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There has been an increased interest on small-scale pumped irrigation (SSPI) in Sub Saharan Africa (SSA), however little is known on the adoption processes behind this technology. Moreover, the conditions for successful SSPI adoption remain largely unexplored. This research aims to achieve a deeper understanding of the present adoption processes to inform future policy. The thesis was framed around the diffusion of innovations model (Rogers 2003), using the systematic review methodology and field surveys. Interviews involving 212 farmers and 25 other stakeholders were conducted between 2013 and 2014 within 3 districts in Malawi. The responses were analysed using descriptive statistics and content analysis. The systematic review revealed that evidence relating to pump performance in SSA was limited, lacked standards and confined within particular regions. The field surveys identified that four different pumped systems have been adopted by farmers in Malawi; group treadle, individual treadle, group motorized and individual motorized. Farmers generally prefer individually managed pumps that are easy to operate and fit in with their existing farming practices. Adoption is driven either by the attributes of self-motivated farmers or by incentives such as free or subsidized pumps. While adoption by self-motivated farmers is consistent with Rogers (2003) model, adoption due to incentives shows differences. The research proposes a modification to the Rogers (2003) model and revised definition of success in SSPI adoption, leading to a new framework showing pathways of success. This framework identifies the routes taken by farmers who successfully adopt or discontinue using pumps. Incentive farmers are typically the poorer; these need continued external support to survive the learning curve. For self-motivated farmers, their higher socio-economic status supports successful adoption. To ensure sustainability, SSPI promoters need to offer continued support to incentive farmers and/or reduce barriers to accessing the pumps for self-motivated farmers.

Many development organisations are initiating programs in Sub-Saharan Africa bringing information technology to community centres, schools, universities, and government institutions. In the United States and more particularly Silicon Valley, California, people are convinced of the benefits of the Internet. An organisation started in this context, Schools Online, has initiated programs in over 31 countries and spent millions of dollars in the South. The study focuses on Schools Online's history, structure, and vision while researching its activities in a rural school in the town of Jinja, Uganda, in Sub-Saharan Africa. It is recommended that Schools Online listens and learns from its beneficiaries when planning an information technology project. / Development Studies / M. A. (Development Studies)

Many development organisations are initiating programs in Sub-Saharan Africa bringing information technology to community centres, schools, universities, and government institutions. In the United States and more particularly Silicon Valley, California, people are convinced of the benefits of the Internet. An organisation started in this context, Schools Online, has initiated programs in over 31 countries and spent millions of dollars in the South. The study focuses on Schools Online's history, structure, and vision while researching its activities in a rural school in the town of Jinja, Uganda, in Sub-Saharan Africa. It is recommended that Schools Online listens and learns from its beneficiaries when planning an information technology project. / Development Studies / M. A. (Development Studies)

The “What” and “Why” in information system development in resource restricted environments is already well covered in literature. However, the “How” to do it still has not been explored. This thesis reports on the development of a locally flavoured participatory user requirements elicitation framework for the development of information systems in resource restricted environments. It uses existing participatory design practices, user requirements elicitation literature and local participatory norms and traditions to achieve this. In doing so, it takes a step towards the way information systems could be developed in resource restricted environments. The topic of this thesis is mainly motivated by the recent calls in existing literature for developing countries to start developing their own information systems in order to address their own requirements. Accordingly, and to lay a foundation towards the realisation of this goal, this research is positioned within the user requirements elicitation region of information systems development. Current user requirements elicitation methods use traditional methods where experts/designers ask system users questions through interviews or learn about their environment through observations. This research proposes a shift from this approach to one that not only views users as equal partners in the elicitation process but in the whole information systems development process. This is in the spirit of participatory design, which was developed in Scandinavia more than four decades ago. Further, recent research in participatory design emphasises the importance of its contextual nature and concedes that there is no single best practice for participatory design in information systems that applies to all contexts. This research explores the information systems development discourse in resource restricted environments in Africa. Its purpose is to enhance understanding of the local contexts, thus providing new insights on how to develop a framework that speaks to local challenges using norms and traditions in order to develop information systems that address local requirements. Thus, the main contribution of this research lies in laying a foundation for a locally flavoured participatory approach for information systems development in resource restricted environments. It contributes to the existing information systems development, participatory design and user requirements elicitation body of knowledge by developing a framework for participatory user requirements elicitation. In addition, it contributes to the participatory design body of knowledge by introducing an age-old African participatory decisionmaking approach to the academic participatory design community. In doing so, it adopts the meaning of participation from an African value system point of view, which is something that has only been previously explored in the Nordic countries and North America. Finally, recommendations for the application, limitations and avenues for further research are incorporated into the findings of this research.

