In this paper, ICT is proposed to create or strengthen social capital of rural female entrepreneurs. A model of the impact of ICT on rural female social capital and self-employment was founded under the framework of social capital theory and entrepreneurship theory. A field survey conducted in Liaoling province was reported to support the propositions by the author.
This e-Primer looks at information and communications technology (ICT) for development through a gender lens. It provides a gender perspectives to issues of ICT policies; access and control; education, training and skill development; and content development, and introduces a framework to integrate gender in ICT for development and empower women.
Information and Communication Technology (ICT) have become common place entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavor within business and governance. Within education, ICT has begun to have a presence but the impact has not been as extensive as in other fields. Education is a very socially oriented activity and quality education has increased. The use of ICT in education lends itself to more student-centered learning.
Through the formation of women’s cooperatives and development of their capacity in entrepreneurship, women can become better equipped to enter the market for green products and gain access to vital resources needed for businesses. With dramatic growth in ICT innovation, women’s green cooperatives in the region can benefit from the use of e-business practices. This guidebook provides policy makers and entrepreneurs with background information in this niche area, with guidelines on developing women’s cooperatives, entrepreneurship and e-business.
From 2007 up until early 2011 Spider supported various gender-focused initiatives that sought to uplift women particularly in the rural regions of the global south. This report offers an analysis of the impact on the lives of the women that participated in the projects. The publication covers five different projects carried out in six different locations.
From activists in Egypt to coffee farmers in Colombia, the Internet has transformed the lives of billions of people. It functions as a gateway to ideas, resources, and opportunities that never could have been realized before. All around the world, the Internet is helping people to imagine new possibilities—and then, to make them happen. But women and girls are being left behind. On average across the developing world, nearly 25 percent fewer women than men have access to the Internet, and the gender gap soars to nearly 45 percent in regions like sub-Saharan Africa.
This webpage offers links to resources specifically targeted at women. The resources are divided into two categories: general women- and gender-related training resources, and women-focused ICTs resources grouped by topics. Topics include strategic Internet use, online collaboration, web design and knowledge management.
The Amader Gram ICT4D project started its activities in 2001. These activities focused on 12 villages and many schools of Rampal upazila in Bagerhat district in the south west of Bangladesh. This project was targeting both women and their children through awareness-raising activities. It aims to eliminate the difference between city and village women through computer training. Armed with this knowledge, women’s opinions are getting higher priority when decisions are taken about their children.
This essay on gender equity and the use of ICTs in education looks at how ICTs are being used by girls and women in the education space in the focus countries. Gender disparity is a critical issue in all focus countries, except perhaps the Maldives and Sri Lanka to an extent. Most countries in the region are characterized by low female literacy levels, lower participation in the labor force, and lower representation in the administrative and political arena.
In Section 1 the evolution of the international debate on gender and information technology is sketched out. Section 2 contrasts the impact of infrastructural and gender-specific constraints on women’s capacity to exploit the potential of the new information and communication technologies in different world regions. The cross-cutting role of gender in determining participation in the information society, and the issues this raises, are explored in Section 3.
