community ICT centers are most important in
addressing poverty?
3. What is the difference between the individual’s perception on the use and the
benefits of the community ICT centers in addressing poverty?
This chapter presents a detailed description of each case, the themes that emerged
from the cases, and a cross-case analysis. The chapter is organized into four sections. The
first section describes the five community ICT centers. In the second section, the data
analysis and interpretation is reviewed and the resulting data display of categories and
sub-categories is presented. In the third section, a synthesis of the findings of the five
cases is presented in the context of each of the three research questions. In the fourth
section, the cross-case analysis and summary of Chapter 4 are presented.
Overview of the ICT Community Centers
Community ICT centers from five different regions and parts of Ethiopia
provided the diversity mix for this study. One community ICT center was from pastoralist
region and another one from the capital city. The remaining three community ICT centers
represent different regions and communities with different culture, language, and
lifestyle.
The context was further defined in that the five community ICT centers consist of
two youth centers, one pastoralist, one environment based center, and one health (HIV)
association center. The five community ICT centers visited during the course of this
study were DH, KY, LA, TK, and YY ICT center. The community ICT centers were
visited during May, June, and July 2010.
Effectiveness of ICT on Poverty
73
DH Community ICT Center
The DH Community ICT center was established in July 2008 with the initiation of
DH branch in collaboration with the Health Bureau and the technical, financial and
advisory support of the Ethiopian Information and Communication Technology
Development Agency (EICTDA, 2009) ICT Assisted Development project management
unit (PMU).
The center has been established with the overall objectives of providing access to
ICT and assisting communities to improve their livelihood through the use of appropriate
ICT that facilitates increased access to markets, development information and public
services (EICTDA, 2009).
The center operates in a space provided by the Kebele (local) administration
equipped with different ICT equipments (Computers, photocopy machine, printer, fax
machine, binding machine, and LCD projector) and furniture. The ICT community center
offers computer training, Internet, photocopy, secretarial, fax, binding, scanning and
telephone services. In addition, the library, recreational services (TV, cafeteria, indoor
and out-door games) and information on HIV/AIDS and reproductive health are provided
at the center.
KY ICT Center
The KY Town Youth Association ICT center was established in August 2008
with the initiation of the KY Town Youth Association facilitated through the Woreda
(district) Bureau of Capacity Building and the technical, financial and advisory support of
the EICTDA, ICT Assisted Development PMU (EICTDA, 2009).
Effectiveness of ICT on Poverty
74
KY Town Youth Association ICT center was established with the overall
objectives of providing ICT access to the youth and the disadvantaged to enhance their
involvement and contribution towards the socio-economic development of the country.
The center provides computer training, Internet, photocopy, telephone, secretarial,
binding, recreational (TV show, cafeteria, indoor outdoor games) and library services to
the members of the association as well as to the local community with affordable
payment, up to date information on job opportunities, education, health, and
psychological counseling.
LA Community ICT Center
The LA community ICT center was established in September 2008 with the
initiation of LA irrigation farmers’ cooperative facilitated through the regional bureau of
capacity building and the technical, financial and advisory support of EICTDA, ICT
Assisted Development PMU (EICTDA, 2009). The LA irrigation farmers’ cooperative
was established in 2004 with the objective of creating an agro-pastoralist community and
sustainable livelihood. The association has 20 members and undertakes its farming
activity on 100 hectares of land.
The ICT center has been established with the overall objectives of providing ICT
access to the youth and the disadvantaged to enhance their involvement and contribution
towards the socio-economic development of the country. The center is operating in the
place provided by the LA irrigation farmers’ cooperative and financial support of ICTAD
and equipped with different ICT equipments (computers, photocopy machine, printer, fax
machine, binding machine, LCD projector) and furniture.
Effectiveness of ICT on Poverty
75
TK Youth Community ICT Center
The TK Youth Community ICT Center was established in November 2008 with
the technical financial and advisory support provided by EICTDA, ICT Assisted
development PMU (EICTDA, 2009).
The TK youth community ICT center was established with the overall objective
of providing ICT access to the youth and the disadvantaged to enhance their involvement
and contribution towards the socio economic development of the country with a special
focus on environmental protection. The center is housed in the room provided by the TK
and cleaned youth association and different ICT equipment (computers, photocopy,
printer, fax, binding machine, LCD projector and furniture) are put in place.
The center is located in a residential area where most dwellers are from low
income group. The center is housed in the heart of a village where the association under
which the center is established has achieved an exemplary task by changing an
accumulated garbage area into a horticultural garden. The place is also an ideal spot for
environmental education.
YY ICT Center
The YY Community ICT Center was established in October 2009 with the
technical financial and advisory support provided by EICTDA, ICT Assisted
development PMU (EICTDA, 2009). The goal of the youth center aims at proper leisure
time activities and giving adolescents the opportunity to learn through ICT, access
national and global information, and become informed and responsible citizens.
Effectiveness of ICT on Poverty
76
The ICT services at the center include computer training, Internet, and secretarial
services.
Overall, the five community ICT centers provided several services to the
community in the vicinity of the center. Based on the annual report from the community
ICT centers, the utilization of the ICT community centers in terms of service that they
offer and the demography of users of the ICT community centers are added in Appendix
H.
Sources of Qualitative Data and Demographic Data of Research Participants
For each community ICT center, two focus group discussions, four user and four
non user interviews were conducted. Participants of this multiple-case study were
heterogeneous and consisted of people who differed in age, gender, educational
backgrounds, and work status. While the age of the participants ranged from 18 to 65
years, 65% of the participants age ranges in 18-30 years old (Figure 11).
Effectiveness of ICT on Poverty
77
Figure 11. Age of interviewed participants of the study.
In terms of gender mix the interviewed users and non users were 27 male and 13
female and 30% of user participants were female while 35% of non users participants
were female (Figure 12).
Effectiveness of ICT on Poverty
78
LA KY DH TK YY
GenderMale Female
Count
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Figure 12. Frequency distribution of gender.
There was also a variation in the educational levels of the interviewed participants.
Most of the interviewees (60%) had either secondary or vocational level education.
However, 10% of the participants had never been in school and as a result couldn’t read
and write (Figure 13).
Effectiveness of ICT on Poverty
79
Frequency distribution of education
Frequency11109876543210
Ed
uca
tio
n
None
Pre-primary
Primary
Lower secondary
Upper secondary
Post-secondary
non-tertiary
First stage of tertiary
Figure 13. Educational background of participants.
Whilst 75% of the interviewees were employed, 25% were either students or
unemployed (Figure 14).
Effectiveness of ICT on Poverty
80
Figure 14. Work status of participants.
Regarding focus group composition, in each community ICT center there were
two groups one composed of employed and elders and the second one composed of
students, unemployed and youth. The ten focus groups each have participants in the range
of 7 - 11 numbers of participants. Overall, the ten focus group discussions involved 94
participants out of which 36% were female participants.
Focus group discussion was conducted after each participant demonstrated their
willingness to participate in the discussion. During the entire study, with the exception of
one all the participants agreed, gave their views and comments and stayed until the end of
the discussion.
Interviews were conducted via face to face on each site. Out of 40 interviewees 30
gave signed and 8 verbal consent to be interviewed. 8 participants who gave verbal
Effectiveness of ICT on Poverty
81
consent are all non users and 4 of them cannot read and write. The remaining two of the
participants agreed to sign but the consent form was returned unsigned.
Almost all interviewees and all group discussion participants allowed the
interviews to be audio taped. All group discussions and 39 out of the 40 interviews were
recorded except one who responded in writing. During the research, two recorders were
ready and no equipment malfunctioned. All interviews and focus group discussion were
conducted by the researcher. At the conclusion of all interviews, the tape recorded data
consisted of approximately 1523 minutes of interviews, & was transcribed into 220 pages
of text (Appendix I provides part of the transcripts)
In addition, the researcher took hand written notes during all focus group
discussion meetings and interviews and transcribed the notes immediately after the
conclusion of the interview.
Data Analysis and Interpretation
Data from focus group discussions, interviews, observations, and documents were
organized electronically for each community ICT centers in four large files using
Microsoft Office Word 2007. As a result, a very large body of information was amassed
during the three months in which data was collected.
Organization of Qualitative Data
Each focus group and interview question was designed to investigate particular
aspects of the community ICT center participating in the study. Table 3 maps each focus
group and interview question with its related research question.
Effectiveness of ICT on Poverty
82
Table 3. Relationship of Research, Focus Group, and Interview Questions Research question Focus group
question
Users question Non-users
question
1. What is the perception of
individuals on the benefits
of community ICT centers
in addressing poverty?
What are the common benefits
perceived by individuals using
the community ICT centers?
1
5, 6, 7
Section 2: 2, 3, 4, 6,
7
Section 3: 1, 2, 3, 4
Section 2: 2, 3,
4, 5, 13, 14, 15
Section 2: 6, 16
2. Which services and ICTs of
the community ICT centers
are most important in
addressing poverty?
2.1 Which services and ICTs
are considered as the most
important in addressing
poverty?
2.2 Which services and ICTs
are considered as the least
important in addressing
poverty?
2, 3
4
Section 2: 1
Section 2: 5
Section 2: 1, 7,
8, 9, 10, 11, 12
Interviews and Focus Group Discussion
All contents of the transcribed interviews were read by the researcher while
listening to the tapes to insure that all data was captured as accurately as possible. Once
checking was complete the initial analysis of the interview data began. The documents
which were initially saved as MS word files were imported to QDA Miner 3.2 qualitative
software for analysis. Each focus group discussion and interview was segmented by
question number and coded using QDA Miner 3.2 and WordStat 6.1 qualitative analysis
software.
Effectiveness of ICT on Poverty
83
This phase of analysis was accomplished via a number of repeated and thorough
readings (Creswell, 1998) of the focus group discussion and interview data set for the
purpose of detecting key words, phrases, or repeating sequences of words. An excerpt
from the focus group discussion and interview in which QDA Miner 3.2 software features
were used is included in Appendix J.
The categories developed at the initial stage of the study for capturing the impact
of the community ICT centers are presented in Table 4.
Table 4. Initial Manual Codes Developed and Used by QDA Miner 3.2 Qualitative
Analysis Software
Category Outputs/Codes
1. Economic General Income
Employment
Agricultural income
Saving
2. Education computer skills
Distance learning
foreign languages
3. Health Health Improvement
Health facilities
Initially, coding was done manually by employing QDA Miner 3.2 coding
capability. Subsequent to this the automated coding system of WordStat 6.1 was used to
check the accuracy and capture segments that were missed with manual coding.
Appendix K provides table of codes developed by employing auto coding feature of
WordStat 6.1.
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84
Following the automated coding result, revision and refinement was done on the
manual coding. As a result, two new categories (general benefit and general interest)
emerged and some new subcategories as compared to the initial design. While the general
interest category mainly represents expectations and interests of non-users of the center,
general benefits reflect the perceptions on the benefits of the centers by both user and non
user participants. Finally, the codes were grouped following the research design with the
added new thematic areas (Table 5).
Effectiveness of ICT on Poverty
85
Table 5. Final Codes After Combination and Refinement of Manual and Auto-coding Category Subcategory/Code
Economy Agri Income
Employment
General Income
Promotion
Saving
Education Computer skill
Distance Education
Foreign language
General Knowledge
Scholarship
School support
Health Health facility
Health Improvement
Knowledge and Skill
General Benefit Access
Communication
Secretarial services
General interest Information about economy
Information about education
Information about health
Information from friends
Market needs
Private centers
Seek information
Seek treatment
Travel to get access
As stated by Gall et al. (2003), recording the number of times a code is observed
or frequency counts may be beneficial when conducting research. In line with this, the
frequency counts, number of cases and the percentages of cases related to the categories
developed in relation to focus group discussions and the interview transcripts are depicted
in Table 6.
