wow-inequalities/02-data/intermediate/wos_sample/ff82c3944e07b83e0f8350f19ec27b52-matli-walter-and-ng/info.yaml

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2023-09-28 14:46:10 +00:00
abstract: 'Purpose The objective of this study is to present evidence regarding how
young people, who are not in education, employment or training (NEET) in
South Africa, lack literacy skills and access to enabling resources to
actively search and navigate information services systems that are
primarily web-based. Information Poverty Theory is adopted to better
understand the technological and social strata challenges experienced by
young NEET people. Design/methodology/approach The study used
semi-structured interviews for collecting data over two months in 2018,
employing snowball sampling with 24 key participants, representing a
diversity of educational backgrounds and previous experience of economic
participation. Findings The findings of this study suggest that most
interviewed young people, who are NEET, lack advanced information
literacy and digital skills to access information services. The results
also indicate that access to information services that are primed for
online information is a challenge for most of these NEET young people
residing in underserviced communities. The high cost of an Internet
connection means that the Internet is out of reach for most low-income
households. In communities that are underserviced with no adequate
information and communication technology (ICT) infrastructure, people
residing in such areas are subjected to living in circumstances where
there is poverty and thus a lack of access to online information.
Research limitations/implications This paper reports on data collected
in 2018 using intense interviews, while acknowledging limitations in
terms of the sample size. Hence, it is not fully representative of the
whole population of young people, who are NEET, residing in the Gauteng
Province of South Africa. Practical implications The findings illustrate
the need for further collaboration among relevant stakeholders to
strengthen existing programmes and for stronger partnerships. The
arguments presented herein enhance knowledge and understanding
concerning the digital literacy skills divide that exists among young
people who are NEET. It includes a discussion to contribute to policy
development. Originality/value This study focuses on challenges young
people who are NEET experience when looking for work and developmental
opportunities. This qualitative study adopts Information Poverty Theory
and uses prior studies to link the undertaken survey and research. It is
expected that this study may serve as a pilot for future studies and may
also contribute to the ongoing discussions around the use of ICTs on
their use and access, especially the effect on young people when
searching for information related to jobs and other developmental
opportunities using online services.'
affiliation: 'Matli, W (Corresponding Author), Univ South Africa, Pretoria, South
Africa.
Matli, Walter; Ngoepe, Mpho, Univ South Africa, Pretoria, South Africa.'
author: Matli, Walter and Ngoepe, Mpho
author-email: 'wmatli7@gmail.com
ngoepems@unisa.ac.za'
author_list:
- family: Matli
given: Walter
- family: Ngoepe
given: Mpho
da: '2023-09-28'
doi: 10.1108/HESWBL-05-2020-0107
earlyaccessdate: SEP 2021
eissn: 2042-390X
files: []
issn: 2042-3896
journal: HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
keywords: 'Digital access; Digital inequalities; Information poverty; NEET; Digital
literacy skills; South Africa'
keywords-plus: LITERACY
language: English
month: MAY 9
number: '3'
number-of-cited-references: '46'
orcid-numbers: 'Matli, Walter/0000-0003-3440-900X
Ngoepe, Mpho/0000-0002-6241-161X'
pages: 419-436
papis_id: fbc29acba3b6ed3affb94d0eda571374
ref: Matli2022extendinginformation
researcherid-numbers: 'Matli, Walter/AAQ-5255-2021
'
times-cited: '1'
title: Extending information poverty theory to better understand the digital access
and inequalities among young people who are not in education, employment or training
in South Africa
2023-10-01 08:15:07 +00:00
type: article
2023-09-28 14:46:10 +00:00
unique-id: WOS:000696650100001
usage-count-last-180-days: '1'
usage-count-since-2013: '22'
volume: '12'
web-of-science-categories: Education \& Educational Research
year: '2022'