Thesis (MA)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Despite the validity of arguments highlighting the inadequacy of existing theories to explain Third World and specifically African realities, criticism has perpetuated, rather than disarmed, status quo theories. This is because focus on (and thus within) the existing conceptual framework has impeded vision beyond these barriers, thereby hampering the formation of new, more applicable theories. The intellectual balance of power and methodological hegemony of the West is perpetuated, on the African continent through Western monopoly over course content in tertiary education as well as the preferences of publishers for Africanist rather than African contributions. This study provides a critical assessment of scholarly dominance on the topic of Africa in order contribute to a greater understanding of the dynamics acting to exclude non-Western ideas and experiences from the IR narrative. The study provides a content analysis of 25 peer-rated influential journals publishing IR content for the period January 2000 to August 2010. The aim was to identify dominant themes and scholars on the topic of Africa in IR. General biographical information on the five highest ranking scholars in terms of publication exposure was gathered in order to assess networks of academic and professional affiliation that could have contributed to their publishing success. Dominant themes vary between African, Third World and international-oriented journals. Governance is a prevalent theme throughout, but African journals prefer intervention to the international journals’ preoccupation with conflict in Africa. Third World Journals place development first. The five most prolific authors are Ian Taylor, Kevin C. Dunn, Cameron G. Thies, Nana K. Poku and Chris Alden. They are all currently lecturing at either American or British academic institutions and are all Africanists, save for Poku who is a diasporic African. Networks of affiliation are established through institutions of higher education primarily and through societal memberships. The internet does not seem to be an important tool of networking amongst Africanists. Dominant authors tend to collaborate, serve as article reviewers or on editorial boards of journals for which they also submit articles, and as research grant proposal reviewers, thus also constituting the gatekeepers in academia. / AFRIKAANSE OPSOMMING: Ten spyte van geldige argumente wat aanvoer dat bestaande teorieë nie in staat is daartoe om Derdewêreld ervarings – spesifiek dié van Afrika – genoegsaam te begryp nie, het kritiek eerder hierdie teorieë versterk as ontsetel. Dit is omdat fokus op (en dus vanuit) bestaande teoretiese raamwerke die oorweging van elemente buite hierdie raamwerke onmoontlik maak, en sodoende die ontstaan van nuwe, meer verteenwoordigende raamwerke, teenwerk. Die intellektuele magsbalans en metodologiese hegemonie van die Weste word voortgesit, selfs op die Afrika kontinent, deur Westerse monopolie oor die kursusinhoude van tersiêre instansies, sowel as deur die voorkeur wat Afrikaniste se bydraes geniet bo dié van Afrikane vir publikasie. Hierdie studie bied ‘n kritiese analise van dominansie in kundigheid oor die onderwerp van Afrika om sodoende by te dra tot ‘n meer omskrywende geheelbeeld van die dinamiek wat nie-Westerse idees en ervarings uitsluit tot die diskoers van Internasionale Betrekkinge. Die navorsing is in die vorm van ‘n inhoudsanalise van 25 invloedryke joernale wat inhoud relevant tot Internasionale Betrekkinge publiseer, vir die periode Januarie 2000 tot Augustus 2010. Die doel is om dominante temas en kundiges oor die onderwerp van Afrika se internasionale betrekkinge te identifiseer. Biografiese inligting oor die vyf mees bedrewe kundiges in terme van publikasies is ingesamel om die netwerke van akademiese en professionele affiliasie wat moontlik tot hulle status kon bydra, te assesseer. Dominante temas verskil tussen Afrika-, Derdewêreld- en internasionaal-georiënteerde joernale. Regeerkunde is deurgaans ‘n prominente tema, maar die Afrika-joernale verkies intervensie teenoor die internasionale joernale se fokus op konflik in Afrika. Derdewêreld-joernale plaas meer klem op ontwikkeling. Die vyf mees bedrewe outeurs is Ian Taylor, Kevin C. Dunn, Cameron G. Thies, Nana K. Poku en Chris Alden. Hulle is almal lektore by Amerikaanse of Britse akademiese instansies en, behalwe vir Poku wat deel van die Afrika diaspora vorm, is hulle almal Afrikaniste. Netwerke van affiliasie word deur instansies van hoër opleiding of lidmaatskap aan professionele assosiasies bewerkstellig. Die internet is klaarblyklik nie ‘n baie belangrik instrument in kontakbouing vir Afrikaniste nie. Dominante outeurs is geneig om saam te skryf, hulle is dikwels die artikelkeurders vir joernale of dien op die redaksie en tree ook dikwels in ‘n hoedanigheid van keurders van navorsingsbefondsing op. As sulks is hulle gelyk die dominante akademici as die waghonde van die ivoortoring.

