A model to measure the digital competence of South African citizens
- Authors: Du Preez, Creswell Martin
- Date: 2024-04
- Subjects: Communication of technical information , Digital divide , Information technology -- Social aspects , Information society
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/64522 , vital:73746
- Description: The rapid proliferation of disruptive technologies is a paradigm shift fundamentally changing how humanity lives, works, communicates, and relates to each other. Many governments are implementing digital transformation strategies to improve service delivery, citizen participation, and information-sharing mechanisms. South Africa has identified digital skills as a key challenge to becoming a professional and globally competitive knowledge society. However, the 2016 Global IT Report of the World Economic Forum highlights the skills problem in South Africa, ranking it 95th out of 139 countries on the skills pillar. This is due to poor quality of education, particularly in math and science. Furthermore, the COVID-19 pandemic significantly underscored the importance of digital competence in South Africa, highlighting both challenges and opportunities. As the pandemic forced a shift to remote work, education, and digital service delivery, the disparities in digital access and skills became more apparent, especially in under-resourced communities. This situation revealed the urgent need to enhance digital competence across the population to bridge the digital divide. On the other hand, the pandemic also acted as a catalyst for digital transformation in the country. There was an accelerated adoption of digital technologies in various sectors, from education using online platforms to businesses embracing e-commerce. This rapid shift showcased the potential of digital technology to foster resilience against such disruptions. It highlighted citizens’ critical need for comprehensive digital competence to navigate this new digital landscape effectively. A gap exists between current online digital skills training programmes and the ability of citizens to participate in the same. While mega-vendors like Microsoft, Google, and Oracle offer virtual training on specific technologies, it is argued that users need digital competence training before participating in these opportunities. In other words, be able to access online training platforms, create a user account, use secure passwords, and navigate online training systems. This critical component is not holistically addressed across the education system in South Africa. Furthermore, digital competence is a new concept in the South African context and has not been holistically assessed until now. This study sets out to develop a digital competence assessment model to measure the digital competence of South African citizens. Research was conducted to understand digital competence, its characteristics and assessment models and frameworks. A suitable framework was then selected and adapted for the South African context. The adapted framework was used to develop a South African Digital Competence Assessment Model. The model consists of a Digital Competence Assessment Grid, which forms the core of the Digital Competence Assessment Model, as well as an example of how the model can be used to develop an assessment questionnaire. The South African Digital Competence Assessment Grid and the Digital Competence Assessment Example were reviewed by experts as part of an expert review process. The recommendations from the experts were used to refine the Digital Competence Assessment Grid. As the concept of digital competence is new to South Africa, implementation strategies and considerations were discussed for the model. As a starting point, implementation resources were developed on how to use the model in the form of a Digital Competence Assessment Model Guide. The study thus makes an important contribution to advancing digital competence assessment in South Africa, which will inform the nature of the development programs needed and from which the competence profiles for various jobs and job families can be generated. , Thesis (DPhil) -- Faculty of Engineering, the Built Environment, and Technology, School of Information Technology, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Du Preez, Creswell Martin
- Date: 2024-04
- Subjects: Communication of technical information , Digital divide , Information technology -- Social aspects , Information society
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/64522 , vital:73746
- Description: The rapid proliferation of disruptive technologies is a paradigm shift fundamentally changing how humanity lives, works, communicates, and relates to each other. Many governments are implementing digital transformation strategies to improve service delivery, citizen participation, and information-sharing mechanisms. South Africa has identified digital skills as a key challenge to becoming a professional and globally competitive knowledge society. However, the 2016 Global IT Report of the World Economic Forum highlights the skills problem in South Africa, ranking it 95th out of 139 countries on the skills pillar. This is due to poor quality of education, particularly in math and science. Furthermore, the COVID-19 pandemic significantly underscored the importance of digital competence in South Africa, highlighting both challenges