Effectiveness of ICT on Poverty
86
Table 6. Frequency Counts for Categories Frequency No. Cases % Cases
Education 273 48 96.00%
General benefit 185 48 96.00%
Economy 224 42 84.00%
General interests 161 37 74.00%
Health 52 31 62.00%
Note: Cases in the analysis software refers to participants of the research. One focus group is also included
as one participant and hence one case in the software analysis.
Overall, education and general benefit were the two highly rated categories of
benefits of the community ICT centers (96% of the participants). Next follows economic
benefits (84%) and health benefits (62%).
Frequency Counts for Subcategories
The frequency counts, number of cases and the percentages of cases related to the
subcategories developed in relation to focus group discussions and the interview
transcripts are depicted in Appendix L. From the subcategories, access was taken as the
highest general benefit obtained from the community ICT centers (86%). Following to
access saving was considered as the highest economic benefit of the ICT centers (74%).
The least perceived benefit from the designed outputs was health improvement (12%).
Under the category of education, the highest rated benefit was found to be
acquiring computer skill (66%). While for health category, getting health knowledge and
skill got 58% of participants, information about economy (34%) got the highest return
from the general interests’ category.
Effectiveness of ICT on Poverty
87
Observations
Each community ICT center was visited and data collected on the context and
general situation of the center. In addition, the researcher wrote as many notes as possible
in a researcher’s field journal during interviews and focus group discussions. All
observation data was transcribed and recorded in the electronic file for observations as
soon as possible after returning from the field visits.
Documents
Documents and reports were collected and examined during each field visit by the
researcher. The study utilized documents pertaining to the community ICT centers
objectives and history, annual reports and policy documents, print and electronic
newspapers, as well as empirical data collected from previous studies. Thus, document
analysis was also utilized to provide the complete answers to all the research questions
asked.
In summary throughout the analysis of the data a number of analytic strategies as
identified by Creswell (1998) were utilized. These strategies included writing memos and
comments, reducing information, counting frequency of codes, relating categories,
highlighting certain information in the description, displaying findings in tables and
figures, and comparing cases.
Findings
The findings are presented in the context of each of the three research questions.
In an effort to enhance the robustness of the study, and add to the validity and reliability
of the study community ICT centers were selected from different regions and community.
Effectiveness of ICT on Poverty
88
That is to say, the strategy of maximum variation (Creswell, 2007) was employed. In
addition, participants represent various educational background, work status, age and
gender.
Research Question 1
What is the Perception of Individuals on the Benefits of Community ICT
Centers in Addressing Poverty?
Research question 1 is the core question of the study and yielded the most
complex set of perceptions on the benefits of community ICT centers in addressing
poverty. The purpose of the study was to explore the role of ICT in poverty. During the
coding and re-coding process as no new codes emerged, an organizational structure for
perceptions of individuals became apparent.
All codes excluding general interests of non users could be organized into three
groups with a fourth category called ―General Benefits.‖ This organization is illustrated
in Figure 15.
Effectiveness of ICT on Poverty
89
Impact of Telecenter
Economic Social
General
Income
Agricultural
income
Employment
Distance
Learning
Computer basic
skills
Education Health
Healthfacilities
Health Improvement
Foreign languages
Knowledge and Skill
General
Knowledge
Scholarship
Schooling
Support Saving
Job
PromotionSecretarial
Services
communication
Access
General
Benefits
Figure 15. Clustering of benefits into thematic groupings.
Themes
Themes emerged from the analysis of the data collected on the perceptions of
individuals on the benefits of the community ICT center. The themes were:
Agri income. Incomes obtained by selling agricultural products by using the services
of the community ICT center.
Employment. Employment opportunity registered as a result of using the services
provided at the center.
General income. Income obtained by conducting IT enabled owned business
(secretarial services and/or computer maintenance) after taking computer training at the
community ICT center.
Effectiveness of ICT on Poverty
90
Job promotion. Promotion in job assignment and salary that was a result of skill
development at the center.
Saving. Saving noted as a result of using the services at the center.
Computer literacy and skill. Computer knowhow and skill developed as a result of
the trainings provided at the center.
Distance education. Distance learning conducted by using the services of the center.
Foreign language. Foreign language taught by using the services of the center.
General knowledge. An added or new general knowledge obtained from the center.
Scholarship. An opportunity to pursue further studies abroad by using the services at
the center.
School support. Support given to school education by way of the services provided at
the community ICT centers to teachers and students.
Health facility. Health facility accessed as a result of the operation of the center.
Health improvement. Health improvement observed as a result of using the services
of the center.
Health knowledge and skill. Getting health related knowledge and skill of diseases,
and their treatment from the center.
Access. ICT access facilitated by the center.
Communication. The ability to exchange information locally and internationally for
work, social, and personal matter by using the services at the center.
Secretarial services. Provision of services like writing, printing, binding, copying,
etc…at the center.
Effectiveness of ICT on Poverty
91
Analysis of each case study against participants’ responses will begin with
economic benefits, and proceed to education, health, and general benefits.
Economic Benefits
LA Community ICT Center
Research participants had shared their perception on the economic benefits
obtained from the services of LA community ICT center. The analysis of the aggregated
responses indicated that affordability of the services and the resulting saving was the
highest benefit (80% of respondents) obtained from the LA community ICT center. The
next economic benefit identified was agri income (60% of respondents). The aggregated
analysis of the economic benefit perceptions are represented graphically in Figure 16.
LA
Job promotion General Income Employment Agri Income Saving
Count
8
7
6
5
4
3
2
1
0
Figure 16. Analysis of responses to economic benefits of LA community ICT center.
Effectiveness of ICT on Poverty
92
Based on the data analysis conducted, both focus group discussion participants
and user interviewees at LA community ICT center came out with four economic benefits
of the community ICT center out of which three are common benefits. The three
commonly identified economic benefits were saving, employment, and agri income. In
addition, the non-user group interviewees also included in their expectation saving and
agri income as benefits of ICT usage. See Appendix M for response of research
participants on economic benefits of LA community ICT center.
Agricultural income was one of those identified as an economic benefit obtained
from the center by focus group (2 counts, 2 cases, 100% of the focus groups) and users (2
counts, 2 cases, 50% of users). In addition, agri income was also recognized as an
economic benefit of ICT by non-users (2 counts, 2 cases, 50% of non-users).
Participant of focus group 1 stated that their association cultivates cotton and they
acquire the information on the price and other status of the crop at the international
market using internet of the center. They will only let their export happen when there will
be a good price at the international market. One participate of the focus group recalled a
time in which the price of one kilo of cotton being around 16 Birr (nearly 1 US dollar)
and sold after delayed for some time and got 19.50 Birr (nearly 1.2 US dollar). They
explained that they exported their cotton to Australia and Turkey. The researcher found
that the only center where users of community ICT center were involved in export of
agricultural product was LA community ICT center.
A participant from focus group 2 noted that ―some people here use the internet as
their main source of information on vacancy announcements.‖ In terms of economic
Effectiveness of ICT on Poverty
93
benefit, user participant 5 noted that “I got promotion in my office because of the writing
skills I developed at the center.‖ Hence, the two most important economic benefits
perceived by users of LA community ICT center were affordability of the services and
the resulting saving (4 counts, 4 cases, 100% of users) and employment opportunity (3
counts, 3 cases, 75% of users).
The lowest economic benefit identified by users of the center was job promotion.
Focus group participants at LA rated all the four benefits identified as the highest
economic benefits they got (2 cases, 100% of focus groups).
KY Community ICT Center
The result of the analysis of KY community ICT center data collection, indicated
that affordability of the services and the resulting saving is the highest benefit (60% of
respondents) obtained from the use of the ICT center. Employment opportunity (50% of
respondents) was the other higher rated economic benefit. Figure 17 represents the result
of the analysis on economic benefits of KY community ICT center.
Effectiveness of ICT on Poverty
94
KY
Job promotion General Income Employment Saving
Count
6
5
4
3
2
1
0
Figure 17. Analysis of responses to economic benefits of KY community ICT center
The data analysis indicated that both focus group discussion participants and user
interviewees recognize three and four economic benefits of the community ICT center
respectively out of which three are common benefits. The three commonly identified
economic benefits were saving, employment, and general income. See Appendix M for
response of research participants on economic benefits of the center.
According to data collected from the center, the two most important economic
benefits perceived by users were affordability of the services and the resulting saving (4
counts, 4 cases, 100% of users) and employment opportunity (3 counts, 3 cases, 75% of
users).
Effectiveness of ICT on Poverty
95
DH Community ICT Center
The result of the analysis of interviews conducted at DH showed that saving was
the highest benefit (90% of respondents) obtained from the DH community ICT center.
The next economic benefit identified by analysis was employment opportunity (80% of
respondents). Figure 18 represents the analysis of the interviews on economic benefits of
DH community ICT center.
DH
Agri Income Job promotion General Income Employment Saving
Count
9
8
7
6
5
4
3
2
1
0
Figure 18. Analysis of responses to economic benefits of the DH community ICT center.
While analysis of focus group discussion participants indicated four economic
benefits, user interviewees came out with five benefits of DH community ICT center.
Saving, employment, general income and job promotion were the economic benefits
identified by both focus group discussion participants and user interviewees. In addition,
the non-user group interviewees also included in their expectation saving, employment,
Effectiveness of ICT on Poverty
96
and general income as an economic benefits of ICT usage. The response of research
participants on economic benefits is included in Appendix M.
The two most important economic benefits perceived by users were saving (4
counts, 4 cases, 100% of users) and employment opportunity (4 counts, 4 cases, 100% of
users). Other economic benefits identified by users were job promotion (1 count, 1 case,
25% of users), and general income (1 case, 25% of users).
TK Youth Community ICT Center
Research participants had shared their perception on the economic benefits
obtained from the services of TK youth community ICT center. The analysis of the
aggregated responses showed that employment opportunity was the highest benefit (80%
of respondents) obtained from the ICT center. The next highest economic benefit
identified was affordability of the services and the resulting saving (70% of respondents).
The aggregated analyses of the perceptions are represented graphically in Figure 19.
Effectiveness of ICT on Poverty
97
TK
Job promotion Agri Income General Income Saving Employment
Count
8
7
6
5
4
3
2
1
0
Figure 19. Analysis of responses to economic benefits of TK community ICT center.
Based on the data analysis conducted, both focus group discussion participants
and user interviewees at TK youth community ICT center identified five and three
economic benefits of the community ICT center respectively out of which three are
common benefits. The three commonly shared economic benefits by both focus group
discussion participants and user interviewees of the TK youth Community ICT center
were saving, employment, and general income. In addition, the non-user group
interviewees also included in their expectation saving and employment as benefits of ICT
usage. See Appendix M for response of research participants on economic benefits.
Affordability of the services and the resulting saving (4 counts, 4 cases, 100% of
users) and employment opportunity (4 cases, 100% of users) were found to be the two
most important economic benefits perceived by users of TK youth community ICT
center.
Effectiveness of ICT on Poverty
98
YY Community ICT Center
The result of the analysis of YY community ICT center data collection, indicated
that affordability of the services and the resulting saving was the highest benefit (70% of
respondents) obtained from the use of the ICT center. Employment opportunity (50% of
respondents) was the other higher rated economic benefit. Figure 20 represents the result
of the analysis on economic benefits of YY community ICT center.
