INFORMATION TECHNOLOGY APPLICATION AMONG YOUTH IN RUBAGA

DIVISION

SUNDAY SEEZI

Reg. No: 09/U/14238/EXT

A Dissertation submitted to the School of Education and External Studies as a partial

fulfillment of the requirement for the Award of Diploma in Youth in Development Work of

Makerere University

November 2011

DECLARATION

I Sunday Seezi declare that this dissertation is my original work and that to the best of my

knowledge, no similar study has been conducted nor has the same report ever been presented to

another university for the award of a Diploma in Youth in Development Work.

Sunday Seezi

Signature ………………………………….. Date ……………………………………..

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APPROVAL

This dissertation entitled Information Technology Application among Youth in Rubaga Division

was undertaken with my supervision and is now ready for submission to Makerere University

Kampala with my approval as the Supervisor.

Mr. Gidudu Tom

Signature …………………………………… Date ………………………………………

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DEDICATION

I earnestly dedicate this dissertation to my dear parents Mr. and Mrs. Kule Zakaliya, to my

brothers Manasseh, Businge, Mbusa, Isaiah, Pyala and sisters Dorothy and Audiah. These

supplied me with a fountain of inspiration to complete this precious project. Your contribution

both spiritually, morally and financially shall eternally be in my memory. May God reward you

abundantly.

Sunday Seezi

Signature …………………………………….. Date ………………………………..

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ACKNOWLEDGEMENT

I humbly extend my utmost appreciation to my parents, brothers, sisters, relatives, the Kighoma

family and mainly Mr. Gidudu Tom for his parental and friendly guidance. I further wish to

greatly thank my course mates Shilla, Molly, Nkwangu, Tahir and the CYP Co-oordinator for all

the efforts they put in to ensure that I was updated with information that concerned my course.

Thank you once again.

Sunday Seezi

Signature …………………………………….. Date ………………………………..

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TABLE OF CONTENTS

DECLARATION.......................................................................................................................................... i

APPROVAL................................................................................................................................................ ii

DEDICATION............................................................................................................................................ iii

ACKNOWLEDGEMENT.......................................................................................................................... iv

LIST OF ABBREVIATIONS....................................................................................................................vii

LIST OF TABLES....................................................................................................................................viii

ABSTRACT............................................................................................................................................... ix

CHAPTER ONE: INTRODUCTION.................................................................................................1

1.1 Background to the Study..................................................................................................................1

1.2 Problem statement...........................................................................................................................3

1.3 Objectives of the study....................................................................................................................4

1.3.1 General objective of the study..........................................................................................................4

1.3.2 Specific objectives...........................................................................................................................4

1.4 Research questions..........................................................................................................................4

1.5 Scope of the study............................................................................................................................5

1.6 Significance of the study..................................................................................................................5

CHAPTER TWO: LITERATURE REVIEW.....................................................................................6

2.1 Introduction.....................................................................................................................................6

2.2 Institutional framework for ICT.......................................................................................................6

2.3 Scope of Information Telecommunication Technology...................................................................8

2.3.1 Strategies for promoting ICT...........................................................................................................9

2.3.2 Advantages of Computers..............................................................................................................10

2.3.3 Challenges of ICT..........................................................................................................................13

2.4 Definition in terms / Operationalization of terms...........................................................................14

CHAPTER THREE: METHODOLOGY.........................................................................................15

3.1 Introduction...................................................................................................................................15

3.2 Research Design............................................................................................................................15

3.3 Study Area.....................................................................................................................................15

3.4 Study Population............................................................................................................................16

3.5 Sample size....................................................................................................................................16

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3.6 Sampling procedure and Techniques.............................................................................................19

3.7 Data Analysis.................................................................................................................................19

3.8 Research Procedure.......................................................................................................................20

3.9 Limitations of the study.................................................................................................................20

CHAPTER FOUR: ANALYSIS, SUMMARY, FINDINGS, CONCLUSIONS AND RECCOMENDATIONS...................................................................................................................22

4.1 Introduction...................................................................................................................................22

4.2 The Institutional Framework for ICT.............................................................................................22

4.3 Level of ICT knowledge................................................................................................................24

4.4 Stakeholders in ICT promotion......................................................................................................25

4.5 Strategies of promoting ICT..........................................................................................................25

4.6 Challenges.....................................................................................................................................26

4.7 Summary.......................................................................................................................................28

4.8 Conclusions...................................................................................................................................28

4.8 Recommendations.........................................................................................................................30

REFFERENCES........................................................................................................................................31

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LIST OF ABBREVIATIONS

$ - United States Dollar

APC - Association for Progressive Communication

BC - Broadcasting Council

BPO - Business Processing Outsourcing

CBO - Community Based Organization

CD - Compact Disc

CIPES - Collaboration on International Information Communication Technology

for East and Southern Africa

CISCO - Computer Information System Company

COCIS - College of Computing and Information

CPU - Central Processing Unit

CYP - Commonwealth Youth Programme

DVD - Digital Versatile Disc

EC - European Commission

ENG - Engineer

GDP - Gross Domestic Product

HMN - Health Metrics Network

ICT - Information Communication Technology

ICTA - Information Communication Technology Association

ISP - Internet Service Provider

IT - Information Technology

LC - Local Council

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Min - Ministry

MP - Member of Parliament

MUK - Makerere University

NDP - National Development Plan

NITA-U - National Information Technology Authority

PC - Personal Computer

SME - Small Medium Enterprise

SMS - Short Message

TV - Television

UCC - Uganda Communications Commission

UPE - Universal Primary Education

US - United States

USE - Universal Secondary Education

UTL - Uganda Telecommucations Limited

VAW - Violence Against Women

WOUGNET - Women of Uganda Network

WSIS - World Summit on the Information Society

LIST OF TABLES

Table 1: Population and sample of the study

Table 2: Documentary search guide

Table 3: Observation guide

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ABSTRACT

The study was concerned with ICT among young people in Rubaga Division and was carried out