Collaborative partnerships aimed at strengthening institutional capacities are a long established trend in academia. Recent developments in Information and Communications Technologies (ICTs) have fostered a renewed interest in collaborative initiatives in the academic sphere, however, and at the same time, have created new ways of working together. Current research models do not provide sufficient methods to guide collaborations in capacity-building processes in virtual environments, especially in contexts associated with inadequate resources. Conceptual tools are therefore needed to guide the implementation of partnerships that use technology to mediate capacity building in these contexts. This research study was aimed at understanding whether and how virtual partnerships can be used to facilitate capacity building in tertiary education institutions in the SADC region. It is based on a single case study of the SANTED Virtual Classroom Project, a partnership between the Departments of Computer Science at Rhodes University (RU) and the University of Namibia (UNAM). In the project, ICTs were used to mediate the process of building teaching and research capacity in the department at UNAM. The dynamics of the partnership are explored as the implementation process developed over a period of three years. The research adopted a sociocultural perspective in the analysis of the project‟s implementation. It uses activity theory and the notion of communities of practice as conceptual frameworks to explore how the two departments organised themselves and how they harnessed the virtual environment to enable the capacity-building partnership. Activity theory provided a lens to understand the complex relationships between the different elements of the partnership activities mediated by technological tools. The concept of communities of practice, on the other hand, enabled participants‟ progress to be analysed, as they went through the various transition stages of the capacity-building process. The thesis identifies the following four categories of challenges inherent in the implementation of virtual partnerships: infrastructural, institutional, cultural and individual expectations. It also emphasises the need for identifying the different transition stages corresponding to the levels of participation in the capacity-building process. The thesis recommends that the implementation of virtual partnerships for capacity building purposes in the SADC region must focus on: identifying the appropriate capacity building strategies at Abstract ii each transition stage; finding appropriate, light-weight virtual classroom solutions; identifying appropriate pedagogic models to suit available technology; addressing systemic tensions that can arise as a result of different institutional cultures; and developing and nurturing virtual communities of practice to ensure sustainability. The research findings contribute to the body of knowledge exploring the use of technologies to develop and strengthen human resource capacities in developing contexts in a sustainable way. More importantly, it contributes to the literature on collaborative virtual partnerships in the SADC region, and demonstrates one way in which the operations of such a partnership may be supported in similar contexts / Adobe Acrobat 9.53 Paper Capture Plug-in

Text in English / In line with the World Summit on the Information Society and with the expectation that this would enable them to advance their development and improve the lives of the population, almost all the Southern African Development Community (SADC) countries had developed national information and communications technologies (ICT) policies. The purpose of this doctoral research was to investigate the theoretical underpinning(s) of the national ICT policies of the SADC countries in order to develop a theoretical framework for building an information society for development. The research employed a grounded theory design, utilising the NVivo11 software as a tool to support the