YY
Job promotion General Income Agri Income Employment Saving
Count
7
6
5
4
3
2
1
0
Figure 20. Analysis of responses to economic benefits of YY community ICT center.
The result of the data analysis indicated that both focus group discussion
participants and user interviewees addressed five and three economic benefits of the
community ICT center respectively out of which three were common benefits. The three
commonly recognized economic benefits were saving, employment, and agri income. In
addition, the non-user group interviewees also included in their expectation saving, agri
Effectiveness of ICT on Poverty
99
income and general income as benefits of ICT usage. See Appendix M for response of
research participants on economic benefits of YY community ICT center.
According to data collected and processed from the center, the two most
important economic benefits perceived by users of YY community ICT center were
affordability of the services and the resulting saving (4 counts, 4 cases, 100% of users)
and employment opportunity (3 counts, 3 cases, 75% of users). A participant of focus
group 46 stated that, ―whenever you have the same backgrounds both in the education
and work experience, having the computer training is a plus and in this regard there is a
greater chance for you to get a promotion or a new post.‖
Educational Benefits
LA Community ICT Center
Research participants had shared their perception on the educational benefits
obtained from the services of LA community ICT center. The analysis of the aggregated
responses indicated that computer literacy and skill developed as a result of the training
conducted at the community ICT center was the highest benefit (70% of respondents)
obtained from the LA community ICT center. The next expected educational benefit was
getting access and learn foreign languages (40% of respondents). The aggregated
analyses of the perceptions are represented graphically in Figure 21.
Effectiveness of ICT on Poverty
100
LA
Count876543210
Distance Education
General Knowledge
School Education Improvement
Foreign language
Computer skill
Figure 21. Analysis of responses to educational benefits of LA community ICT center.
Based on the data analysis conducted, both focus group discussion participants
and user interviewees at LA community ICT center perceived three educational benefits
of the community ICT center out of which two were common benefits. The two
commonly shared educational benefits were computer skill, and distance education. In
addition, the non-user group interviewees also came out with three educational benefits
of ICT usage, one of which was identified by focus group and user participants (computer
skill). Furthermore, they have also added two of their general interests they expect from
ICT intervention: to get supportive information about education and access to foreign
language. In fact, acquiring access to foreign language got the highest expectation (4
cases, 100% of non-users). However, contrary to expectation, foreign language was not
one of the benefits recognized by focus group participants and user interviewees. On the
Effectiveness of ICT on Poverty
101
other hand, in contrast to users and focus group participants, non-users did not mention
distance education as an educational benefit.
Demonstrating the benefits of the center for distance education, a user participant
5 noted that ―I am a student at a university in the capital city and when I missed once my
exam, I contacted the university and got my exam through fax.‖ This female user
participant finally concluded that ―I am following my distance education program thanks
to the service of the center.‖
See Appendix N for response of participants on educational benefits of LA
community ICT center.
KY Community ICT Center
The result of the analysis of KY community ICT center data collection, indicated
that computer literacy and skill was the highest benefit (70% of respondents) obtained
from the use of the ICT center. School support (50% of respondents) was the next higher
rated educational benefit. Figure 22 represents the result of the analysis on educational
benefits of KY community ICT center.
Effectiveness of ICT on Poverty
102
KY
Count76543210
Distance Education
Scholarship
Foreign language
General Knowledge
School Education Improvement
Computer skill
Figure 22. Analysis of responses to educational benefits of KY community ICT center.
The data analysis found out that both focus group discussion participants and user
interviewees perceived five and two educational benefits of the community ICT center
respectively out of which two were common benefits. The two commonly recognized
educational benefits of the center were computer skill, and general knowledge. In
addition, the non-user group interviewees also identified four educational benefits of ICT
usage, two of which were recognized by both focus group and user participants. See
Appendix N for response of participants on educational benefits of KY community ICT
center.
According to data collected and processed from the center, computer literacy and
skill appeared to be the highest educational benefits accrued from KY ICT center both by
focus group discussion (2 cases, 100% of focus groups) and user interviews (4 cases,
100% of users). The school educational support appeared to be the second highest
Effectiveness of ICT on Poverty
103
educational benefits of the ICT center by focus group discussion (2 cases, 100% of focus
groups).
According to a teacher in focus group 12, ―their school has an agreement of
partnership with the center to use the computer available in the center rather than
purchase new ones which have become instrumental in saving the school expenses.‖ In
addition, he expressed that ―we have an ICT department in our school and those students
who took the computer training at the center were active in their studies.‖ Furthermore
the teacher added that ―our students print and copy handouts, books and other academic
materials with reasonable prices at the center.‖ In addition, another participant of focus
group 12 noted that rural schools also got copier service at the center.
The other educational benefits were found to be general knowledge (1 case, 25%
of users) for user and non user participants, and computer skill (1 case, 25% of non users)
and scholarship (1 case, 25% of non-users) for non users.
DH Community ICT Center
The result of the analysis of interviews conducted at DH community ICT center
showed that computer literacy and skill was the highest benefit (60% of respondents)
obtained from the DH community ICT center. The next educational benefit identified by
analysis was school educational support (50% of respondents). Figure 23 represents the
analysis of the interviews on educational benefits of DH community ICT center.
Effectiveness of ICT on Poverty
104
DH
Count6543210
Scholarship
Foreign language
General Knowledge
School Education Improvement
Computer skill
Figure 23. Analysis of responses to educational benefits of DH community ICT center.
While analysis of focus group discussion participants indicated four benefits, user
interviewees discussed two educational benefits of DH community ICT center. Computer
skill and general knowledge were the educational benefits identified by both focus group
discussion participants and user interviewees. In addition, the non-user group
interviewees also came out with three educational benefits of ICT usage, one of which
was recognized by focus group and user participants (general knowledge). See Appendix
N for response of participants on educational benefits of DH Community ICT Center.
Computer literacy and skill appeared to be the highest educational benefit accrued
from the DH ICT center both by focus group discussion (2 cases, 100% of focus groups)
and user interviews (4 cases, 100% of users). During data collection, one participants of
focus group 33 assessed the value of computer skill by comparing the period before and
after the computer training and summed his experience by underlining that:
Effectiveness of ICT on Poverty
105
I can say that we were acting as if we were handicapped; we do have hands and
yet we were acting as if we didn't have that and we have eyes to see but we were
acting like visually impaired people. After the computer training, we were been
able to have a hand to operate and an eye to see. Our hands are active and strong
enough and our eyes are wide open to see the true benefit and use of the
technology.
In addition, school educational support appeared to be the other highest
educational benefits of the ICT center (2 cases, 100% of focus groups). According to a
teacher user participant 26, ―I used to write exam papers in hand. Now using the
accessible resources of the centre I prepare exams in computers. It makes my work easy
which in turn help to reduce the work burden of my secretary too.‖ He added that
―Teachers with good ICT skills used ICT more and more often in a student-centered way
of teaching.‖ Moreover, according to a female student participant of focus group 24, ―a
student who uses internet has lots of knowledge and got respect and has great confidence
in class. In addition, she noted that ―it is better to use excel than calculator for our course
work and assignment.‖
Furthermore, acquiring general knowledge at the services of the center was also
noted as an educational benefit by focus groups (1 case, 50% of focus groups). The other
educational benefits from the center were found to be general knowledge for user
participants (1 case, 25% of users), and non user participants (1 case, 25% of users) and
scholarship for focus group discussion participants. Demonstrating the benefit of the
center in scholarship, a participant of focus group 23 noted that ―my kids are one of the
beneficiaries of this service in getting scholarship. My daughter after a frequent
Effectiveness of ICT on Poverty
106
communication she succeeded in getting a scholarship in South Korea. My son also got a
chance to go to Switzerland for short course by using the internet at the center.‖
TK Youth Community ICT Center
Research participants had shared their perception on the educational benefits of
TK youth community ICT center. The analysis of the aggregated responses showed that
computer literacy and skill was the highest benefit (70% of respondents) obtained from
the ICT center. The next highest educational benefit of the center was school educational
support (50% of respondents). The aggregated analyses of the perceptions are represented
graphically in Figure 24.
TK
Count76543210
General Knowledge
Scholarship
Foreign language
School Education Improvement
Computer skill
Figure 24. Analysis of responses to educational benefits of TK community ICT center.
Based on the data analysis conducted, both focus group discussion participants
and user interviewees at TK youth community ICT center came out with three
Effectiveness of ICT on Poverty
107
educational benefits of the community ICT center out of which two are common benefits.
The two commonly recognized educational benefits were computer skill, and scholarship.
In addition, the non-user group interviewees also expected and identified three
educational benefits of ICT usage, one of which was identified by focus group and user
participants (computer skill). See Appendix N for response of participants on educational
benefits of TK youth community ICT center.
Overall, computer literacy and skill appeared to be the highest educational
benefits of TK youth ICT center both by focus group discussion (2 cases, 100% of focus
groups) and user interviews (4 cases, 100% of users). School education support appeared
to be the other highest educational benefits accrued from the ICT centers by focus group
discussion (2 cases, 100% of focus groups). One participant of focus group 35 indicated
that ―the students who are getting the services of the center are very active in ICT. They
are even helping the other students at their class.‖ According to a participant of focus
group 35, he has made a connection/contact with an institution working on Africa's
Environmental Network and this has enabled him to attend an international leadership
training seminar in Denmark.
The lowest educational benefit was found to be scholarship opportunity for user
participants (1 case, 25% of users), and computer skill for non user participants (1 case,
25% of non-users).
YY Community ICT Center
The result of the analysis of YY community ICT center data collection, indicated
that school education support was the highest benefit (90% of respondents) obtained from
Effectiveness of ICT on Poverty
108
the use of the ICT center. Computer literacy and skill (60% of respondents) was the other
higher rated educational benefit. Figure 25 represents the result of the analysis on
educational benefits of YY community ICT center.
YY
Count9876543210
Distance Education
Foreign language
Scholarship
General Knowledge
Computer skill
School Education Improvement
Figure 25. Analysis of responses to educational benefits of YY community ICT center.
The data analysis indicated that both focus group discussion participants and user
interviewees recognized three and four educational benefits of the community ICT center
respectively out of which two were common benefits. The two commonly shared
educational benefits were computer skill, and scholarship. In addition, the non-user group
interviewees also identified four educational benefits of ICT usage, one of which is
recognized by focus group and user participants (computer skill). See Appendix N for
response of participants on educational benefits of YY community ICT center.
Effectiveness of ICT on Poverty
109
According to data collected and processed from the center, the two most important
educational benefits perceived were computer skill both by focus group discussion (2
cases, 100% of focus groups) and user interviewees (3 cases, 75% of users) and school
education support by focus group discussion (2 case, 100% of focus groups). According
to a teacher participant of focus group 46, he used the center for downloading several
materials from the internet and stated that he downloaded C++ at the center which was a
bit expensive to buy at the nearby town. Another participant of the same focus group also
noted that,
I use the internet as my reference when I carry on my educational career. This has
been hardly possible when I was a student as there was no access to the internet. I
am now using the center as a means to download different materials/documents
from the internet with cheaper expense.
In addition, non-users recognized the benefits of ICT in the development of
computer skill and acquiring general knowledge at the services of the center was also
noted as an educational benefit by users (2 cases, 50% of users).
The lowest educational benefit was found to be distance education opportunity for
user participants (1 case, 25% of users) and computer skill for non user participants (1
case, 25% of non users).
