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  • 1.
    Hallberg, David
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    A way forward: language policies in enhancing bi-regional cooperation in science and technology2010In: The CAAST-Net Bulletin, Vol. December, p. 8-9Article in journal (Other academic)
    Abstract [en]

    This article illustrates potential ways to take account of the use of languages in international conferences and in transnational cooperation, and may be fruitful for readers delving into efforts to promote global cooperation. It communicates research notes and documents from CAAST-Net’s stakeholders’ conference, entitled “Africa-Europe Cooperation in Science and Technology: Status and Way Forward”, on the 10th to 11th November 2009. The conference was held in Mombasa, Kenya.

  • 2.
    Hallberg, David
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Recognising Local Experiences for the Success of Vision 2030 in Kenya: Using Pen-Pals in Education as a Case2011In: Journal of Education and Vocational Research, ISSN 2221-2590, E-ISSN 2221-2590, Vol. 2, no 3, p. 99-115Article in journal (Refereed)
    Abstract [en]

    This study takes account of the everyday-life experience of a group of women in a resource-poor environment in Kenya. They are part of a group that the Kenyan Government wants to include in their investments in order to enhance social and economic equality. The overall purpose of the study is to learn about the potential impact of such investments on women in resource-poor environments in Kenya. In fulfilling its purpose the study takes into consideration (1) experiences of everyday-life among women in Lunga-Lunga and (2) maps strategies to recognise these experiences. The results of the study are expected to be fruitful as regards planning strategies that are of use for Vision 2030 and the development of Kenyan society. The study was carried out in two steps: the first consisted in participatory action research and the second was a follow-up study. To guide the study the notion of ‘experience’ is critical. During sessions and in letters to their pen-pals, the women express feelings regarding cultural, family, and health issues. For instance, some of the feelings experienced have arisen because the women are isolated from the larger world outside their own immediate environment and lack literacy skills. The study will be useful in planning governmental actions that strive to better recognise and educate citizens–especially women–in resource-poor environments.

  • 3.
    Hallberg, David
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    The Kenyan 'Digital Villages Project' from a behavioural perspective2011In: 2011 International Conference on Advances in ICT for Emerging Regions (ICTer), IEEE Computer Society Digital Library , 2011, p. 71-76Conference paper (Refereed)
    Abstract [en]

    This reflective paper sheds light on the Kenyan Government’s Digital Villages Project. The project strives to decrease the disparities between urban and rural environments across the country using information and communications technologies. The structure of the project is inspired by the Capability Maturity Model. This paper proposes the use of behavioural archaeology instead. The use of behavioural archaeology enables important aspects and results of the project to be illuminated and captured. In addition a specific focus is placed upon the political implications of the project and their effect on rural Kenya.

  • 4.
    Hallberg, David
    et al.
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Godem, Carole
    AIESEC, Douala, Cameroon.
    Dzimey, Walter
    National Health Insurance Authority, Kuntenase, Ashanti, Ghana.
    Telecentre approaches in Cameroon and Kenya illuminated using behavioural archaeology2012In: The African journal of information and communication, ISSN 2077-7205, E-ISSN 2077-7213, no 12, p. 48-64Article in journal (Refereed)
    Abstract [en]

    Throughout the last decade, telecentres have provided access to electronic communications as supporting information and communications technology infrastructure for community, economic, educational and social development. While the origins of telecentres can be traced to Europe's tele-cottage and Community Technology Centers in the United States in the 1980s, telecentres have taken on a number of varying forms and approaches. This article illuminates approaches used by telecentre projects in Kenya and Cameroon using behavioural archaeology. Literature stresses that behavioural archaeology refers to understanding the artefact as a tool in human activity and technology as the embodiment of human activity in the artefact. Application of the concept to understanding telecentres sheds light on the nature of the use of technology that leads to the existence of particular results or societal outcomes. Using a qualitative methodology, managers, local contractors, and technicians at local telecentres were interviewed. The results show differing approaches to telecentres purpose and design. In Kenya, the focus is on e-government services, whilst in Cameroon it is on conflict solving among different tribes. In its use of behavioural archaeology, this article adds a new perspective to the challenges of making information and communications technology and electronic media available in resource-poor environments.

  • 5.
    Hallberg, David
    et al.
    Stockholm University.
    Hansson, Henrik
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Nilsson, Anders G.
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Constrains of ICT in Lifelong Learning on Disadvantaged Women2014In: Electronic Journal of Information Systems in Developing Countries, ISSN 1681-4835, E-ISSN 1681-4835, Vol. 61, no 8, p. 1-14Article in journal (Refereed)
    Abstract [en]

    This paper draws attention to the urgency of taking into consideration women’s gender-specific needs and interests in the implementation of community-based ICT projects in lifelong learning. We set out this research to understand the constraints of information and communications technology (ICT) in lifelong learning on disadvantaged women. National statistics and data from field studies were used. The constraints and their consequences at national level are often a result of national policies and regulations – or lack thereof – while the constraints and their consequences at local/regional level involve everyday-life occurrences that are present in women's immediate surroundings. Hence, an understanding of both levels is critical. This research is valuable for stakeholders delving into issues of development intervention using ICTs, not only in Kenya but in a broader, global perspective.

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