analysis of the national ICT policies for the selected 12 of the 15 SADC countries, as well as the interviews of five knowledgeable informants. Content analysis and open-ended interviews were the research methods applied sequentially to develop the Capacitating Theory for Building the Information Society for Development (CaTBIS-4D) for SADC countries, which is the core of the theoretical framework that this thesis proposes. The research found that building an information society continues to remain relevant for SADC countries, and its achievement is dependent on capacitating human, infrastructure and financial factors. Significantly, the research concluded that the perceived failure of the information society project within the SADC countries is due to the arcaneness or obscurity of the recognition that development and the information society mutually reinforce upon each other such that the improvement of one contributes to the advancement in the other. Based on the research findings and conclusions, this research proposes a framework that contends that to build an information society for development, it is necessary/ crucial to capacitate the human, infrastructure and financial factors by focusing on identified economic sectors and social categories within an effective governing and implementation monitoring environment. The research recommends that as the national ICT policies within SADC countries are updated and implemented, the framework proposed in this research be utilised as a basis. Furthermore, the research recommends that the broadest range of local role-players should participate in the information society development project to ensure its endurance and relevance. / Information Science / D. Litt. et Phil. (Information Science)

Abstracts in English, Zulu and Xhosa / The information communication technology (ICT) sector has, arguably, grown in leaps and bounds over the years to assume a key role in every facet of economic activity. In the wake of the fourth industrial revolution, the major policy preoccupation of governments is how to harness ICT to spur economic growth. As such, the principal objective of this study was to examine the impact of adopting ICT on the development of African stock exchanges, determine whether ICT adoption and stock market development are co-integrated, and establish any causal links between ICT adoption and stock market development. The study examined a panel of 11 African stock exchanges for the period 2008-2017 and employed various econometric techniques to test its objectives. The dependent variable for this study was stock market development, while the independent variable was ICT adoption. The control variables employed were financial freedom and economic growth proxied by gross domestic product. In its findings, the study established that the adoption of ICT has a positive and statistically significant effect on the number of listed companies, stock market capitalisation and the total value of shares traded at the selected African stock exchanges. Hence, as an economy turns out to be progressively ICT-situated, expanded access to and utilisation of ICT advances, thus improving a nation's financial economy. Secondly, it established that ICT adoption and the stock market are cointegrated and positively related in the long run. The results further indicated a bi-directional causal relationship (complementarity) between ICT adoption and stock market development. In essence, ICT adoption and stock market development reinforce each other. This study contributes to the body of knowledge in a number of ways. This is the first study to examine the phenomenon of ICT-stock market nexus employing a panel study. Moreover, the study employed a robust methodology underpinned by using indices to proxy ICT and stock market development. Thirdly, unlike other studies on this topic, this study did not just end with the first inquiry of a deterministic relationship, but also probed for co-integration of the series tested for causality and proffers