Health Benefits
LA Community ICT Center
Research participants had shared their perception on the health benefits obtained
from the services of LA community ICT center. The analysis of the aggregated responses
indicated that health knowledge and skill was the highest benefit (50% of respondents)
Effectiveness of ICT on Poverty
110
obtained from the LA community ICT center. The aggregated analyses of the perceptions
are represented graphically in Figure 26.
LA
Health facility Knowledge and Skill
Count
5
4
3
2
1
0
Figure 26. Analysis of responses to health benefits of LA community ICT center.
Based on the data analysis conducted, both focus group discussion participants
and user interviewees at LA community ICT center came out with two and one health
benefits of the community ICT center respectively and out of which one was found to be
a common benefit. The one commonly shared health benefit was health knowledge and
skill. In addition, non-user group participants also recognized health knowledge and skill
as one of the expected benefits of ICT. See Appendix O for response of research
participants on health benefits of LA community ICT center.
According to a participant of focus group discussion 2, ―the health benefit we get
is that the trainers first browse any information regarding HIV and provide the training to
Effectiveness of ICT on Poverty
111
us.‖ Hence, the most important health economic benefit perceived by users of LA
community ICT center was health knowledge and skill by focus group discussion (1 case,
50% of focus groups) and user interviews (3 cases, 75% of users).
Health facility was another health benefit recognized by focus group participants
(1 case, 50% of focus groups) only.
KY Community ICT Center
The result of the analysis of KY community ICT center data collection indicated
that health knowledge and related skill was the highest benefit (60% of respondents) of
the ICT center. Health facility (40% of respondents) was the other higher rated health
benefit. Figure 27 represents the result of the analysis on health benefits of KY
community ICT center.
KY
Health Improvement Health facility Knowledge and Skill
Count
6
5
4
3
2
1
0
Figure 27. Analysis of responses to health benefits of KY community ICT center.
Effectiveness of ICT on Poverty
112
The data analysis indicated that both focus group discussion participants and user
interviewees perceived two and three health benefits of the community ICT center
respectively and out of which two are common benefits. The two commonly shared
health benefits were health knowledge and skill, and health facility. In addition, non-user
group participants identified one of the benefits recognized by user and focus group
participants (knowledge and skill). See Appendix O for response of research participants
on health benefits of KY community ICT center.
According to data collected and processed from the center, the most important
health benefit perceived by users was getting health knowledge and skill by focus group
discussion (1 case, 50% of focus groups) and user interviews (4 cases, 100% of users). A
participant of focus group discussion 16 noted that ―the center provided education of
HIV, saved youth from rampant sex and protected youth from wasting time in drinking
alcohol and instead spent time on useful activities.‖
Health facility was another health benefit identified by focus group participants (2
case, 100% of focus groups) and users (2 cases, 50% of users).
DH Community ICT Center
The result of the analysis of interviews conducted at DH community ICT center
showed that health knowledge and skill was the highest benefit (70% of respondents)
obtained from the DH community ICT center. The next health related benefit recognized
by analysis was the provision of health facility (20% of respondents) at the community
ICT center. Figure 28 represents the analysis of the interview on health benefits of DH
community ICT center.
Effectiveness of ICT on Poverty
113
DH
Health Improvement Health facility Knowledge and Skill
Count
7
6
5
4
3
2
1
0
Figure 28. Analysis of responses to health benefits of DH community ICT center.
While analysis of focus group discussion participants indicated three health
benefits, user interviewees came with one benefit of DH community ICT center. Health
knowledge and skill was the health benefit identified by both focus group discussion
participants and user interviewees. Similarly, non-user group participants identified
knowledge and skill as one of the benefits of ICT usage. See Appendix O for response of
research participants on health benefits of DH community ICT center.
According to a participant of focus group discussion 23, ―using internet of the
center, we were able to access international annual reports and other materials from
UNAIDS. We were also communicating with Alliance International, an institution
working on HIV/AIDS to raise our knowledge.‖
As a consequence, a participant of focus group discussion 24, concluded that
―now we know everything about HIV AIDS, stigma and discrimination, voluntary
Effectiveness of ICT on Poverty
114
counseling and testing and the likes.‖ In the sense of expressing the impact of the center,
a participant from the same group underscored that ―as a result of the information I got
from the center, I have a change of attitude on HIV positive. Now we have developed our
understanding of how to care HIV positive, and feel the sense of responsibility and
humanity we must have towards HIV positive.‖
Hence, the most important health benefit perceived by users was getting health
knowledge and skill by focus group discussion (2 cases, 100% of focus groups) and user
interviews (3 cases, 75% of users). Furthermore, focus group participants recognized
health facility (2 cases, 100% of focus groups) and health improvement (1 case, 50% of
focus groups) as health benefits of the center.
TK Youth Community ICT Center
Research participants had shared their perception on the health benefits obtained
from the services of TK youth community ICT center. The analysis of the aggregated
responses showed that health knowledge and skill was the highest health benefit (60% of
respondents) of the ICT center. The aggregated analysis of the health benefit perceptions
are represented graphically in Figure 29.
Effectiveness of ICT on Poverty
115
TK
Health Improvement Knowledge and Skill
Count
6
5
4
3
2
1
0
Figure 29. Analysis of responses to health benefits of TK community ICT center.
Based on the data analysis conducted, both focus group discussion participants
and user interviewees at TK youth community ICT center shared their view on one and
two health benefits of the community ICT center respectively and out of which one was
found to be common benefit. The commonly identified health benefit of the ICT center
was health knowledge and skill. See Appendix O for response of research participants on
health benefits of TK youth community ICT center.
According to a participant of focus group discussion 35, ―We have been
promoting about a green plant traditional medicine called 'Artemisia' in our website. In
addition, there is a way in which we get some information on ways of understanding the
dosage of the different traditional medicine from abroad which would help us apply to
our situation.‖
Effectiveness of ICT on Poverty
116
YY Community ICT Center
The result of the analysis of YY community ICT center data collection, showed
that health knowledge and skill was the highest benefit (50% of respondents) obtained
from the use of the ICT center. Other health related benefit identified was health
improvement. Figure 30 represents the result of the analysis on health benefits of YY
community ICT center.
YY
Health Improvement Knowledge and Skill
Count
5
4
3
2
1
0
Figure 30. Analysis of responses to health benefits of YY community ICT center.
The data analysis indicated that both focus group discussion participants and user
interviews came out with one and two health benefits of the community ICT center
respectively. Health knowledge and skill was commonly recognized health benefit of the
center. In addition, non-user group participants identified health knowledge and skill as
Effectiveness of ICT on Poverty
117
one of the health benefits of ICT. See Appendix O for response of research participants
on health benefits of YY community ICT center.
According to data collected from the center, the most important health benefit
perceived by focus group discussion (2 cases, 100% of focus groups) and user interviews
(2 cases, 50% of users) was health knowledge and skill.
General Benefit of the Community ICT Centers
LA Community ICT Center
Research participants had shared their perception on the general benefits obtained
from the services of LA community ICT center. The analysis of the aggregated responses
indicated that access and communication are the highest benefits (90% of respondents) of
LA community ICT center. The next general benefit identified was the provision of
secretarial services (30% of respondents) at the community ICT center. The aggregated
analysis of general benefit perceptions are represented graphically in Figure 31.
Effectiveness of ICT on Poverty
118
LA
secretarial services communication access
Count
9
8
7
6
5
4
3
2
1
0
Figure 31. Analysis of responses to general benefits of LA community ICT center.
Based on the data analysis conducted, both focus group discussion participants
and user interviewees at LA community ICT center recognized three and four general
benefits of the community ICT center respectively out of which three are common
benefits. The three commonly shared general benefits of the LA community ICT center
were access, communication and secretarial services. In addition, all the general benefits
identified by non-user group were similar to all the benefits identified by user group. See
Appendix P for responses of research participants on general benefits of LA community
ICT center.
Getting ICT access was recognized as highest benefit by user interviews (3 cases,
75% of users) and focus groups (2 cases, 100% of focus groups). Similar to user
interviews, the highest general benefit identified by non users was getting access (4 cases,
100% of non-users).
Effectiveness of ICT on Poverty
119
User participants expressed that as a result of the access they got at the center,
they have saved several wastes in terms of time and finance to travel to other towns in
search of access (4 cases, 100% of users). In fact, user participant 3 noted that ―all the
hardships that we were facing traveling all those long distances are no more happening
now and we are benefiting as a result of that saving money and energy.‖ In addition, a
participant from focus group 1 underscored that ―prior to having the internet access at the
center, we had to travel 200 km all the way to Adama town to get access. Now we are
communicating with anybody or any institution anywhere in the country. Previously we
were using post office to send mails now fax saving time and cost.‖
The other highest benefit was communication perceived by focus group (2 cases,
100% of focus groups) and user interviews (3 cases, 75% of users). Non-users also
recognized and expected communication as a general benefit (4 cases, 100% of non-
users).
KY Community ICT Center
The result of the analysis of KY community ICT center data collection,
demonstrated that access was the highest benefit (80% of respondents) of the ICT center.
Communication for exchange of information (70% of respondents) was the other higher
rated general benefit. Figure 32 represents the result of the analysis on general benefits of
KY community ICT center.
Effectiveness of ICT on Poverty
120
KY
secretarial services communication access
Count
8
7
6
5
4
3
2
1
0
Figure 32. Analysis of responses to general benefits of KY community ICT center.
The data analysis showed that both focus group discussion participants and user
interviewees perceived three and four general benefits of the community ICT center
respectively and three benefits were found to be common. The three commonly
recognized general benefits were access, communication and secretarial services. In
addition, access and communication were also identified by non-user group as general
benefits of ICT use. See Appendix P for response of research participants on general
benefits of KY community ICT center.
According to data collected from the center, the most important general benefit
perceived by users was getting access by user interviews (3 cases, 75% of users) and
focus groups (1 case, 50% of focus groups). Similar to user interviews, the highest
general benefit identified by non users was getting access (4 cases, 100% of non-users).
The other highest benefit, communication, was recognized by focus group (2 cases, 100%
Effectiveness of ICT on Poverty
121
of focus groups) and by user interviews (2 cases, 50% of users). Non-users also expected
communication as a general benefit (3 cases, 75% of non-users). A secretarial service
was also recognized as a benefit both in focus group discussion (1 case, 50% of focus
groups) and user interviews (2 cases, 50% of users).
DH Community ICT Center
The result of the analysis of interviews conducted at DH community ICT center
showed that ICT access was the highest benefit (90% of respondents) obtained from the
DH community ICT center. The next general benefit identified by analysis was
communication services (70% of respondents). Figure 33 represents the analysis of the
interviews on general benefits of DH community ICT center.
DH
secretarial services communication access
Count
9
8
7
6
5
4
3
2
1
0
Figure 33. Analysis of responses to general benefits of DH community ICT center.
Effectiveness of ICT on Poverty
122
Analysis of focus group discussion participants and user interviewees came out
with three general benefits of DH community ICT center. Access, communication and
secretarial services were commonly recognized benefits by both users and focus group
discussion participants. In addition, all the general benefits identified by non-user group
were similar to all the benefits recognized by user group. The response of research
participants on general benefits is included in Appendix P.
The two most important general benefits perceived by users were getting access
(3 cases, 75% of users) and communication (4 cases, 100% of users). Similar to user
interviews, the highest general benefit expected by non users was getting access (4 cases,
100% of non-users) and communication (4 cases, 100% of non-users) of ICT. A
secretarial service was also recognized as a benefit both in focus group discussion (1
case, 50% of focus groups), user interviews (3 cases, 75% of users) and non users (1 case,
25% of non users).
