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Universal access to ICT and lifelong learning: Uganda's experience

Universal access to ICT and lifelong learning: Uganda's experience Access to electronic information requires a well‐developed information infrastructure currently lacking in the developing countries. To compound the problem, prospects of achieving lifelong learning are increasingly dependent on access to information held across electronic networks. Uganda's population, similar to much of Sub‐Saharan Africa, never had the opportunity to attend formal school, rendering lifelong‐learning prospects as the last resort to meaningful integration into the knowledge society. To many in developing countries, universal access to ICT‐based information, as a social justice, is a feasible remedy to society's lifelong learning challenges. This paper reports on a case study of the school‐based telecenter (SBT) model to assess appropriateness of the school‐centered approach to universal access, currently under implementation by SchoolNet Uganda. The SBTs, established on a pilot basis, utilize VSAT‐based technology to connect schools and neighbouring communities to the internet. This paper documents the appropriateness of school‐based access points for neighbouring communities at two selected SchoolNet‐Uganda site schools. School‐based access has policy implications for developing countries' approach to universal access and lifelong learning in the emerging knowledge society. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png New Library World Emerald Publishing

Universal access to ICT and lifelong learning: Uganda's experience

New Library World , Volume 105 (11/12): 6 – Nov 1, 2004

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References (2)

Publisher
Emerald Publishing
Copyright
Copyright © 2004 Emerald Group Publishing Limited. All rights reserved.
ISSN
0307-4803
DOI
10.1108/03074800410568761
Publisher site
See Article on Publisher Site

Abstract

Access to electronic information requires a well‐developed information infrastructure currently lacking in the developing countries. To compound the problem, prospects of achieving lifelong learning are increasingly dependent on access to information held across electronic networks. Uganda's population, similar to much of Sub‐Saharan Africa, never had the opportunity to attend formal school, rendering lifelong‐learning prospects as the last resort to meaningful integration into the knowledge society. To many in developing countries, universal access to ICT‐based information, as a social justice, is a feasible remedy to society's lifelong learning challenges. This paper reports on a case study of the school‐based telecenter (SBT) model to assess appropriateness of the school‐centered approach to universal access, currently under implementation by SchoolNet Uganda. The SBTs, established on a pilot basis, utilize VSAT‐based technology to connect schools and neighbouring communities to the internet. This paper documents the appropriateness of school‐based access points for neighbouring communities at two selected SchoolNet‐Uganda site schools. School‐based access has policy implications for developing countries' approach to universal access and lifelong learning in the emerging knowledge society.

Journal

New Library WorldEmerald Publishing

Published: Nov 1, 2004

Keywords: Lifelong learning; Developing countries; Information services; Communication technologies; Electronic media; Uganda

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