UNESCO Delhi, India (at the time of publication)

Published in the International Journal of Education and Development (Vol. 2, No. 1), this article describes findings of research into the use of information and communication technology (ICT) learning centres in rural areas of India to foster women's development. The article is based on ethnographic action research undertaken from early 2003 to July 2005 in a rural area of Tamil Nadu, India. Through pilot initiatives supported by the United Nations Educational, Scientific and Cultural Organization (UNESCO), small telecentres were set up in the houses of women in the villages by TANUVAS (an agricultural and veterinary sciences university) and are presently being facilitated by Madras University. The ICT centres draw upon the existing networks of self-help groups (SHGs) to create access for women. In short, while these women have learned to use some of these modern ICTs and do make use of them, increasingly - as author Savithri Subramanian explains - it is the young boys and girls of the community who more often access the centres. The article explores some of the socio-cultural factors that may be contributing to this trend.

As detailed here, each centre primarily consists of a computer with internet connectivity, printer and various relevant software and content CDs. Each centre has an animator-instructor who helps to encourage and facilitate women's participation. Each of the centres was initially accessed by the 15 members of the particular SHG with which it is associated; gradually, as the word spread, over 20 women (age range 23-45) who were not all members of that SHG visited the centre. Notably, however, the number of youth and children (age range 7-22) visiting in a day was higher - around 30 - and was even higher than 50 occasionally.

To assess these trends, researchers drew on qualitative research methods which involved training action researchers to use interviews, participant observation, diaries, and surveys to understand the dynamic structures of both poverty and media use in their locality. This evaluation strategy can be summarised as follows: "Understanding the 'communicative ecology' of the area helps to investigate the full range of means of communication that are employed and the local social networks through which information and communication flow. This gives them the detailed understanding necessary to see how ICT interventions fit into local poverty and communication networks, and how these interventions might be more effective."

Following a discussion on some dimensions of poverty in this site (enhanced by direct quotations from women participants), the author notes that women who initially expressed general curiosity in the centres began coming less frequently and/or staying for shorter time periods. Instead, it was their own children and/or children from other economically poor and/or marginalised families in the village who expressed interest in learning how to use compters. Subramanian outlines several reasons for this trend, such as the fact that women's limited literacy makes them feel unable to learn ICT skills or to benefit from them. Further, in the context of poverty, women often choose to prioritise children's needs over their own. Many older women want to give technology-related opportunities to their daughters, especially since "dowry continues to get stronger and commercialised"; free ICT training in these centres could be important in securing a girl's future.

In conclusion, the author notes that, while "this trend may reinforce many existing inequalities and norms tied to these", it could be the case that - by opening up avenues for their daughters - these women may be playing a role in gradually introducing changes in the gender status quo in future generations. "The direction in which the intervention will move towards is to give the younger women and girls more opportunities for learning livelihood skills along with ICT-related skills and through ICTs build their capacities to earn a livelihood and overcome their poverty."

Finally, 3 areas are suggested for further study. To cite only one: "in ICT interventions, the content is equally, if not more important, than the tools used for the communication. It is critical to know if more relevant and useful content can bring in those groups in a community who may continue to stay away from the centres otherwise because of either cultural norms or economic reasons..."