TK Youth Community ICT Center
Research participants had shared their perception on the general benefits obtained
from the services of TK youth community ICT center. The analysis of the aggregated
responses showed that ICT access was the highest benefit (80% of respondents) of the
ICT center. The next highest general benefit identified was communication services (70%
of respondents). The aggregated analysis of the general benefits perceptions are
represented graphically in Figure 34.
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123
TK
secretarial services communication access
Count
8
7
6
5
4
3
2
1
0
Figure 34. Analysis of responses to general benefits of TK community ICT center.
Based on the data analysis conducted, both focus group discussion participants
and user interviewees at TK youth community ICT center perceived two general benefits
of the community ICT center. One commonly shared benefit by both users and focus
group discussion participants was secretarial services. In addition, all the general benefits
expected by non-user group were benefits recognized by user or focus group. See
Appendix P for response of research participants on general benefits of TK youth
community ICT center.
Overall, the most important general benefit perceived by users of TK youth
community ICT center was getting ICT access (4 cases, 100% of users). Similar to user
interviews, the highest general benefit identified by non users was getting access (4 cases,
100% of non-users). According to user participant 37, ―I have no financial capacity to
take a computer training elsewhere‖. In line with this, user participant 39 added that ―had
Effectiveness of ICT on Poverty
124
it not been for this affordable service center, I could have delayed my training. With
delay I could even have lost my interest to learn computer.‖
YY Community ICT Center
The result of the analysis of YY community ICT center data collection,
demonstrated that getting ICT access was the highest benefit (90% of respondents)
obtained from the use of the ICT center. Secretarial services and communication (60% of
respondents) were the other higher rated general benefits. Figure 35 represents the result
of the analysis on general benefits of YY community ICT center.
YY
secretarial services communication access
Count
9
8
7
6
5
4
3
2
1
0
Figure 35. Analysis of responses to general benefits of YY community ICT center.
The data analysis indicated that both focus group discussion participants and user
interviews came out with three and four general benefits of the community ICT center
respectively out of which three are common benefits. The three commonly shared general
Effectiveness of ICT on Poverty
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benefits were access, communication and secretarial services. In addition, all the general
benefits identified by non-user group were similar to all the benefits identified by user
and focus group. See Appendix P for response of research participants on general benefits
of YY community ICT center.
Based on the data analysis of the center, ICT access was the most important
general benefit perceived by user interviews (4 cases, 100% of users), focus groups (2
cases, 100% of focus groups), and non users (3 cases, 75% of non users). According to
user participant 50, he noted that:
we have started to save money as we only need to pay half of that of the others.
We have also started to save the amount of money we used to spend for
transportation to Hawassa (town) and all the other expenses when we go there.
Though we try to come as early as possible back home, there were times where
we spend money for tea, coffee and food. We also saved for our work which was
used to be wasted in search of ICT access.
Furthermore, the other highest benefit of the center was communication
recognized by focus group (1 case, 50% of focus groups) and by user interviews (4 cases,
100% of users).
Common Benefits Perceived by Individuals
Using the features of QDA Miner 3.2 and WordStat 6.1 analysis software, report
of categories and subcategories against respondents was generated to identify the
commonly stated benefits based on the frequency of responses. As a result, the benefits
that have aggregate respondents of at least 50% were taken as an indication of commonly
shared perception.
Effectiveness of ICT on Poverty
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As a result of this exercise at the level of categories, all benefit categories of this
research got greater than 50% respondents in aggregate (Refer Table 6). This implies that
economy, education, health, and general benefits were perceived as common benefits by
more than 50% of research participants.
Overall, education and general benefit were the two highly rated benefit
categories of the community ICT centers by 96% of the participants. Next follows
economic benefits (84%), general interests (74%) and health benefits (62%).
When common benefits are examined at the level of aggregated subcategories the
common benefits shared by most respondents were: computer skill, communication,
saving, employment, knowledge and skill, school education improvement and access.
The frequency counts of subcategories developed in relation to focus group discussions
and the interview transcripts are depicted in Table 7.
Table 7. Frequency Counts for Subcategories Frequency No. Cases % Cases
Access 88 43 86.00%
Saving 96 37 74.00%
Communication 67 35 70.00%
Computer literacy & skill 142 33 66.00%
Employment 55 31 62.00%
Health knowledge & skill 37 29 58.00%
School education support 66 27 54.00%
From the subcategories, access was taken as the highest general benefit obtained
from the community ICT centers (86%). Following to access saving was considered as
the highest economic benefit of the ICT centers (74%). While acquiring computer
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literacy and skill (66%) was the highest rated benefit under the category of education,
health knowledge and skill got the highest response in health category (58%).
Common Economic Benefits
Focus group discussion participants and user interviews recognized five common
economic benefits. The five commonly shared economic benefits of the centers were
saving, employment, agri income, job promotion and general income. In addition, the
non-user group interviewees also included in their expectation four of the commonly
recognized economic benefits as benefits of ICT usage. Figure 36 depicts the response of
common economic benefits of the community ICT centers.
Common economic benefitsSAVING EMPLOYMENT GENERAL INCOME AGRI INCOME JOB PROMOTION
No
of
resp
on
den
ts
40
36
32
28
24
20
16
12
8
4
0
Figure 36. Analysis of responses against common economic benefits.
Affordability of the services and the resulting saving obtained from the study
appeared to be the highest commonly shared benefit of the ICT centers both in focus
group discussion (36 counts, 10 cases, 100% of focus groups) and user interviews (53
Effectiveness of ICT on Poverty
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counts, 20 cases, 100% of users). Another major commonly recognized economic benefit
obtained from the centers was employment (25 counts, 17 cases, 85% of users) and (24
counts, 10 cases, 100% of focus groups).
General income was the other commonly accepted economic benefit of the
community ICT centers by users (5 counts, 4 cases, 20% of users) and focus groups (22
counts, 9 cases, 90% of focus groups).
Common Educational Benefits
Analysis indicated that focus group discussion participants and user interviews
shared five common educational benefits. The five commonly identified educational
benefits of the center were computer skill, school education improvement, distance
education, general knowledge, and scholarship. In addition, the non-user group
interviewees also expected six educational benefits of ICT usage, four of which were
recognized by focus group and user participants. Figure 37 depicts common educational
benefits of the community ICT centers.
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No of respondents36322824201612840
Co
mm
on
ed
uca
tio
nal
ben
efit
s
COMPUTER SKILL
SCHOOL IMPROVEMENT
FOREIGN LANGUAGE
GENERAL KNOWLEDGE
SCHOLARSHIP
DISTANCE EDUCATION
Figure 37. Analysis of responses against common educational benefits.
Computer literacy and skill appeared to be the highest commonly recognized
educational benefits of the ICT centers both by focus group discussion (87 counts, 10
cases, 100% of focus groups) and user interviews (51 counts, 19 cases, 95% of users).
The support given to school education appeared to be the second highest commonly
perceived educational benefit of the ICT centers both by focus group discussion (36
counts, 9 cases, 90% of focus groups) and user interviews (25 counts, 15 cases, 75% of
users). Non-users also recognize the benefits of ICT in supporting school educational
programs (5 counts, 3 cases, 15% of non-users) and development of computer skill (4
counts, 4 cases, 20% of non-users). Another commonly identified educational benefit
recognized by users (4 counts, 3 cases, 15% of users) and focus groups (12 counts, 5
cases, 50% of focus groups) was getting the opportunity of scholarship by using the
services of the centers.
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Getting information about education was identified by non users (27 counts, 14
cases, 70% of non-users) as a general interest they expect to get from ICT.
Common Health Benefits
Focus group discussion participants and user interviews shared three common
health benefits. The three common perceived health benefits of the center were health
improvement, knowledge and skill, and health facility. In addition, the non user group
interviewees also expected two of the benefits recognized by user and focus group
participants. The identified benefits were health improvement, and knowledge and skill.
Figure 38 depicts common health benefits of the community ICT centers.
Common health benefitsKNOWLEDGE_AND_SKILL HEALTH FACILITY HEALTH IMPROVEMENT
No
of
resp
on
den
ts
30
27
24
21
18
15
12
9
6
3
0
Figure 38. Analysis of responses against common health benefits.
Getting knowledge and skill about health appeared to be the highest commonly
perceived benefit of the ICT centers both in focus group discussion (14 counts, 8 cases,
80% of focus groups) and user interviews (17 counts, 16 cases, 80% of users). Health
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facility was another commonly shared health benefit by user (2 counts, 2 cases, 10% of
users) and focus group participants (6 counts, 5 cases, 50% of focus groups).
Common General Benefits
Focus group discussion participants and user interviews perceived three common
general benefits. The three commonly shared general benefits were access,
communication and secretarial services. In addition, all the general benefits expected by
non-user group were similar to all the benefits recognized by user and focus group.
Figure 39 depicts common general benefits of the community ICT centers.
Common general benefitsACCESS COMMUNICATION SECRETARIAL_SERVICES
No
of
resp
on
den
ts
45
40
35
30
25
20
15
10
5
0
Figure 39. Analysis of responses against common general benefit.
While users recognized ICT access (34 counts, 17 cases, 85% of users), focus
group participants favored communication (18 counts, 8 cases, 80% of focus groups) as
the highest general benefit of the center. The second highest benefit of the center was
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communication for users (27 counts, 13 cases, 65% of users), while access was for focus
groups (20 counts, 7 cases, and 70% of focus groups). Secretarial services was also
recognized as a benefit both in focus group discussion (15 counts, 7 cases, 70% of focus
groups) and user interviews (10 counts, 8 cases, 40% of users).
Similar to user interviews, the highest general benefit identified by non users was
getting access (34 counts, 19 cases, 95% of non-users). Non-users also recognized and
expected communication as a general benefit (22 counts, 14 cases, 70% of non-users) of
ICT.
Research Question 2
Which Services and ICTs of the Community ICT Centers are most Important in
Addressing Poverty?
Most Important Services
Participants of the group discussion had much to say about their perception on the
importance of the services offered at the community ICT centers. Computer training
provided at the community ICT centers got the highest aggregated valued service (8
cases, 80% of focus groups). However, 10% of the respondents came with other highly
valued services: secretarial and an internet services. Figure 40 depicts the aggregated
response of important services.
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Servicestraining secretarial service internet
Fre
qu
ency
9
8
7
6
5
4
3
2
1
0
Figure 40. Aggregated response of important services.
Responses gathered from all the community ICT centers demonstrated that
computer training was indeed the highest rated service. Figure 41 depicts the response of
important services by community ICT centers.
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DH LA YY KY TK
training secretarial service internet
Count
9
8
7
6
5
4
3
2
1
0
Figure 41. Response of important services against community ICT centers.
Participants of the group discussion had shared their perception on the second
important services offered at the community ICT centers. Result of the analysis showed
that secretarial services provided at the community ICT centers got the second highest
valued service (5 cases, 50% of focus groups). Figure 42 depicts the aggregated response
of second important services.
Effectiveness of ICT on Poverty
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Servicessecretarial service internet copy
Fre
qu
ency
6
5
4
3
2
1
0
Figure 42. Aggregated response of second important services.
Data analysis showed that a secretarial service was the second highest rated
service by all the community ICT centers. Internet service was also rated next to
secretarial services by four community ICT centers (Figure 43).
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LA KY DH TK YY
secretarial service internet copy
Count
6
5
4
3
2
1
0
Figure 43. Response of second important service by community ICT centers.