from Kasubi parish. Its major population included youth, ICT instructors, traders and ICT

graduates while the sample comprised of 18 respondents. Specifically the study investigated the

institutional framework governing ICT; strategies for promoting ICT and the challenges

encountered in promoting ICT application among the young people in Rubaga Division. The

study adopted case study while data was collected by the way of interviews, documentary and

observation guide analysis. The study was carried out from Rubaga Division because the

population there comprised the youth who were engaged in ICT activities. The study took place

from March – November 2011.

It was established from the study that ICT application among the youth in Rubaga Division was

taking a centre stage and majority of the unemployed population in Kasubi were the young

people. Unemployment being the main challenge faced by the youth, they were resorting to ICT

as a means of creating themselves jobs. There were ICT policies for instance the National

Broadcasting Policy; Telecommunications Policy; Film and Music Industry Policy; Advertising

Policy; Rural Communication Development Policy. The agencies involved in promoting ICT

included Maritime Telecommunications Network; Warid; Uganda Telecom (UTL); Mango;

Orange; Non Governmental Organizations among others.

The strategies included Integrating ICT in mainstream educational curricula and provided for 12

equitable access to pupils or students at all levels; developed and managed ICT centers of

excellence which provided basic and advanced ICT training; set up mechanisms that promoted

collaboration between industry and training institutions so as to build human resources capacity;

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promoted appropriate incentives to public and private sector partners in order to ensure

contribution to skills development in the ICT sector. However no ICT centers were set up in

Rubaga Division and clearly no sign that any mechanism was put in place instead the youth were

left to struggle on their own to solicit for funds to start up their own IT related businesses.

The challenges included lack of jobs after studying ICT skills; learning a computer being a

challenging task; ICT coverage in Uganda was still low among others. These problems were

further worsened by the lack of government priority in putting much emphasis on ICT lessons. It

was found out by the researcher that relevant authorities had not put in place mechanisms in form

of ICT learning centers and experienced instructors who were capable of teaching both the

highly learned youth and those who had dropped out of school. The few centers that were sighted

as learning centers for IT skills were internet cafés and the instructors there barely knew

anything or what they had to offer as skills were not up to the required standard.

From the basis of the study, the following findings were found – the institutional framework for

ICT, level of ICT knowledge, stakeholders in ICT promotion, strategies for promoting ICT,

challenges of ICT and below are the recommendations which were made;

Policy makers such as Members of Parliament (MPs) should be sensitized about the need to

enact appropriate legislation about ICT and review existing ones. Government especially the

executive and legislative arms should ensure that National ICT policies are passed and

implemented. There is need for some ICT skills to exceed the current supply to end-users

because various levels of skills are required, and some of the training needs are supposed to be

met by the existing institutions such as College of Computing and Information Sciences, College

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of Education and external studies. The universities and other learning institutions need to

implement plans to improve ICT infrastructure. It is also important for government; agencies;

NGOs and companies like MTN; Warid; Mango; Airtel; Orange among others to promote ICT

among the less educated young people in Rubaga Division so that they realize that even one who

is not highly learned can successfully operate an ICT services related business. Rubaga Division

authority should include in its budget sufficient funds to enable civic educators sensitize the

young people on the benefits of starting up ICT businesses as well as providing access to ICT

facilities in form of creating ICT information centers. College of Computing and Information

Sciences subsidize on the prices charged for professional ICT courses. Government should target

ICT for youth.

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CHAPTER ONE

INTRODUCTION

1.1 Background to the Study.Throughout the whole world the mode of carrying out business is changing at a very high speed

with Information and Communication Technologies (ICTs) taking center stage. Both government

and the private sector have no alternative but to move in that direction and adopt ICT (Museveni

2006). The African ICT sector is witnessing a continuous liberalization resulting in satisfaction

of demand and increased access. This trend is witnessed especially in the increased availability

of Personal Computers (PCs).

ICT includes any communication device or application through the use of radio, television,

cellular phones, computer network hardware and software, satellite systems and so on, as well as

the various services and applications associated with them and its main elements include;

development of ICT infrastructure, development of skills, development of legislation and

policies to correspond to the requirements of new ICT, diffusion of information technology,

institutional development and coordination access to ICT monitoring.

However, despite this much of the developing world including Uganda, it is believed that

computers are for the educated and therefore the non educated persons tend to distance

themselves from engaging in Information Technology (IT) related activities. Lack of

standardized training curricula, minimum standards for computer training at all levels of

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education among others are issues that deserve to be given immediate attention. Uganda’s ICT

sector has considerably been liberalized from a few state monopolies to several private providers.

The sector is composed of the subsectors like postal services, broadcasting infrastructure,

information technology, library and information services (National Development Plan 2010/11 –

2014/15).

ICT is an umbrella term that includes any communication device or application through the use

of radio, television, cellular phones, computer network hardware and software and satellite

systems. ICT also encompasses various services and applications such as video conferencing and

distance learning.