policy advice. The findings of the research imply that policymakers should be more resolute when formulating ICT policies that can drive stock market development for better economic growth and for better integration with other African stock exchanges. / Umkhakha wezethekinoloji yelwazi kanye nokuthintana (ICT) ngaphandle kokuphikiswa, ukhule wandlondlobala eminyakeni edlulileko ukobana uthome ukudlala indima eqakathekileko kiyo yoke imisebenzi yezomnotho. Ekuthomeni kwamatjhuguluko wesine wezamabubulo, into ekulu yokuthoma ngomthethomgomo karhulumende kuqala ukobana ihlelo le-ICT lingasetshenziswa bunjani ukobana lihlumise umnotho. Ngakho-ke, umnqopho omkhulu werhubhululo leli bekukuhlola umthintela wokutjhugulukela ku-ICT mayelana nokuthuthukiswa kwemaraga ye-Afrika yezokutjhentjhiselana ngamatjhezi, ukuqinisekisa ukuthi mhlambe ukutjhugulukela ku-ICT kanye nokuthuthukiswa kwemaraga yamatjhezi kungahlanganiswa na, begodu nokuhloma nginanyana ngiliphi itjhebiswano phakathi kokutjhugulukela kwi-ICT kanye nokuthuthukiswa kwemaraga yamatjhezi. . Irhubhululo belihlola iphanele yeemaraga ezili-11 zokutjhentjhiselwana mwamatjhezi esikhathini esiphakathi kuka 2008-2017 begodu lisebenzise iindlela ezahlukeneko zokumeda umnotho ukobana ihlole iminqopho yayo. Ivarebuli engakazijameli yerhubhululweli bekukuthuthukiswa kweemaraga zamatjhezi, kanti ivarebuli ezijameleko yona bekukutjhugulukela ku-ICT. Amavarebuli asetjenziswe ngeemedo kube kukhululeka ngokweemali nangokuhlumisa umnotho lokhu okukhambisana nomkhiqizo woke wangekhaya wenarha. Kilokho okutholwe lirhubhululo, irhubhululo lithole ukuthi ukutjhugulukela kwi-ICT kunomthelela omuhle khulu nokuqakatheka ngokwamanani phezu kwembalo yeenkhamphani ezitloliswe ngaphasi kwemaraga yokutjhentjhisana ngamatjhezi, phezu kokuqiniswa ngeemali kwemaraga yamatjhezi kanye nenani loke lamatjhezi athengiswa eemaraga ezikethiweko zamatjhezi ze-Afrika. Yeke-ke, njengombana ituthuko yomnotho ibonakala idzimelele phezu kwe-ICT, njengombana ukutholakala kanye nokusetjenziswa kwetuthuko ye-ICT, kanti lokho kuthuthukisa umnotho wezeemali wenarha. . Kwesibili, irhubhululo likghonile ukubona ukuthi ukutjhugulukela ku-ICT kanye neemarageni zamatjhezi kuzizinto ezihlangeneko nezihlobene ngendlela ehle esikhathini eside. Imiphumela iragele phambili nokuveza itjhebiswano elinikela indlela (complementarity) phakathi kokutjhugulukela ku-ICT kanye nekuthuthukisweni kweemaraga zamatjhezi. . Eqinisweni, ngokutjhugulukela ku-ICT neemarageni zamatjhezi kuyaziqinisa lezi zinto. Leli rhubhululo lifaka isandla kuziko lelwazi ngeendlela ezinengi. Leli kulirhubhululo lokuthoma elihlola indaba yethintano lemaraga yamatjhezi elisebenzisa irhubhululo lephaneli. Ngaphezu kwalokho, irhubhululo lisebenzisa indlela ekhutheleko esekelwa kusebenzisa amatshwayo ku-ICT esekelako kanye nokuthuthukiswa kwemaraga yamatjhezi. Kwesithathu, lokhu kuhlukile kamanye amarhubhululo amalungana nalesi sihloko, leli rhubhululo akhange aphelele nje ngokuthoma ukubuza itjhebiswano elivezako, kanti begodu leli rhubhululo belihlola ukuhlanganiswa ndawonye komlandelande ehlolwe ukudala ubujamo begodu nokunikela isiyeleliso somthethomgomo. Okutholwe lirhubhululo kutjho bona abenzi bomthethomgomo kufanele baqalisise khulu lokha nabatlama imithethomgomo ye-ICT leyo engakhozelela ituthuko yeemaraga zamatjhezi ukobana kuhlume umnotho begodu nokuhlanganiswa ncono neemaraga ze-Afrika zokutjhentjhana ngamatjhezi. / Icandelo leTheknoloji yoNxibelelwano loLwazi(i-ICT) nelinokuphikiswa, likhule kakhulu ngokukhawuleza eminyakeni egqithileyo ekudlaleni indima ephambili kwiinkalo zonke zemisebenzi yezoqoqosho. Ukuvela kwenguqu yesine yezoshishino, owona mgaqo-nkqubo uphambili koorhulumente ngowokufumana iindlela zokudibanisa ezobuchwepheshe ukukhuthaza uhlumo kwezoqoqosho. Kunjalo, injongo ephambili kolu phononongo ibikukuhlola impembelelo yokusebenzisa/ yokwamkela i-ICT kuphuhliso lotshintshiselwano lweempahla zase-Afrika, ukuhlola ukuba ukwamkelwa kwe-ICT kunye nophuhliso lweemarike zidityanisiwe, kunye nokumisa