Most Valued IT
Participants of the group discussion have discussed about their perception on the
importance of the ICT equipments/technologies available at the community ICT centers.
As the result of the discussion, computer as an IT technological devise got the highest
valued IT technology at the community ICT centers (7 cases, 70% of focus groups).
Figure 44 depicts the response of most valued IT.
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TechnologyComputer Internet others
Fre
qu
ency
8
7
6
5
4
3
2
1
0
Figure 44. Aggregated response of most valued IT.
Responses gathered from the community ICT centers also demonstrated that
computer was indeed the highest rated IT. Figure 45 depicts the response of most valued
IT against community centers.
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LA KY DH TK YY
Computer Internet others
Count
8
7
6
5
4
3
2
1
0
Figure 45. Response of most valued IT against community ICT centers.
Participants of the group discussion had identified the second important ICT
equipments/technologies available at the community ICT centers. Internet as an IT
technology got the second highest valued IT technology (6 cases, 60% of focus groups).
Figure 46 depicts the response of the second important IT.
Effectiveness of ICT on Poverty
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TechnologyComputer Internet others
Fre
quen
cy7
6
5
4
3
2
1
0
Figure 46. Aggregated response of second important IT. Based on data gathered from all the community ICT centers, internet was the
second highest rated IT. Figure 47 depicts the response of the second most valued IT by
community ICT centers.
LA KY DH TK YY
Computer Internet others
Count
7
6
5
4
3
2
1
0
Figure 47. Response of the second important IT against community ICT centers.
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Which Services and ICTs are Considered as the Least Important in Addressing
Poverty?
Least Important Services
Participants of the group discussion had valued Internet services provided at the
community ICT centers as the least important valued service (3 cases, 30% of focus
groups). However, the respondents expressed that it was not the value of the internet
service that got low rating but the availability of the service and other capacity of usage
of the internet that turned it to be low valued. Binding & scanning services provided were
also on the low valued list of services. Figure 48 depicts the response of less important
services.
Servicesbinding scanning internet secretarial service Fax
Fre
qu
ency
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
Figure 48. Aggregated response of less important services.
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Analysis of the data gathered from all the community ICT centers indicated that
internet service was considered as the least provided service at three centers. Two centers
valued scanning and secretarial services as least important services. Figure 49 depicts the
response of less important services against community ICT centers.
LA KY DH TK YY
binding scanning internet secretarial service Fax
Count
4
3
2
1
0
Figure 49. Response of less important service by community ICT centers
Least Important IT
Participants of the group discussion had shared their perception on the level of
importance of the ICT equipments/technologies available at the community ICT centers.
Fax as an IT technological devise at the community ICT centers got the lowest valued IT
technology (3 cases, 30% of focus groups). Figure 50 depicts the response of less
important IT.
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Technologyscanner binder internet fax others
Fre
qu
ency
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
Figure 50. Aggregated response of less important IT.
The analysis of data gathered from community ICT enters indicated that three
centers put fax as the least IT in importance. Scanner and internet as technology were
also rated less important at two centers. Figure 51 depicts the response of less important
IT against community ICT centers.
Effectiveness of ICT on Poverty
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LA KY DH TK YY
scanner binder internet fax others
Count
4
3
2
1
0
Figure 51. Response of less important IT by community ICT centers.
Research Question 3
What is the Difference Between Individuals’ Perception on the Use and Benefits of
Community ICT Center in Addressing Poverty?
Uncommon Benefits Listed by Individuals
Using the QDA Miner 3.2 and WordStat 6.1 analysis software, report of
categories and subcategories against respondents was generated to identify benefits not
commonly stated by individuals based on the frequency of responses. As a result, the
response below 50% was taken as an indication of not commonly shared perception.
At category level, there was not any category left unaddressed by the responses
collected from the five community ICT centers. However, from the subcategories,
distance education was taken as the lowest unshared benefit by respondents (8%). The
other low rated benefits were: health improvement (12%) from health category;
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secretarial service (40%), from general benefit category, and agri income (26%) from
economic category (Appendix L).
Uncommon Economic Benefits
All the economic benefits recognized in this research were found to be commonly
shared however; two of the benefits have a lower rate of response. Agri income and job
promotion were the economic benefits that got the lowest response. Appendix Q depicts
the uncommon economic benefits.
Based on the analysis conducted, job promotion by users (5 counts, 3 cases, 15%
of users) and focus group (9 counts, 3 cases, 30% of focus groups), and agricultural
income by focus groups (14 counts, 4 cases, 40% of the focus groups) and users (4
counts, 4 cases, 20% of users) were identified as low rated economic benefits obtained
from the centers. Agri income was also listed as a low rated economic benefit of ICT by
non-users (4 counts, 3 cases, 15% of non-users).
In relation to the community ICT centers, the lowest economic benefits
recognized were job promotion (LA, DH & KY), and general income (KY and TK ).
Uncommon Educational Benefits
Acquiring general knowledge at the services of the centers was noted relatively
low rated educational benefit by users (10 counts, 8 cases, 40% of users), focus group
participants (11 counts, 3 cases, 30% of focus groups) and non-users (5 counts, 5
cases, 25% of non-users). See Appendix Q for table of the uncommon educational
benefits.
Effectiveness of ICT on Poverty
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Conducting distance education was the other low rated educational benefit of the
community ICT centers as analyzed from data of users (4 counts, 2 case, 10% of users)
and focus groups (2 counts, 2 cases, 20% of focus groups).
The other lowest benefits identified in relation to the community ICT centers were
distance education (LA & YY), general knowledge (TK), and scholarship (TK & YY).
Uncommon Health Benefits
Low rated health benefit obtained from the centers was health improvement by
user (5 counts, 4 cases, 20% of users) and focus groups (1 count, 1 case, 10% of focus
groups). While health improvement was recognized by KY, YY, TK community centers,
health facility was identified by only KY community ICT center. See Appendix Q for a
table that depicts the uncommon health benefits.
Uncommon General Benefits
All the general benefits identified in this research were found to be commonly
shared by all except that ICT access was not part of the general benefits noted by TK
community ICT center. See Appendix Q for a table that depicts the uncommon general
benefits.
Difference Between Individuals’ Perceptions
By design the research has implemented maximum diversity strategy and as a
result, ICT centers and research participants represent diversity. Consequently,
perceptions of research participants were expected to vary. Major factors observed during
the study that influenced the various perceptions observed were: location of the center,
demography of users (work status, age, education), and computer skill.
Effectiveness of ICT on Poverty
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Location of the Community ICT Center
The centers were located in different regions of the country which has a great
impact on their influence on the users and community around the centers. Three centers
were found to be the only places with ICT access availability. The users of these centers
have benefited better than the other centers where there was an access alternatives. One
center that was located around cotton producer pastoralists was used for searching market
information to export cotton. Hence, the difference of perceptions on the benefits of
community ICT centers.
Demography of Users
The participants of the research had a great variety in work status, age, and
education. Some of the participants were unemployed and some employed. As a result,
the purpose of using the services of the center varied whether the user was an employ or
not. While, employees were using the center for acquiring information related to their
work and office obligations, unemployed ones used the system essentially in search of
job vacancy. Some elders were using the center to reach distant family members and
relatives in the country and abroad, whereas youth were using the center to download
music and videos for entertainment. However, students were using the center to get
reference materials for their studies and in search of scholarships and distance education.
Therefore, demography of users influenced the purpose and use of the center and resulted
divergent view on the benefits of community ICT center.
Effectiveness of ICT on Poverty
147
Computer Skill
Computer skill was another major factor in the use of the center. Those research
participants who had relatively better computer skill were using the centers service in
particular the internet to help their purpose. But some, who did not have the skill to
browse the internet, could not benefit much from the center. Hence, a difference in
perception also emanated from users difference in computer skill.
Cross Case Analysis
The cross case analysis demonstrated that all ICT centers exhibited several
benefits to individuals and communities living around the centers. All centers had similar
ICT equipment and nearly provide same kind of services. However, the kind and degree
of the benefits they provided was varied.
The variety and depth of benefits at LA community ICT center was much higher
than the other centers in depth of the benefits users of the centers got. YY community
ICT center followed next to LA community ICT center and then KY community ICT
center. DH and TK youth community ICT centers trail behind the three centers. The first
three centers were unique access centers in the area. Dependency of users on the centers
and impact of the center on users was comparatively high. Prior to the operation of the
centers, communities of the three centers were travelling to nearby towns for ICT access.
As a result, they witnessed noticeable levels of benefits after the opening of the centers.
In all the community ICT centers, affordability & the resulting saving was the
highest perceived economic benefit obtained from the ICT centers. Employment
opportunity was also perceived as the other highest economic benefit by interviewed
Effectiveness of ICT on Poverty
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users of all community ICT centers. The lowest economic benefits identified were job
promotion (LA, DH & KY ICT centers), and general income (KY, DH and TK youth ICT
center).
Cross case comparison was also done by employing the features of WordStat 6.1,
the result essentially confirmed the analysis and conclusions made. The result is
represented in Figure 52 where the size of the circle represents the magnitude of
participant responses.
Figure 52. Cross case comparison of community ICT centers on economic benefits.
By employing the features of WordStat 6.1, clustering of the centers was also
done on the economic output and impact benefits of the centers. The result of two clusters
showed that LA and YY community ICT centers belong to one group and KY, DH, and
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TK youth community ICT centers to another based on the similarity they exhibited on
economic benefits.
Regarding educational benefits, in all the community ICT centers, computer
literacy and skill was perceived as the highest educational benefit obtained from the ICT
centers. General knowledge was the second highest benefit of the centers per the response
of all the interviewed users of the centers. The other lowest benefits identified were
distance education (LA & YY community ICT centers), general knowledge (TK youth
community ICT center), and scholarship (TK youth & YY community ICT centers).
The result of cross case comparison by WordStat 6.1 is depicted in Figure 53
illustrating the comparison of all centers on educational benefits.
Figure 53. Cross case comparison of community ICT centers on educational benefits.
Effectiveness of ICT on Poverty
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The highest number of educational benefits (4) of ICT was identified by non users
of YY and KY community ICT centers and lowest number of educational benefits (3)
was identified by TK youth and LA community ICT centers. However, DH community
ICT center identified three educational benefits of ICT.
By employing the features of WordStat 6.1, clustering of the centers was also
done on the educational output and impact benefits of the centers. The result of two
clusters showed that LA youth community ICT center belonged to one group and
remaining centers to another group based on the similarity they exhibited on educational
benefits.
In all the community ICT centers, health knowledge and skill was found out to be
the highest perceived health benefit obtained from the ICT centers. While health
improvement was the second highest benefit identified by three centers (KY, TK, and YY
community ICT centers), health facility was identified by only one community ICT
center (KY community ICT center).
Only the focus group discussion at one center (DH community ICT center)
identified three health benefits while focus group at KY and LA community ICT centers
identified two health benefits. YY and TK youth community ICT centers identified only
one health benefit.
Cross case comparison was also done by employing WordStat 6.1; the result
augments the analysis and conclusions made. The result is represented in Figure 54.
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Figure 54. Cross case comparison of the community ICT centers on health benefits.
By employing the features of WordStat 6.1, clustering of the centers was done on
the health output and impact benefits of the centers. The result of two clusters showed
that LA, DH, TK and YY community ICT centers belonged to one group and KY
community ICT center, to another group based on the similarity they exhibited on health
benefits.
The two general benefits recognized by all the community ICT center of the study
were access and secretarial services. One community ICT center (KY) identified six
general benefits of community ICT center. While the community ICT center of DH and
YY recognized five of the benefits, LA community ICT center perceived four and TK
youth community ICT center came with three general benefits.