In order to achieve a better integration of ICT into the teaching practice, a strong emphasis was

put on the process. Particularly in rural schools, technology and the ways it was used were

distant from teachers’ current cultural practices. The integration of technology is a progressive

process, which might require initial external support to help teachers to participate (Pedro, 2004).

Francisco (2007) mentions that connectivity to the internet, for example might help overcome

some of the most significant obstacles undermining the development of remote areas for

instance, it may enable low-cost access to governmental services, agricultural products and

market information, project and local investment opportunities, financial services, job vacancies

and community development networks. Additionally ICT is often used as an extended synonym

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for Information technology (IT), but is usually a more general term that stresses the role of

unified communications and the integration of telecommunications (telephone lines and wireless

signals), intelligent building management systems and audio-visual systems in modern

information technology (Dennis, 1997).

1.2 Problem statement

ICT is universally acknowledged even in Uganda as an important factor of development. There

has been removal of taxes on ICT equipments, setting up a ministry for ICT, including ICT in

school curriculum and the emergency of several telecommunication companies like MTN, Zain,

Warid among others. ICT is emerging as an important medium for communication as well as a

tool for development, including at the local and community levels and has also led to

convergence between the media and telecommunications. Uganda is making possible efforts to

promote use of ICT for example policies on ICT; institutions like ICT ministry are in place;

universities have courses on ICT; private institutions have been licensed to promote ICT such as

MTN, Zain, Warid; internet is now accessible and schools have curriculum on ICT. Despite the

above initiatives there is not much evidence to prove that ICT has reduced youth unemployment.

The importance of this study is to explore mechanisms of forming ICT into an infrastructure for

promoting youth employment in Uganda by focusing on the case study of Rubaga Division.

Despite all these good efforts, utilization of ICT appears to be almost exclusively reserved for the

elites. The study therefore would like to establish the extent to which ICT is applied in the

people’s activities by taking the case of Youth in Rubaga Division.

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1.3 Objectives of the study

1.3.1 General objective of the studyThe overall objective of the study was to determine information technology application among

youth in Rubaga Division.

1.3.2 Specific objectivesThe study undertook to fulfill the following specific objectives:

i. To examine the institutional framework governing ICT application among the youth in

Rubaga Division.

ii. To assess the strategies for promoting ICT in Rubaga Division.

iii. To examine the challenges encountered in promoting ICT application among the youth in

Rubaga Division.

1.4 Research questionsThe study attempted to answer the following questions:

i. How effective is the institutional framework governing ICT application in Rubaga

Division?

ii. What are the strategies for promoting ICT among the youth in Rubaga Division?

iii. What are the challenges encountered in promotion of ICT application among the youth in

Rubaga Division?

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1.5 Scope of the studyThe study was conducted from Rubaga Division and particularly Kasubi Parish. It dealt with the

youth and covered the period 2000 to 2011 because it is within this period that the government

licensed many private ICT providers for instance MTN, Zain, Warid among others. It is also at

this time that the Ministry for ICT was created.

1.6 Significance of the studyThe study was anticipated to be informative for the government, unemployed masses, policy

makers at National and local government level, Community Based Organizations (CBOs)

involved in supporting and improving people’s livelihoods, citizens, researchers and the

academic fraternity aiming to find out the effects of computer skills and employment

opportunities for Young People in Rubaga division, Kasubi parish. Government would benefit

from the already availed information such as challenges and strategies for promotion of ICT so

as to implement relevant infrastructure as well as including the youth in the planning and

decision making processes; the unemployed would benefit from the fact that ICT is not only for

the educated hence going for short professional courses in ICT to boost their skills that met daily

ICT problems; CBO’s would engage themselves in several communities in the angle of making

ICT affordable since in the developing world, most employers need people with ICT/computer

knowledge; and policy makers would benefit from this study by setting up strict rules to curb

ICT dealers who do unprofessional work, sell pirated software among others.

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CHAPTER TWO

LITERATURE REVIEW

2.1 IntroductionThis chapter deals with a review of related literature on the study and this was done alongside the

objectives of the study. The main ones being to; establish the institutional framework governing

ICT application among the youth in Rubaga Division, assess the strategies for promoting ICT

application among the youth in Rubaga Division, examine the challenges encountered in

promoting ICT application among the youth in Rubaga Division. From the above objectives,

themes and sub-themes were generated and the review was done beginning with the most current

sources. In the course of the review a fundamental model where the review begins by looking at

the international perspective then narrows down to the continent, followed by East Africa before

winding up with Uganda. The themes and sub-themes under which the literature review was

done are; institutional framework for ICT, policies and principles governing ICT, regulation of

ICT, elements of ICT, strategies for promoting ICT and advantages of ICT in Rubaga Division.

2.2 Institutional framework for ICTFollowing the period of growth in the telecommunications industry in the late 1990s, the dot com

bubble burst at the beginning of the 21st century. The crisis in the telecommunications market

affected numerous companies, but did not deter the development of new technologies and the

evolution of the ICT sector. 

In 1992, Estonia had just lost its major trading partner and was experiencing hyperinflation and a

15% fall in GDP. Estonia was turned around by sound economic policies and a thrust to

modernization in which equitable ICT development played a key role. Building on a policy

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tradition of equitable growth, South Korea’s informatization program raised the number of

internet users from 2% in 1995 to 65% in 2001. Both countries had a substantial educational base

developed through a sustained effort over the years. Their action programmes included cost-

effective comprehensive measures to ensure that all citizens had access to and partake in the

benefits of ICT development (Proenza - E-For All).