and opportunities. As the pandemic forced a shift to remote work, education, and digital service delivery, the disparities in digital access and skills became more apparent, especially in under-resourced communities. This situation revealed the urgent need to enhance digital competence across the population to bridge the digital divide. On the other hand, the pandemic also acted as a catalyst for digital transformation in the country. There was an accelerated adoption of digital technologies in various sectors, from education using online platforms to businesses embracing e-commerce. This rapid shift showcased the potential of digital technology to foster resilience against such disruptions. It highlighted citizens’ critical need for comprehensive digital competence to navigate this new digital landscape effectively. A gap exists between current online digital skills training programmes and the ability of citizens to participate in the same. While mega-vendors like Microsoft, Google, and Oracle offer virtual training on specific technologies, it is argued that users need digital competence training before participating in these opportunities. In other words, be able to access online training platforms, create a user account, use secure passwords, and navigate online training systems. This critical component is not holistically addressed across the education system in South Africa. Furthermore, digital competence is a new concept in the South African context and has not been holistically assessed until now. This study sets out to develop a digital competence assessment model to measure the digital competence of South African citizens. Research was conducted to understand digital competence, its characteristics and assessment models and frameworks. A suitable framework was then selected and adapted for the South African context. The adapted framework was used to develop a South African Digital Competence Assessment Model. The model consists of a Digital Competence Assessment Grid, which forms the core of the Digital Competence Assessment Model, as well as an example of how the model can be used to develop an assessment questionnaire. The South African Digital Competence Assessment Grid and the Digital Competence Assessment Example were reviewed by experts as part of an expert review process. The recommendations from the experts were used to refine the Digital Competence Assessment Grid. As the concept of digital competence is new to South Africa, implementation strategies and considerations were discussed for the model. As a starting point, implementation resources were developed on how to use the model in the form of a Digital Competence Assessment Model Guide. The study thus makes an important contribution to advancing digital competence assessment in South Africa, which will inform the nature of the development programs needed and from which the competence profiles for various jobs and job families can be generated. , Thesis (DPhil) -- Faculty of Engineering, the Built Environment, and Technology, School of Information Technology, 2024
- Full Text:
- Date Issued: 2024-04
Perceived critical factors impacting digital literacy at a South African automotive manufacturer
- Authors: Sandan, Mahmoodah
- Date: 2023-12
- Subjects: Internet literacy , Computer literacy , Information society , Automobile industry and trade
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/65924 , vital:74287
- Description: This treatise explores the critical factors affecting digital literacy within a South African Automotive Manufacturer. Previous research conducted within the organisation revealed that employees were not using digital tools to its full potential, and according to the literature, digital capabilities are one of the main drivers for organisational agility. There is a lack of research on digital literacy and organisational agility in a South African automotive context. As technology progresses rapidly, organisations must innovate to remain agile and relevant. This qualitative research study was conducted through a constructivist worldview, allowing the researcher and participant an opportunity to interact during an interview session to uncover experiences and thoughts relating to digital literacy within the organisation. The study enrolled 14 participants, and this was sufficient to achieve meaningful saturation of the data. The study highlighted low confidence levels in technology adoption within the organisation, often causing anxiety and apprehension among employees. This psychological barrier stems from a lack of digital literacy skills underpinned by insufficient training to fully understand the benefits technology may provide to the user and the organisation. The lack of awareness may be linked to ineffective communication techniques the organisation employs when relaying training or information relating to available resources. Furthermore, to enhance digital literacy skills, the study found that individuals need to have good foundational knowledge from which to build and have supportive leadership that assists in acquiring the necessary resources and training. This study provides insights into digital literacy within a South African Automotive Manufacturer. It will allow management to develop strategies to improve digital literacy levels and establish a learning culture where employees have higher levels of self-efficacy. When an organisation embraces digital technology, it increases productivity and fosters innovation. , Thesis (MBA) -- Faculty of Business and Economic Sciences, Business School, 2023