While three general benefits of ICT was identified by non users of community
ICT centers of LA, KY, DH, and YY, TK youth community ICT center identified 2
general benefits. Communication and secretarial services was identified by all centers,
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whereas access was expected benefit by all community ICT centers non-users except TK
community ICT center.
Cross case comparison was also done by employing WordStat 6.1, and the result
is represented in Figure 55.
Figure 55. Cross case comparison of the community ICT centers on general benefits.
By employing the features of WordStat 6.1, clustering of the centers was done on
the general benefits of the centers. The result of two clusters indicated that DH and YY
community ICT centers belonged to one group and LA, KY, and TK youth community
ICT centers to another group based on the similarity they exhibited on general benefits.
Five general benefits of ICT were identified by non users of LA, YY and DH
community ICT centers. While TK youth community ICT center identified 4 general
benefits, KY community ICT center identified 3 benefits. However, a secretarial service
was identified by 3 centers (LA, DH, and YY community ICT centers).
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153
Overall, when viewed through the lens of Heeks’s (2002) ICT model, although
the centers exhibited varied effect, this research showed that the analysis of benefit
perceptions of all five centers demonstrated that ICT can have a role on poverty.
Summary of the Findings
Chapter 4 reviewed the findings obtained by the researcher during field studies
and site visits made at LA, KY, DH, TK, and YY community ICT centers to explore the
use of ICT in addressing poverty reduction. The five community ICT centers used
various forms of ICT technology to provide services aimed at supporting the users and
communities around the centers in their quest for information and services that influenced
their daily life. Although the centers are located on varied environment, similar ICTs and
services are provided in all centers.
For this multiple case qualitative study, the researcher used published literature;
observation field notes; focus group discussions, interviews of users and non users of the
community ICT centers on the impact of ICT. Important issues and themes were
identified in the findings of this study by analyzing the perception of research
participants.
A noticeable difference between the community ICT centers was the diversity of
the areas of operation, kind of owners and the purpose and use of the services provided at
the centers. At LA community ICT center the owners and managers of the center are
pastoralists who started to grow mainly cotton and use the center as a tool to get
information to export their agricultural product which can have a direct impact on their
living by getting better price for their product. As the center is the only one in the
Effectiveness of ICT on Poverty
154
heartland of the desert area of LA, the availability of access in the area has brought an
immediate impact on their life. Had it not been for the center, time, finance, and energy
could have been wasted in search of ICT services as it used to be prior to the opening of
the center.
In contrast, TK community ICT center is located at the heart of the capital city,
Addis Ababa and level and depth of influence on the user’s life is limited as there are
other alternatives of ICT access and communication. A consequence of this reality may
have been that the impact of TK youth community ICT center to the life of the user does
not appear to be as powerful as LA community ICT center in the scope of ICT
influencing poverty.
Next to LA community ICT center, YY and KY community ICT centers appear to
have great influence in addressing poverty by virtue of being unique centers of their kind
to provide ICT service to users and community around. When viewed as a continuum
across location from remote to capital city, the remote centers showed a greater benefit
for users of the center and community.
As a result, the findings of the research revealed that ICT has an impact on
poverty and specifically on economic, educational, and health status of individuals. The
study supported and complemented the notion that ICT can influence poverty provided
the purpose and use of the technology is integrated with development agenda.
The multiple case study conducted based on reports, observation notes, and
transcripts of interviews and focus group discussions obtained in this qualitative case
study, supports the following conclusions:
Effectiveness of ICT on Poverty
155
1. The community ICT centers were active with the focus of providing Internet
and local network access and secretarial services to communities living near
the centers and not local content programs.
2. Most centers served multiple functions as community resource centers.
3. Location of the center for the community greatly affected the use of ICT. The
center itself should be easily accessible to provide access.
4. All centers demonstrate varied level of economic, educational, health, and
general benefits.
5. In all the community ICT centers, employment opportunity, affordability &
saving were the highest perceived economic benefits of the centers.
6. In all the community ICT centers, computer literacy and skill was perceived as
the highest educational benefit obtained from the ICT centers.
7. In all the community ICT centers, health knowledge and skill was found out to
be the highest perceived health benefit obtained from the ICT centers.
8. The two general benefits identified by all the community ICT centers of the
study were ICT access and secretarial services.
9. Comparatively, all effective centers were located in remote and small town
settings. As a result, the impact of TK youth community ICT center to the life
of the user does not appear to be as powerful as LA community ICT center in
the scope of ICT influencing poverty.
10. The community ICT centers role on poverty was the result of multiple factors.
Effectiveness of ICT on Poverty
156
11. The centers complemented the notion that ICT can influence poverty provided
the purpose and use of the technology is integrated with development agenda.
As a concluding remark, each community ICT center in this multiple case study
has demonstrated benefits of using the center which have an influence in the daily life of
the users. However, individual centers benefit were influenced by factors unique to each
of the centers. That is to say, factors that were related to location, demography of users,
computer skill, communication diffusion, and local contents in each center had their
imprints on the outcome and impact of community ICT centers.
157
CHAPTER 5. DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS
Introduction
The purpose of this study was to explore the role ICT plays in addressing poverty.
To limit the scope of the study, ICT intervention was considered as applied to community
ICT centers in view of examining the consequence and impact on the user community.
Data examined and analyzed during the study provided answers to the research questions
and underscored specific strategies used to improve the impact of ICT on poverty. The
study addresses the following questions:
1. What is the perception of individuals on the benefits of community ICT centers
in addressing poverty?
2. Which services and ICTs of the community ICT centers are most important in
addressing poverty?
3. What is the difference between individuals’ perception on the use and benefits
of community ICT center in addressing poverty?
This chapter presents a summary and discussion of the results, the conclusions,
and implications of ICT on poverty. The chapter ends with recommendations to include
further research and suggestions to improve the results of the study.
Effectiveness of ICT on Poverty
158
Summary
This study explored five community ICT centers in view of examining the
consequence and impact of ICT on the user community. Chapter 1 introduces the problem
and the need of research on the role of ICT on poverty. Chapter 2 contains the literature
review related to ICT and development and provided assessment of current literature on
the effects of IT on poverty. Chapter 3 contains the methodology, including the research
procedure, collection of data, and analysis of the data. Chapter 4 presented and discussed
the result of data collection.
Chapter 1
Chapter 1 detailed the need for more research on the role of ICT on poverty.
Chapter 1 also documented the several researches that have been conducted on the
importance of ICT to development and the relation between ICT and poverty. Three
research questions presented the problem to be studied. Significance of the study,
limitations of the study and conceptual framework was also explained.
Chapter 2
Chapter 2 presented the Literature Review. In Chapter 2, the researcher provided a
review of literatures related to ICT, development, and poverty. In this chapter, the
researcher analyzed literatures that discuss the impact of telecenter as related to
community development and outlined an assessment of the current literature. The
findings gathered from Chapter 2 provided comprehensive literature and references on
the role of ICT on poverty and the effect of community ICT centers on communities.
Effectiveness of ICT on Poverty
159
Chapter 3
Chapter 3 provided the methodology for the research study. The researcher used a
qualitative multiple case study to explore the effectiveness of ICT on poverty based on
users’ perception. According to Gall et al. (2003), ―Researchers generally do case studies
for one of three purposes: to produce detailed descriptions of a phenomenon, to develop
possible explanations of it, or to evaluate the phenomenon‖ (p. 439). The focus of study
was on 5 community ICT centers located in several parts of Ethiopia that were
operational for at least a year. Data was collected from focus group discussions,
interviews, direct observations, and documents at the community ICT centers.
Chapter 4
Chapter 4 presented a detailed description of the five community ICT centers and
analysis of the themes that emerged from the cases. In this chapter, a synthesis of the
findings of the five cases was presented in the context of each of the three research
questions and cross case analysis was finally dealt.
Findings and Related Conclusions
The conceptual models that guided this qualitative multiple case study were
comprised of the models developed by Heeks (2002), Torero and von Braun (2006), the
input-process-output contingency model (Benbunan-Fich et al., 2005) and E. M. Rogers’s
(1983) innovation diffusion theory. Overall, the potential and deployment of information
technology as a development tool could be taken as a universally accepted view. However,
researches indicated that ICT as development tool arguably has to encompass broad
arrays of factors beyond technology.
Effectiveness of ICT on Poverty
160
This qualitative multiple-case study focussed on ICT intervention as applied to
community ICT centers in view of examining the consequence and impact on the user
community. For this qualitative case study, the researcher used data from focus group
discussions, interviews, observations, and documents detailing the role of the community
ICT centers and their impact on the communities’ daily life.
Research Question 1
Research question 1 was the core question of the study and yielded the most
complex set of perceptions on the benefits of community ICT centers in addressing
poverty. Research participants perceived economic, education, health, and general
benefits as common benefits of the community ICT centers. Overall, education and
general benefit were the two most often recognized benefit categories of the community
ICT centers. Research participants underscored the value of the community ICT centers
on supporting their educational needs in various forms.
The researcher expected that computer skill and distance education would be the
most important benefit of the community ICT centers. In congruence to the expectation,
computer literacy and skill was the most often cited benefit of the centers. However, the
community ICT centers had registered low benefit on distance education.
During the coding process, 178 subcategories emerged. After multiple coding
were done manually by employing QDA Miner 3.2 and by automated coding system of
Word Stat 6.1, no new codes became apparent. Finally, the codes were grouped following
the research design into thematic groups. Figure 56 displays the researcher’s construction
of the benefits of the community ICT centers.
Effectiveness of ICT on Poverty
161
Impact of Telecenter
Economic Social
General
Income
Agricultural
income
Employment
Distance
Learning
Computer basic
skills
Education Health
Healthfacilities
Health Improvement
Foreign languages
Knowledge and Skill
General
Knowledge
Scholarship
Schooling
Support Saving
Job
PromotionSecretarial
Services
communication
Access
General
Benefits
Figure 56. Clustering of benefits into thematic groupings.
Summary of Thematic Groups
Educational Benefit
As noted earlier, research participants recognized educational benefit as one of the
highest benefits of the community ICT centers. Educational benefits included computer
skill, school education improvement, distance education, general knowledge, and
scholarship.
Computer literacy and skill appeared to be the highest recognized educational
benefits of the ICT centers. Similar to the finding of this research, other researchers have
demonstrated that public access to ICT use has led to increase in IT knowledge and
aspirations (Bailey, 2009; Best et al., 2007; Fedotova, 2008; Lengyel et al., 2006; Mercer,
Effectiveness of ICT on Poverty
162
2006). However, researcher unexpected the benefits of the community ICT centers in
terms of the link they had with schools. The support given to school education appeared
as the second highest commonly perceived educational benefit of the ICT centers.
Another interesting finding was the fact that users got an opportunity of scholarship by
using the services of the centers. Thus, effective community ICT centers provided
educational services that benefited the users and the community in the vicinity of the
community ICT centers.
General Benefit
Similar to educational benefit, general benefit was the other highest benefit of the
community ICT centers recognized by research participants. The three general benefits
were access, communication and secretarial services. Effective community ICT centers
provide general services to the community around the community ICT centers.
While ICT access was the highest general benefit of the center, communication
was the second highest general benefit of the center. As explained by Whyte (2000)
telecenters are looked at as fast and cost effective ways to provide marginalized
communities with access to telecommunications and information resources. Another
interesting finding the researcher did not expect was the impact of the secretarial services
provided at the centers. Users recognized that the community ICT centers had made a
difference by providing secretarial services.