Uganda had a favorable enabling policy and regulatory environment for ICT development. The

recognition for ICT-led socio economic development by the government led to an ongoing

consultative process spearheaded by the Uganda National Council for Science and Technology

(UNCST). In 1997 president Museveni requested the ministry of ICT for strategies to enhance

ICT development in an effort to facilitate private sector investment growth in Uganda. A national

ICT taskforce was established in 1999 drawn from key stakeholders and disciplines. The task-

force has undertaken several consultative meeting and initiatives to solicit input to its draft policy

document (http://www.uneca.org/aisi/nici/Uganda/uganda.htm)

The status of ICT in Uganda was influenced by various policies, statutes, laws, acts and

regulations, passed and enacted over the last 10 years. These among other things, brought about

liberalization in the various social/economic sectors. The telecommunications policy was enacted

in 1996 with the main objective being to increase penetration of telecommunication services in

the country through private sector investment rather than government intervention. The Rural

Communications Development Policy of 2001 was meant to provide access to basic

communication services within distance to all people in Uganda.

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2.3 Scope of Information Telecommunication Technology

During the Asian Regional Conference for the World Summit on the Information Society

(WSIS) held in January 2003, it was emphasized that development in regional economy, society,

culture, technology to accelerate and improve information society should be fully utilized at

every level to allow all human beings share benefits from the utilization of information networks

(Madushan 2009). In July 2000, the Japanese Government announced its comprehensive

cooperation package to address the international digital divide, with the view to extend a total of

US$ 15 billion over the five years from 2000. The four pillars in this comprehensive cooperation

package included the raising of awareness towards ICT opportunities and contributing

intellectually to policy and institution-building. There was also the development and training of

human resources; building ICTs infrastructure and providing assistance for network

establishment; and promoting the use of ICTs in development (Madushan 2009).

The ICT domestic market in India grew from $10 million in 1991 to $1.75 billion in 1999. At

that time 19 States out of 26 had new IT policies; e-governance; e-banking; e-manufacturing; e-

commerce; among others are the new mantras in India. The major private industries also

participated in providing high bandwidth optical fiber network in India (Madushan 2009).

The ICT sector was structured into three levels namely; policy, regulatory and operational and

was composed of telecommunications, postal services and broadcasting infrastructure.

According to the (NDP), formulation guidelines issued by the National Planning Authority

(NPA), the library and information services sub-sector fell under the ICT sector. At Policy level

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the sector was coordinated by the Ministry of ICT. At the regulatory level it was coordinated by

semi-autonomous institutions, particularly the Uganda Communications Commission (UCC) for

communications, Broadcasting Council (BC) for broadcasting and the proposed National

Information Technology Authority (NITA-U) for Information Technology. The operational level

is spearheaded by various government agencies and the private sector including the National

Library of Uganda responsible for the creation of content, collection, preservation and

dissemination of information about Uganda (Awori - ICT Sector Thematic Paper 2009).

2.3.1 Strategies for promoting ICT In Uganda the present national strategy of government related to ICT for education was

enshrined in the national ICT policy which was enacted in 2002. The first objective of the ICT

policy for Uganda was to sensitize and create awareness and was broken down into a number of

components as follows:

(i) To integrate ICT in mainstream educational curricula and provide for 12 equitable access to

pupils and students at all levels; (ii) to develop and manage ICT centers of excellence that

provided basic advanced ICT training; (iii) to set up mechanisms that promoted collaboration

between industry and training institutions so as to build human resources capacity; (iv) to

promote twinning of training institutions in Uganda with those elsewhere so as to enhance skills

transfer; (v) to promote appropriate incentives to public and private sector partners in order to

ensure contribution of skills development in the ICT sector.

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2.3.2 Advantages of Computers

Senn (2004) said that computers are linked through communications systems that offer four

major personal and business benefits to users. These are speed, consistency, precision and

reliability (see figure 1:1). Benefits of computers

Senn maintained that computers are much faster than people could ever hope. They perform

calculations, retrieve stored information, transmit information from one location to another and

move objects around a computer screen almost instantly through email and electronic mail.

The people often find difficulty in repeating their actions exactly; indeed, doing something once

is not nearly as difficult as doing it the same way and with the same result repeatedly. Computers

excel at repeating actions consistently whether running a spell checker built into a word

processor or playing multimedia animator for training purposes, a computer will carry out the

activity the same way every time, (Senn 2004).

In addition to being fast and consistent computers are extremely precise. They can detect minute

differences that people cannot see. In manufacturing an auto-mobile for example; the precise

placement of a part, as directed by a computer, may make the difference between long use and

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Speed

Consistency

Precision

Reliability

Information

early wear computers excel in managing the smallest differences that is in being precise, (Senn

2004).

With speed, consistency and precision comes reliability. When you know that the same

procedure will be followed, rapidly, consistently, and precisely, you can expect reliability of

results that is; you can depend on getting the same results again and again. You can also count on

computers and communications networks to be available and properly functioning when you

need them, (Senn, 2004).

Senn further states that as companies seek to reduce the burden of travel for both customers and

own employees, a growing number has created online learning systems to deliver products and

service training. For instance CISCO located in Northern California’s high-tech Silicon Valley

region, is one of the most important suppliers of equipment that make internet possible. It

delivers nearly all education about new products to customers and new employees regardless of

where they may be located throughout the world.