- Full Text:
- Date Issued: 2023-12
- Authors: Sandan, Mahmoodah
- Date: 2023-12
- Subjects: Internet literacy , Computer literacy , Information society , Automobile industry and trade
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/65924 , vital:74287
- Description: This treatise explores the critical factors affecting digital literacy within a South African Automotive Manufacturer. Previous research conducted within the organisation revealed that employees were not using digital tools to its full potential, and according to the literature, digital capabilities are one of the main drivers for organisational agility. There is a lack of research on digital literacy and organisational agility in a South African automotive context. As technology progresses rapidly, organisations must innovate to remain agile and relevant. This qualitative research study was conducted through a constructivist worldview, allowing the researcher and participant an opportunity to interact during an interview session to uncover experiences and thoughts relating to digital literacy within the organisation. The study enrolled 14 participants, and this was sufficient to achieve meaningful saturation of the data. The study highlighted low confidence levels in technology adoption within the organisation, often causing anxiety and apprehension among employees. This psychological barrier stems from a lack of digital literacy skills underpinned by insufficient training to fully understand the benefits technology may provide to the user and the organisation. The lack of awareness may be linked to ineffective communication techniques the organisation employs when relaying training or information relating to available resources. Furthermore, to enhance digital literacy skills, the study found that individuals need to have good foundational knowledge from which to build and have supportive leadership that assists in acquiring the necessary resources and training. This study provides insights into digital literacy within a South African Automotive Manufacturer. It will allow management to develop strategies to improve digital literacy levels and establish a learning culture where employees have higher levels of self-efficacy. When an organisation embraces digital technology, it increases productivity and fosters innovation. , Thesis (MBA) -- Faculty of Business and Economic Sciences, Business School, 2023
- Full Text:
- Date Issued: 2023-12
Challenges of information and communication technology policy implementation in rural South Africa
- Chisango, Grasia, Lesame, Carol
- Authors: Chisango, Grasia , Lesame, Carol
- Date: 2017
- Subjects: Information society , Digital inclusion , Education
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/11260/5592 , vital:44611 , https://doi.org/10.18820/24150525/Comm.v22.4
- Description: While the South African government has implemented an information and communication technology (ICT) policy to address issues of universal access and service, questions remain about the effective implementation of this policy in rural areas. This article explores the extent to which ICT policy and regulation were implemented in rural South Africa, with specific reference to the Eastern Cape province. Focus group interviews and in-depth face-to-face interviews were conducted to collect qualitative data from 28 high school learners, two local municipal mayors and two women support group leaders in the Chris Hani District Municipality. A theme analysis indicated that the Universal Service and Access Agency of South Africa (USAASA) is failing to fulfil its mandate of promoting universal access and service. It is recommended that the provincial government in the Eastern Cape design an ICT strategy for its municipalities and that there should be easy access to Thusong Service Centres in rural areas.
- Full Text:
- Date Issued: 2017
- Authors: Chisango, Grasia , Lesame, Carol
- Date: 2017
- Subjects: Information society , Digital inclusion , Education
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/11260/5592 , vital:44611 , https://doi.org/10.18820/24150525/Comm.v22.4
- Description: While the South African government has implemented an information and communication technology (ICT) policy to address issues of universal access and service, questions remain about the effective implementation of this policy in rural areas. This article explores the extent to which ICT policy and regulation were implemented in rural South Africa, with specific reference to the Eastern Cape province. Focus group interviews and in-depth face-to-face interviews were conducted to collect qualitative data from 28 high school learners, two local municipal mayors and two women support group leaders in the Chris Hani District Municipality. A theme analysis indicated that the Universal Service and Access Agency of South Africa (USAASA) is failing to fulfil its mandate of promoting universal access and service. It is recommended that the provincial government in the Eastern Cape design an ICT strategy for its municipalities and that there should be easy access to Thusong Service Centres in rural areas.
- Full Text:
- Date Issued: 2017
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