naliphi na ikhonco lonxibelelwano lonobangela phakathi kokwamkelwa kwe-ICT kunye nophuhliso lwemarike yotshintshiselwano lwempahla Uphononongo lwahlola iphaneli ezili-11 zotshintshiselwano lwempahla eAfrika kwisithuba sowama-2008 kuya ku-2017 kwaye kwasetyenziswa uthotho lweendlela zobugcisa kwezoqoqosho ukuvavanya iinjongo zalo. Into eguqukayo yoxhomekeko kolu phando yayikuphuhlisa imarike yesitokhwe, ngelixa okwakuyinto ezimeleyo yayikukwamkela i-ICT. Izinto eziguquguqukayo ezilawulwayo ezazisetyenziswa yayiyinkululeko yezemali nokukhula koqoqosho okwakucaciswa ngemveliso yasekhaya ngokubanzi. Kwiziphumo zalo zophando, lufumanise ukuba ukusetyenziswa kwe-ICT kunefuthe elilungileyo elibonakalayo ngokwamanani kwiinkampani ezidwelisiweyo, ukurhweba kwimarike yesitokhwe kunye nexabiso elipheleleyo lezabelo ezithengiswa kwiimarike zesitokhwe zotshintshiselwano ezikhethiweyo zase- Afrika.. Ngenxa yoko, njengoko uqoqosho luguquka ngokuqhubekekayo luba kwimeko ye ICT lwandise ukufikeleleka kunye nokusetyenziswa kwenkqubela phambili ye-ICT, ngaloo ndlela iphucula uqoqosho lwezimali lukazwelonke. Okwesibini, yafumanisa ukuba ukwamkelwa kwe-ICT kunye nemarike yesitokhwe kudityanisiwe kwaye ziya kusebenzisana kakuhle ekuhambeni kwexesha. Iziphumo zaye zaphinda zabonisa ubudlelwane bozalwano macala (ukuphelelisa) phakathi kokwamkelwa kwe-ICT kunye nophuhliso lwemarike yotshintshiselwano/yesitokhwe. Ngokubalulekileyo, ukwamkelwa kwe-ICT kunye nophuhliso lweemarike kwenza zomelezane. Olu phando lunegalelo kulwazi oluninzi olukhoyo ngeendlela ezininzi. Olu luphando lokuqala ukuvavanya uthotho lwamakhonco emarike yesitokwe ye-ICT-isebenzisa iiphaneli zophando. Ngaphaya koko, uphononongo lusebenzise indlela engqongqo exhaswa kukusebenzisa izalathiso (indices) zomelwano kwi-ICT kunye nophuhliso lwemarike. Okwesithathu, ngokungafaniyo nolunye uphando olwenziweyo kwesi sihloko, olu phononongo aluphelanga nje kuphando lwangaphambili olwalungobudlelwane lwezigqibo (zokuzimisela), kodwa lwaphinda lwaphandela ukuhlanganiswa kothotho oluvavanyiweyo lonobangela kunye nokuphakamisa ingcebiso yomgaqo-nkqubo. Iziphumo zophando zithetha ukuba abaqulunqi bemigaqo-nkqubo kufuneka bazimisele ngakumbi xa besenza imigaqo-nkqubo ye-ICT enokuqhubela phambili ukuphuculwa kwemakethi yesitokhwe ukwenzela ukukhulisa uqoqosho olungcono kunye nokusebenzisana kakuhle nezinye iimarike zotshintshiselwano zaseAfrika. / Business Management / D. Admin. (Business Management)

English text, with summaries in English, Afrikaans and Zulu / This study aims to propose an e-learning framework for mobile devices in Africa to help improve enrolment rates and education standards in the FET (Further Education and Training) phase. The study is qualitative in nature and employs document analysis as main research method. An overview of the South African education context with supporting statistical data to motivate why an e-learning alternative is crucial for improving South African and African education is provided. The literature review includes a descriptive analysis of 7 existing e- and m-learning frameworks, with key features highlighted for possible adaptation or incorporation into an e-learning framework for Africa. Behaviourism, Constructivism and Connectivism are discussed as applicable learning theories to pedagogically underpin this proposed e-learning framework. Thereafter, a critical evaluation of current South African education policy documents (White Papers, the Norms and Standards for Educators and the Draft Policy for the Provision and Management of Learning Teaching and Support Materials) is conducted to determine whether these policies support and enable e-learning effectively. Part 2 of Chapter 5 comprises a critical analysis and comparison of education systems and applicable legislation in the USA, Finland and Malawi to establish how education is structured and how e-learning is administered in these countries to make relevant recommendations for South Africa and to inform the design of an e-learning framework for