Beneath the covers of digital interactive game machines you may find the same type of

electronic components that are used in the IT applications of huge companies. Several chemical

and fertilizer companies now offer a planning service that combines their expertise in agriculture

with effective use of information technology. Company advisors employ sophisticated computer

programs to help farmers analyze alternative uses of their land. These programmes evaluate

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different planting and fertilizing strategies while estimating crop sensitivity to rain and other

environmental conditions. Each strategy can be analyzed to determine which will yield the most

desirable results in terms of productivity and profits (Senn 2004).

Important institutions such as hospitals and clinics now use computers to keep records and

generate invoices. They also use them to diagonise and treat patients’ problems. For example the

Computerized Axial Tomography (CAT) scanner is an imaging device that enables physicians to

look beneath the patient’s skin. As the scanner passes over the patient, it displays an image of

bone and tissue structures on a computer screen. The CAT scanner has become invaluable in

identifying cancer and other conditions that benefit from the early treatment (Senn, 2004).

It is also now possible to read many of the world’s great newspapers on the internet. Behind the

scenes, reporters and journalists rely heavily on word processors and prepare news articles and

write their columns. Typewriters are just not used anymore and graphic designers who create the

layout and procure the illustrations to accompany the text also use computers (Senn, 2004).

ICT development has changed every aspect in the human society. It has affected our lives in

many ways thus through faster communication speed by email to friends, business partner or

anyone efficiently; paper less environment; effective sharing of information; people can share

and exchange opinions, news and information through discussion groups, mailing list and forums

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on the internet. This enables knowledge sharing which will contribute to the development of a

knowledge based society (Madushan, 2009).

2.3.3 Challenges of ICTNotwithstanding the enormous uses and benefits of ICT, its application is faced by a number of

limitations. The main ones are: inconsistent power flow; physical environment; expensive

connectivity and bandwidth; human factors and institutional obstacles.

Lack of consistent and affordable electricity is the single greatest challenge in designing a

computing infrastructure for rural health informatics (or any other application for that matter).

The vast majority of health facilities in remote parts of the developing world have no main power

and, where available, such power is usually extremely unreliable or so unstable that it poses a

threat to unprotected electronic equipment (Eblantz, 2010).

The physical environment in most rural and remote settings was also characterized by some

combination of heat, dust and humidity, each of which was a challenge for standard computers.

High speed Central Processing Units (CPUs) generate enormous amounts of heat that, if not

properly installed, reduced performance or would render these systems unusable. Dust threatens

sensitive electronics by causing short circuits and impeding airflow and heat dissipation.

Humidity leads to condensation, corrosion and even mold, all of which can cause electrical

problems and shorten equipment lifespan.

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There was also the lack of affordable connectivity and bandwidth for rural areas, including tele-

medicine and other real-time diagnostic support and training initiatives. Lack of connectivity

further complicated more basic efforts to collect and analyze health information.

Physical and infrastructural challenges were also obstacles to sustainable health information

solutions in underserved areas. A partial list of these included: inexperienced computer users;

lack of trained technical support; uncoordinated or absent governance mechanisms; widespread

poverty and associated security risks (Eblantz, 2010).

2.4 Definition in terms / Operationalization of termsFor the purpose of this study the following terms were used in the following context.

Software package - An application that focuses on a particular subject such as word processing,

and is sold to agencies, companies and the general public.

Computer - An electronic system that can be instructed to accept, process, store and

present data and information.

Storage - The process of retaining information for future use by the computer.

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CHAPTER THREE

METHODOLOGY

3.1 IntroductionThis chapter deals with the overall plan and strategy followed during the conduct of the research.

It spells out the research design, study area, population and sample. It also deals with the

sampling procedure, data collection methods and techniques as well as the data analysis. The

research processes together with limitations encountered during the study are also handled.

3.2 Research DesignThe case study research was preferred basically because nearly every aspect of the subject’s life

and history was analyzed to seek patterns and causes of behavior. Case study research method is

an empirical inquiry that investigates a contemporary phenomenon within its real-life context;

when the boundaries between phenomenon and context are not clearly evident; and in which

multiple sources of evidence are used (Yin, 1984 p. 23).

3.3 Study AreaThe research was conducted from Kampala District, Rubaga Division and in the communities of

Kasubi, Mengo and Nakulabye. Rubaga Division was chosen because of its diverse demographic

characteristics. For example the population comprised of different ethnicities, its people had

economic contrasting statuses and levels of education. These variables were expected to enable

xxvi

the researcher obtain a variety of perceptions which would in the end provide more reliable

information. Kasubi village was chosen because of its central location and convenience to the

researcher.

3.4 Study PopulationThe population of the study included the youth; College of Computing and Information Sciences

(COCIS) staff; ICT graduates; and Traders of ICT accessories. These were selected because the

background reading indicated that they had the kind of information the study was looking for.;

ICT instructors were responsible for providing knowledge to the youth who were included

because they were the majority of the unemployed population.