Economic Benefit
Economic benefits were noted as important benefit obtained from the community
ICT centers. The five economic benefits of the centers were saving, employment, agri
Effectiveness of ICT on Poverty
163
income, job promotion and general income. Affordability of the services and the resulting
saving obtained appeared as the highest economic benefit of the ICT centers.
Employment emerged as the second most recognized economic benefit of the centers.
General income, job promotion and agri income also appeared as economic benefits of
the community ICT centers. Similar to this research, Fedotova (2008) found that
participants believed that the IT skills they had acquired would help in their job search,
and some felt it would help them to gain a promotion. Moreover, Best et al. (2007)
reported that eCenter users had acquired a job as a result of the skills they gained at the
computer center.
Health Benefit
The three identified health benefits of the centers were health improvement,
knowledge and skill, and health facility. Getting knowledge and skill about health was
the most recognized health benefit of the community ICT centers. Related to this finding,
Ashraf et al. (2008) indicated that in a telecenter project in Bangladesh community
members gained knowledge on basic hygiene practices.
While health facility was the other health benefit obtained by using the centers,
health improvement fell far behind the recognized health benefits. Overall, the least
valued benefits of the community ICT centers were found to be their impact on health
benefits.
Research Question 2
While computer training provided at the community ICT centers got the highest
valued service, secretarial service was recognized as the second highest valued service of
Effectiveness of ICT on Poverty
164
the community ICT centers. On the other hand, Internet services provided at the
community ICT centers was found as the least important valued service. However, the
respondents expressed that it was not the value of the internet service but the availability
of the service and other capacity of usage of the internet that turned it to be low valued.
Binding & scanning services provided were also on the low valued list of services.
In terms of the importance of ICT equipments/technologies available at the
community ICT centers, computer as an IT technological devise got the highest valued IT
technology. In contrast, fax as an IT technological devise at the community ICT centers
got the lowest valued IT technology.
Research Question 3
The third research question addressed the difference between individuals’
perception on the use and benefits of community ICT center in addressing poverty.
Uncommon Benefits
While the two economic benefits that got low recognition by research participants
were agri income and job promotion, acquiring general knowledge at the services of the
centers was noted as low rated educational benefit. Conducting distance education was
the other low rated educational benefit of the community ICT centers. The other low
rated benefit from the community ICT center was health improvement for health benefits.
Causes for the Diverse Perceptions on the Benefits of Community ICT Centers
Major factors observed during the study that influenced the various perceptions of
research participants were: location of the center, demography of users (work status, age,
education), and computer skill.
Effectiveness of ICT on Poverty
165
Location of the community ICT center. The centers were located in different
regions of the country which has a great impact of their influence on the users and
community around the centers. Three centers were found to be the only places for ICT
access. The users of these centers have benefited better than the other centers where there
was an access alternatives. One center that was located around cotton producer
pastoralists was used for searching market information to export cotton. Hence, the
difference of perceptions on the benefits of community ICT centers.
Demography of users. The participants of the research had a great diversity in
work status, age, and education. Some of the participants were unemployed and some
employed. While, employees were using the center for acquiring information related to
their work and office obligations, unemployed used the system essentially in search of
job vacancy. Some elders were using the center to reach distant family members and
relatives in the country and abroad, whereas youth were using the center to download
music and videos for entertainment. However, students were using the center to get
reference materials for their studies and in search of scholarships and distance education.
Therefore, demography of users influenced the purpose and use of the center and resulted
divergent view on the benefits of community ICT center.
Computer skill. Computer skill was another major factor in the use of the center.
Those research participants who had relatively better computer skill were using the
centers service in particular the internet to help their purpose. But some, who did not
have the skill to browse the internet, could not benefit much from the center. Hence, a
difference in perception also emanated from users difference in computer skill.
Effectiveness of ICT on Poverty
166
Conclusions
Maximum diversity strategy was implemented in this research and as a result, ICT
centers and research participants represent diversity. Consequently, perceptions of
research participants were expected to vary. Major factors observed during the study that
influenced the various perceptions observed were: location of the center, demography of
users (work status, age, education), and computer skill.
The five community ICT centers who were the subject of this research used
various forms of ICT technology to provide services aimed at supporting the users and
communities around the centers in their quest for information and services that influenced
their daily life. Although the centers are located on varied environment, similar ICTs and
services are provided in all centers. ITU (2009) has identified lack of connectivity and the
cost of access as obstacles to access to information for the developing world. Furthermore
other studies have shown that access to information through telecommunications can
facilitate many development activities including agriculture, commerce, education, and
health care (Gomez & Hunt, 1999; Sebusang & Masupe, 2003). The finding of this study
also adds to the declared view as the availability of the ICT access and services at the
community ICT centers has demonstrated positive developmental influence.
Pott (2003) argued that in order to contribute to development, the creation of
telecenters had to be connected to the existing community organizations and initiatives.
In line with this thought, all the community ICT centers were linked to community
association which was one of the reasons for the community members to use ICT.
Effectiveness of ICT on Poverty
167
A noticeable difference observed between the community ICT centers was the
diversity of the areas of operation, kind of owners and the purpose and use of the services
provided at the centers. Furthermore, when viewed as a continuum across location from
remote to capital city, the remote centers showed a greater benefit for the users. However,
each community ICT center in this multiple case study has demonstrated benefits of
using the center which have an influence in the daily life of the users. This finding is
inconformity to the research conducted by Soriano (2007), which indicated positive
implications of telecenters on economic, social, and human aspects of rural poverty.
In addition, Benjamin’s (2000) causal chain of telecenters impact on development
was also demonstrated by this research:
telecenters → access to ICTs → provide services → assist development (Benjamin)
telecenters → access to ICTs → Computer training → Employment & or job
promotion (Current research)
telecenters → access to ICTs → Internet → Scholarship/export (Current research)
Overall, individual centers benefits were influenced by factors unique to each of
the centers. That is to say, factors that were related to location, demography of users,
computer skill, communication diffusion, and local contents in each center had their
imprints on the outcome and impact of community ICT centers.
In conclusion, the findings of the research revealed that ICT has an impact on
poverty and specifically on economic, educational, and health status of individuals. The
study supported and complemented the notion that ICT can influence poverty provided
the purpose and use of the technology is integrated with development agenda (Harris,
Effectiveness of ICT on Poverty
168
2002; Heeks, 2002). In effect, this research upholds the combined view of the middle-
ground view that declares that if ICTs are applied appropriately, it can play a role in the
development of a nation (Soeftestad & Sein, 2003) and Heeks’s (2002) position B, which
views the types of impacts associated with technological change as both good and bad,
and which sees society rather than technological factors as primary determinants of
outcomes.
Implications of the Research Findings
The following implications are recommendations for maximizing the benefits of
community ICT centers:
1. Effective community ICT centers provide services that have great demand by
the community around them. The community ICT centers must deliver services
by identifying the gap on ICT services demand by community which lies
within the scope of the centers service provision.
2. Effective community ICT centers serve multiple functions for the community.
3. Effective community ICT centers are located at the heart of their user
community. The centers should be easily accessible to provide an ICT access.
4. Effectiveness of community ICT centers are demonstrated in various forms. The
most notable forms of effectiveness are illustrated by economic, educational,
health, and general benefits.
5. Effective community ICT centers are instruments of poverty alleviation by
providing services that influence the economic status of the community.
Affordability & saving, employment, job promotion, general income and agri
Effectiveness of ICT on Poverty
169
income are forms of economic benefits of the community ICT centers.
6. Effective community ICT centers demonstrate educational benefits to the
community living around the centers. Educational benefits can be in the form
of computer literacy and skill, scholarship, distance education, foreign
language, and school education support.
7. Effective community ICT centers can bring health benefits to the community.
Health knowledge and skill, health facility, and health improvement are health
benefits of the community ICT centers.
8. Effective community ICT centers provide access and secretarial services to the
community.
9. The effectiveness of the community ICT centers are influenced by geographic
location. The centers in remote and small town settings demonstrate higher
impact of ICT on poverty.
10. The effectiveness of community ICT centers on poverty is the result of
multiple factors.
11. Effective community ICT centers are integrated with development agenda to
influence poverty.
Recommendations for Further Study
Based on the findings of this qualitative multiple case study, the following areas
for further study are recommended:
1. Future research should focus on understanding the percentage of beneficiary as
opposed to users of the center and community nearby.
Effectiveness of ICT on Poverty
170
2. Other stakeholders might be interviewed with the same interview instrument to
determine if the benefits recognized are similar from other users’ point of view.
3. Since possible reasons for diverse perception of ICT benefits emerged in the
research, an interesting study could be designed to examine the level of
influence of the reasons in the role of ICT on poverty.
4. Future research should include more community ICT centers in different
environmental settings. One such study might be to look at the benefits of ICT
in community ICT centers serving farmers. Would there be similar benefits to
the findings of this research? Would the findings be different had the research
been conducted in private ICT centers?
5. As remote community ICT centers demonstrate higher impact on poverty,
researches that give special emphasis for rural community ICT centers must be
encouraged and given high priority.
6. Finally, results of the present study imply that some benefits of the community
ICT centers were more important than others. A quantitative method can be
used to conduct a survey to rank the level of importance of the community ICT
center benefits. In addition, analysis could be conducted to determine whether
there is correlation between ICT and poverty alleviation intervention.
Reflections of the Researcher
As an instrument of data collection in this multiple case study the researcher was
also a participant in the research process. From this perspective it was necessary for the
researcher to isolate personal feelings, biases, and interpretations during data collection
Effectiveness of ICT on Poverty
171
and analysis. A researcher’s observation note was maintained for this purpose. By virtue
of the researcher’s managerial postion, the researcher had a keen curiosity in the theory of
ICT for development and particularly as it relates to poverty allevation. This interest
stems from at least five years of working in high managerial positions of ICT
departments.
In addition, the researcher brought the following assumptions to the study (a) that
data collection will be confined to the individuals and community ICT centers identified
in the study; and (b) the respondents might not provide the correct information which
would affect both the credibility and validity of the findings.
These assumptions remained important through the duration of the study as the
researcher made every effort to ensure the benfits of the cmmunity ICT centers was
adequatedly captured. Furthermore, the hope of the researcher is that the assumptions
possible effect was mitigated through the process of triangulating multiple sources of data
(Creswell, 1998; Yin, 2003).
During the course of this study, the researcher arrived at the realization that the
benefits of ICT are much more dependent on various factors. The analysis of the data for
these five cases made this abundantly clear to the researcher. In view of geographic
positions, community ICT centers located in remote areas had greately affected the life of
users. In addition, the community ICT centers’ success in benefiting the community is not
entirely dependent on the quality of service provided by the centers but it also depends on
computer skill, demography, and status of employment.
Effectiveness of ICT on Poverty
172
In a nut shell, the research results of this study support the findings of other
scholars such as Heeks (2002) and Benbunan-Fich et al. (2005), who wrote that ICTs’
impact is influenced by other environmental and institutional factors. Moreover, when
viewed through the lens of Heeks’s ICT model, although the centers exhibited varied
effect, this research showed that the analysis of benefit perceptions of all five centers
demonstrated that ICT can have a role on poverty.
In conclusion, the results of this study will help other researchers study the effects
of ICT on poverty as demonstrated by five community ICT centers. Those who undertake
community ICT centers development program need to know how the centers could turn
to a great resource that have an impact on attacking poverty.
173
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APPENDIX A. COMMUNITY ICT CENTERS INCLUDED IN THE RESEARCH