Africa. Research findings are presented as answers to the research questions posed and the proposed e-learning framework with further recommendations are presented to the South African Department of Basic Education, teachers and researchers. / Die doel van hierdie studie is om ‘n e-onderrig-en-leer raamwerk vir mobiele toestelle vir Afrika voor te stel, sodat inskrywingsgetalle en onderrig- en leerstandaarde in die Verdere Onderrig en Opleidings (VOO) fase verbeter kan word. Dit is ‘n kwalitatiewe studie en dokumentanalise word as navorsingsmetode toegepas. ‘n Oorsig van die huidige Suid-Afrikaanse onderwysstelsel en konteks met ondersteunende statistiese bevindinge word verduidelik om e-onderrig-en-leer as noodsaaklike alternatief vir Suid-Afrika en Afrika te motiveer. Die literatuuroorsig sluit ‘n beskrywende analise van sewe bestaande e- en m-onderrig-en-leer (mobiele-onderrig-en-leer) raamwerke in. Hoofkenmerke van elke raamwerk word uitgelig vir moontlike aanpassing en inkorporering in ‘n e-onderrig-en-leer raamwerk vir die Afrika-konteks. Leerteorië, nl Behaviourisme, Konstruktivisme en Konnektivisme (Connectivism) word in diepte bespreek as pedagogies fundamenteel om die e-onderrig-en-leer raamwerk te onderbou en te ondersteun. ‘n Kritiese evaluasie van Suid-Afrikaanse onderwysbeleid (d.w.s. Witskrifte, die Norme and Standaarde vir Onderwysers en die konsepdokument oor die Voorsiening en Bestuur van Onderrig-, Leer- en Ondersteuningsmateriaal) is gedoen om vas te stel of die beleid wel e-onderrig-en-leer effektief ondersteun en prakties moontlik maak. ‘n Krities analitiese en vergelykende studie van die VSA (Verenigde State van Amerika), Finland en Malawi se onderwysstelsels- en wetgewing is gedoen in hoofstuk 5 deel 2 om te bepaal hoe dié lande onderwys struktureer en hoe e-onderrig-en–leer geadministreer word, sodat relevante voorstelle vir Suid-Afrika gemaak kan word en om insae te lewer in die ontwerp van ‘n e-onderrig-en-leer raamwerk toepaslik vir die Afrika-kontinent. Navorsingsbevindinge word voorgelê aan die Suid-Afrikaanse Departement van Basiese Onderwys, onderwysers sowel as aan navorsers. / Lolu cwaningo luhlose ukuphakamisa uhlaka lwe-e-learning lamadivaysi eselula e-Afrika ukusiza ukuthuthukisa izinga lokubhalisa nezindinganiso zemfundo kwiSigaba se-FET (Further Education and Training). Ucwaningo luyimfanelo enemvelo futhi lusebenzisa ukuhlaziywa kwedokhumenti njengendlela yokucwaninga eyinhloko. Ukuhlolisisa umongo wezemfundo waseNingizimu Afrika ngokusekela imniningwane yezibalo ukugqugquzela ukuthi kungani enye yokufunda email ibalulekile ekuthuthukiseni imfundo yaseNingizimu Afrika ne-Afrika. Ukubuyekezwa kwezincwadi kuhlanganisa ukuhlaziywa okuchazayo kwezinhlaka eziyisikhombisa ezisekhona ze-e- e-m-learning, nezici eziyinhloko eziqokonyiswe ukukhishwa kwe-adaption noma ukufakwa kwisakhiwo se-e-learning se-Afrika. Ukuzikhethela, Ukwakhiwa kwe-Constructivism (Kwe Zokwakha) kanye ne-Connectivism (Kwe Zokuxhumana) kuxoxwa njengezifundo ezifanele zokufunda ukusekela lolu hlelo oluhlongozwayo lwe-e-learning. Ngemuva kwaloko, ukuhlolwa okubalulekile kwemibhalo yamanje yemfundo yaseNingizimu Afrika (Amaphepha Asemhlophe, Imigomo Nemigomo Yabafundisi kanye neNqubomgomo Yohlaka Lokufundiswa Nezifundo Nokusekela) kwenziwa ukuze kutholakale ukuthi lezi zinqubomgomo zisekela futhi zikwazi yini ukufundisa nge-e-ephumelelayo. Ingxenye yesibili yeSahluko sesihlanu iqukethe ukuhlaziywa okubucayi kanye nokuqhathaniswa kwezinhlelo zemfundo kanye nemithetho esebenzayo eMelika, eFinland nase Malawi ukuqinisekisa ukuthi imfundo ihlelwe kanjani nokuthi i-e-learning inikezwa kanjani ukwenza izincomo ezifanele eNingizimu Afrika nokwazisa ukuklama uhlaka lwe-e-learning lwe-Afrika. Imiphumela yokucwaninga inikezwa njengezimpendulo zemibuzo yokucwaninga ephakanyisiwe kanye nohlaka oluhlongozwayo lwe-e-learning kanye nezincomo ezengeziwe ezethulwa eMnyangweni wezemfundo Eyisisekelo, othisha nabacwaningi baseNingizimu Afrika. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)