3.5 Sample sizeThe study was based upon a sample of 18 respondents who included five Youths; three ICT

instructors; six ICT graduates; and four traders. Youth are generally defined according to an age

limit, but the age limit varies from country to country. The United Nations age band is 14 – 24

years, while the Commonwealth Youth programme uses 15–29 years (Young People and Society

pg 44). They were chosen because they were the most unemployed population in any given

community; ICT Instructor was defined as a person who impacted practical ICT knowledge to

the students/learners such as networking; troubleshooting; repairing; cloning and maintenance of

ICT devices such as computers, printers, scanners, photocopiers among others; ICT Graduates

are people who had completed and attained the skills in ICT and they ranged from certificate

holders, ordinary and advanced diplomas, degrees and masters. They were fully qualified

xxvii

because they had certificates ready to present to cooperate companies to get jobs. Also these

certificates acted as a boost when presented to their clients and got convinced that the ICT

graduate is fully qualified to work on their machines. Traders were people who dealt in devices

such as keyboards, mice, monitors, system units, flash disks among others. Their work was to

ensure that they provided easily accessible and on demand devices that made ICT work run

smoothly.

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Details about sample size and selection are found in table 3.1

Table 3.1 Population and sample for the study N = 18

Population Sample Sample size Reason for selection

Youth Both educated and uneducated Youth who were unemployed from Kasubi in Rubaga Division.

5 They had basic knowledge and theory about ICT

College of Computing and Information Sciences (COCIS) staff

Head of Department

Instructors

1

3

Involved in designing training programmes of ICT skills.

ICT graduates Entrepreneurs of ICT businesses such as CD-recording and burning; internet cafes among others.

6 They were the initiators, consumers and providers of ICT services.

Traders Dealers in computer accessories

4 These determined the accessibility of computer devices in terms of prices.

Total 18

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3.6 Sampling procedure and TechniquesThis was a largely qualitative study because of the need to obtain first hand information from

persons directly influenced by information technology application among young people and

accordingly, the study used interviews, document search and observation guide.

An interview is a set of verbal and non verbal interactions between two or more people, focused

on gathering information to decide on a course of action (www.readysetpresent). An interview is

important because fieldworkers are free to deal with the topics of interest in any order and to

phrase their questions as they think best. This type of structure uses a broad range of questions in

any order according to how the interview develops (Hammond, 1995).

Documentary analysis is a type of collecting, recording, interpreting of information from

secondary sources such as texts and magazines, news, journals and government publications.

Other sources included census publications, novels, film and video, paintings and the internet

(Desey, 2003 pp 34-56). Its benefit is that information on ancient histories which cannot be

found by the interview surveys that have been documented but the websites changed can only be

obtained from libraries or museum.

3.7 Data AnalysisData was analyzed using the strategy of content analysis. The views of respondents were

recorded exactly as they were revealed. To maintain accuracy the researcher used an interpreter

to get the views of those who could not understand english. For observation the researcher

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recorded what was observed and also utilized a camera by taking pictures of the computer

laboratories, internet cafés and internal computer devices.

3.8 Research Procedure The research proceeded only after the required clearances had been obtained. First an

introductory letter was provided by the university through the Head of College of Education and

External Studies. After this had been obtained, the researcher presented it to the Heads of the

agencies from where data was collected for their permission. Even after the permission had been

granted, the researcher politely requested individual respondents to participate on the study. They

were assured of confidentiality and were free to withdraw their participation at any time of their

choice.

3.9 Limitations of the studySome respondents were not cooperative in a way that they demanded payment first in order to

provide information. This was because they claimed that their information was going to be used

to write business proposals which would in the future fetch a lot of money, however the above

limitation was solved by providing the respondents with my university identity card; the music

producers were a problem because of their busy schedules and I overcame this by interacting

with the young people who worked with the main music producers and the information obtained

was very vital in the study; there was too much beaurocracy cited especially from the Ministry of

ICT and LC one councils and the researcher would come back another day or was prompted to

pass through various steps; taking photographs was not an easy task since it required seeking for

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permission first from the owners of the respective ICT related enterprises like I-tech ICT

solutions Limited, therefore it was important to acquire clearance from the head of ICT skills at

the College of Computing and Information Sciences (MUK) to be in position to take pictures of

the computer laboratories.

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CHAPTER FOUR

ANALYSIS, SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

4.1 Introduction This chapter deals with the present other discussion and analyzing the findings. It also covers the

conclusions and recommendations. All these revolved around the study objectives, the main one

being ICT application among the youth in Rubaga Division. The specific objectives were to

examine the institutional framework governing ICT in Rubaga division; to assess the strategies

for promoting computer skills in Rubaga division; and to examine the challenges encountered in

promoting computer skills in Rubaga division.

4.2 The Institutional Framework for ICT

The study found out that Uganda had a good foundation on which its ICT initiatives were built.

The current status of ICT in Uganda was influenced by various policies, statutes, laws, acts and

regulations, passed and enacted over the last 10 years. These among other things brought about

liberalization in such sectors as MTN, Warid, Mango, Orange, UTL and Zain. The

Telecommunications Policy was enacted in 1996 with the main objective as to increase the

penetration and level of telecommunication services in the country through private sector

investment rather than government intervention. The rural communications development policy,

2001 had the main objective of providing access to basic communication services within

reasonable distance to all people in Uganda.

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There was the Communications Act whose objective was to increase penetration of

telecommunication through private sector. The agencies involved in promoting ICT included

Maritime Telecommunications Network (MTN); Warid; Uganda Telecom (UTL); Airtel, which

promoted ICT through their services such as the customer care service call centre which

employed mainly the youth with ICT skills because even before one got a job, he/she would do

an interview on the computer like testing ones’ typing speed; Makerere University promoted ICT

whereby it put infrastructures like computer laboratories to enable students have hands on

practicals and also there was a policy where ladies payed less money than the gents as a measure

of making ICT affordable to the vulnerable groups in society; government (Min. of ICT) ensured

that all schools had a curriculum of computer and examinable by Uganda National Examination

Board (UNEB); there were also Non Governmental Organizations (NGOs) such as Women of

Uganda Network (WOUGNET) which promoted ICT through organizing workshops within

Kampala and the main themes were based on creating awareness of ICT among women so as to

enable them report cases of violence against them by use of email; the NGOs promoted ICT in

that WOUGNET organized a national strategy an ICT workshop on 22nd and 23rd September

2009 at Nobview hotel, Ntinda. The main objective of the workshop was to enable key

stakeholders in the area of violence against women and ICT to explore and understand the

connections between violence against women and girls, and it payed particular attention to ICT

policies and interventions; the youth with ICT skills obtained from various learning institutions

obtained jobs from computer accessory shops like Vine computers, Lion China, Walugembe and

sons, Mercury computers and internet cafés like Biznas, fastnet, Dotcom cafés which all further

boosted the young people’s ICT skills. It was also through the internet cafés that the youth took

advantage of advertising themselves on social websites such as facebook, twitter, website pages

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because they posted their curriculum vitaes describing themselves online. Established ICT

centers like Bwera Information Centre (BIC) at the district and sub-county levels in Kasese

contributed to the availability of platforms for interacting with computers for example there was

a lot of information on the internet concerning any project one could think of. The youth with

ICT skills made use of the internet cafés to obtain information about agriculture, carpentry,

betting which some made a fortune out of because they put into practice the information they had

obtained from the internet. There were also private companies involved in sales marketing and

technical services like computer repairing and network installation. The others included theatre;

films and video production; publishing and document centers.

4.3 Level of ICT knowledgeThe study found out that apart from formal institutions such as Makerere University where ICT

was taught professionally, the majority of the people in informal sector had very little or no basic

ICT skills. It was found out from the majority of respondents including those manning internet

cafés as well as youth burning Compact Discs (CDs) and Digital Versatile Discs (DVDs) that

their ICT skills were limited them to do certain functions and purposes. For instance the study

noted that all the young people dealing in recording music only profited from that project and

may be sold the software that was used for burning or recording. Mostly young people who

worked in the earlier mentioned internet cafés only knew how to surf the internet but were not

technically good to perform computer repair and maintenance and therefore their employers had

to hire experts to do what the youth were not capable of. Important to note is that most of the

youth were lowly educated and this limited their chances of reading and critically understanding

the information availed to solve a given problem.

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None of them could use the computer for other secretarial services such as typesetting documents

or making simple calculations. This was due to the fact that none of these people had ever

acquired formal ICT training.

4.4 Stakeholders in ICT promotion The study found out that the Ministry for ICT was the overall cordinator for ICT promotion in

the country but worked closely with other agencies in this effort. These included eduaction

institutions such as Makerere University that had the faculty of ICT under the College of

Computing and Information Sciences. There were also small scale ICT operators such as internet

cafés, music recording shops and private investors in ICT. The telecommunication companies

also played a key role in ICT promotion for instance, all the major telecommunications

companies: warid, Orange, Airtel, Mango among others had internet programmes.

On Saturday 22/10/2011 Bukedde Television (TV) a local vernacular tv station broadcast the

Queen of Buganda kingdom advocating for education and most importantly, donated 15 new

computers to Makerere University’s Female Scholarship Initiative (FMI), for which she was a

patron.

4.5 Strategies of promoting ICTThe study found out a number of strategies that were applied in the promotion of ICT in the

country by both governement and the private sector for instance the government had a ministry

for ICT, and the National Information technology Authority (NITA) had been created. In

addition all the High Institutions of Learning including secondary and some primary schools had

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computer lessons as part of their curriculum. The ICT knowledge was also being passed on

informally; the youth who knew computer skills shared it with the others. This was the case

mostly with those selling music CDs where they claimed to have learned the skills from each

other. The other strategies included observation and experimentation forinstance one young

person operating a café in Nakulabye revealed that he learnt working in a café by observing his

elder brother.

The government also got support from donors such as the $100m from the European

Commission (EC) support to developing countries in the growth of ICT. Telecom companies had

invested $840m in the last 10 years. These companies also created 400,000 direct and indirect

jobs and paid $300m in taxes over the same period, internet subscriptions increased from 17,000

to about two million users over the last ten years (The NewVision 22nd October 2008). Two

secondary schools received shillings 120 million ICT laboratories under the Rural

Communication Development Fund Project. The 120m labs at Kitebi and Nsangi secondary

schools in Wakiso distrcit were opened by Dr. Hamadoun Toure who worked for the

International Telecommunication Union.

4.6 Challenges A number of weaknesses were encountered by government and individuals in promotion of ICT

among the Youth. One of them was the technical nature of ICT. Young people met for the study

confessed that they found learning computer to be a challenging task.

One of them said “I only learnt a few skills required in burning the CDs and making movies.

This is because the course was complicated and yet I stopped in senior two.”

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Some of the complex parts of a computer

The senior lecturer – ICT Department at Makerere University mentioned a similar point when he

stated that ICT coverage in Uganda was still low due to the general low levels of illiteracy in the

country. The second challenge was in accessing the computer. It was unanimously pointed out by

all respondents to the study that for a person to master the skills for a computer, they needed to

have one to themselves so that they could practice at will.

To confirm this point, the researcher found out that just one in every four people he randomly

asked whether they knew how to use a computer, replied that they could not. The other challenge

was the lack of a clear government policy on ICT. The ministry for ICT revealed that their ICT

policy was still targeting the institutions and did not effectively deal with ordinary people.

There was also the feeling among the Youth (four in every five) that even if one learnt ICT there

were no jobs available for them. One lady respondent said “I cannot waste any more time and

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HARD DISKS

RAM (Random Access memory) FULL COMPUTER

SYSTEM (LCD Monitor, system unit, mouse and keyboard)

CPU (Central Processing Unit)

knowledge learning new skills such as computer. This is because I do not have any big person to

help me find a job. ”

4.7 SummaryThe study was concerned was concerned about ICT application among young people in Rubaga

Division and was specifically carried out from Kasubi parish. Its major population included

youth, ICT instructors, traders and ICT graduates while the sample comprised of 18 respondents.

The study investigated the institutional framework governing ICT; strategies for promoting ICT

and the challenges encountered in promoting ICT application among the young people in Rubaga

Division. The study adopted qualitative study while data was collected by the way of interviews,

documentary and observation guide analysis. The study was carried out from Rubaga Division

because it is where the researcher stayed and most of the population there were the youth who

had engaged themselves in ICT related activities so as to fight unemployment. The study took

place from March – November 2011.

4.8 ConclusionsIt was established from the study that ICT application among the youth in Rubaga Division was

taking a centre stage. The youth resorted to ICT as a means of creating themselves jobs. There

were policies on ICT for instance the National Broadcasting Policy; Telecommunications Policy;

Film and Music Industry Policy; Advertising Policy; Rural Communication Development Policy.

The agencies involved in promoting ICT included Maritime Telecommunications Network

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(MTN); Warid; Uganda Telecom (UTL); Zain; Orange; Non Governmental organizations among

others.

The strategies adopted for ICT promotion included Integrating ICT in mainstream educational

curricula and provided for 12 equitable access to pupils or students at all levels; developed and

managed ICT centers of excellence; setting up of mechanisms that promoted collaboration

between industry and training institutions; promoted appropriate incentives to public and private

sector partners. However no ICT centers were set up in Rubaga Division and clearly no sign

that any mechanism was put in place.

The challenges included lack of jobs after studying ICT skills; learning a computer being a

challenging task; ICT coverage in Uganda was still low among others. These problems were

further worsened by the lack of government priority in putting much emphasis on ICT lessons. It

was found out by the researcher that relevant authorities had not put in place mechanisms in form

of ICT learning centers and experienced instructors. The few centers in Rubaga Division that

were sighted as learning centers for IT skills were internet cafés and the instructors there barely

knew anything or what they had to offer as skills were not up to the required standard.

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4.8 Recommendations On basis of the study, findings, it is hereby recommended as follows:

i. Policy makers such as Members of Parliament for instance should to be sensitized about

the need to enact appropriate legislation about ICT and review existing ones.

ii. Government especially the executive and legislative arms should ensure that National

ICT policies are passed and implemented.

iii. There is need for some ICT skills to exceed the current supply to end-users because

various levels of skills are required, and some of the training needs are supposed to be

met by the existing training institutions such as College of Computing and Information

Sciences, College of Education and external studies and other ICT learning institutions.

iv. The universities and other learning institutions need to implement plans to improve ICT

infrastructure for internet users.

v. It is also important for government, agencies and stakeholders to promote ICT among the

less educated young people in Rubaga Division so that they realize that even one who is

not highly learned can successfully operate an ICT services related business.

vi. Rubaga Division authority should include in its budget sufficient funds to enable civic

educators sensitize the young people on the benefits of starting up ICT businesses as well

as providing access to ICT facilities in form of creating ICT information centers.

vii. The College of Computing and Information Sciences should subsidize on the prices

charged for professional ICT courses like the girls.

viii. Government budget should target ICT for the youth.

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REFFERENCES

1. Dennis, S. (1997) Information and Communications Technology. United kingdom

2. Eblantz, E. (July 12, 2010) Challenges of ICT. Paris

3. Francisco J. P. (2007) E-For All. Roma

4. ICT Sector (27th February 2009) ICT Sector Thematic Paper. Kampala

5. Madushan, P. (2009) ICT contribution to society. Colombo

6. Ministry of ICT (2005) Policy for Information and communication technology in the

education sector. Uganda

7. Min. of Works, Housing and Communication (2002) National Information and

Communication Technology Policy Framework. Uganda

8. Museveni, Y. K. (2006) National Resistance Movement (NRM) manifesto. Uganda

9. National Development Plan (2010/11 – 2014/15) Growth, employment and socio-

economic transformation for prosperity. Uganda

10. Obot, J. (2008) Development Network of Indigenous Voluntary Associations. Uganda

11. Pedro, H.K. (2004) Design of and ICT infrastructure

12. Richardson, D. (2008) ICTs Transforming Agriculture. Kampala

13. Senn, J.A. (2004) Information Technology principles and Practices. Opportunities 3rd

edition. New York

14. Yin, R.K. (1984) Research Methodology. Malaysia

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APPENDIX I

INTERVIEW GUIDE

i. Major stakeholders in ICT promotion

ii. Use of computers

iii. Tasks for which computers are used.

iv. Availability of the computer to the respondents

v. What the following should do to promote computer use;-

vi. Government

vii. Community/society

viii. Individuals

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