ICT´s adoption for women´s development in Mexico
- Autores: Yolanda Martínez Mancilla
- Directores de la Tesis: Ana M. González Ramos (dir. tes.), Carlos Iván Moreno Arellano (codir. tes.)
- Lectura: En la Universitat Oberta de Catalunya ( España ) en 2021
- Idioma: inglés
- Tribunal Calificador de la Tesis: Maximino Matus Ruiz (presid.), Mireia Fernández-Ardèvol (secret.), Carmen Enedina Rodríguez Armenta (voc.)
- Materias:
- Enlaces
- Tesis en acceso abierto en: TDX
- Resumen
The objective of this research is to explore and describe if and how the acquisition of digital capabilities enhances development opportunities for women living in impoverished communities. Using mixed methods of descriptive and qualitative tools, the research included a case study involving 64 randomly selected women to participate in a set of five digital inclusion courses at the digital inclusion center “Punto México Conectado” (PMC) of Ecatepec, Estado de Mexico. The objective was to identify women's motivation to participate in a digital inclusion experience, their process of ICT skills acquisition, whether they applied ICT into their daily life, and whether this application translated into better development opportunities for them.
Findings can be summarized as follows: Firstly, Internet and ICT usage among vulnerable women tends to focus on covering family needs, like helping children with homework or monitoring teen activities online, rather than covering their own needs. Secondly, motivation to participate in the courses was associated with reaching independence in usage, since most participants depended on others to explain to them how to use their computing devices, which were mostly mobile. Thirdly, the support of family and close friends was key for these women in agreeing to participate in the Digital Inclusion Courses.
Fourthly, although motivation was high, dropouts occurred with an average of three women missing each course. Reasons shared by the participants were mostly related to gender roles, such as having to leave the course to take care of their children and elders, health issues, and a macho culture that explicitly prohibited participants to attend the courses. Another reason, not related to gender stereotypes, was job opportunities and/or having to take care of their entrepreneurial activities.
Fifthly, women who finished the program accomplished independence and autonomy in usage of ICT for their own interests and needs, not only those of their families. Learning experiences increased self-confidence and self-esteem, empowering women to accomplish relevant ICT usage according to their own priorities, such as enhancing their entrepreneurial activities. Key success factors in the experiment were the PMC Learning Model that comprised the quality content and premium facilities, and a professional facilitator leading the course according to the group context and participants’ educational background.
A final set of policy recommendations included: Firstly, to implement digital skills acquisition as part of the social program’s conditionality factors. Secondly, to integrate as part of the Social Protection Program content associated with gender stereotypes. Thirdly, to widen access to PMC curricula through different learning channels, like MOOC courses, TV tips, micro-videos and text messaging campaigns with tips on digital skills and personal finance. Fourthly, to launch a permanent communications campaign to promote usage of free Wi-Fi spots. Fifthly, to design on-site dissemination of PMC curricula through facilitators’ participation at different Social Protection Program facilities in order to increase women’s participation in digital inclusion activities.
Sixthly, to incorporate a financing and insurance mechanism as part of the Social Protection Program to cover for personal computer devices to support participants in accessing learning content. Seventhly, to design a multi-stakeholder financing mechanism to maintain investment in highly qualified human capital and quality infrastructure in the PMCs. Eighthly, in a COVID 19 context, to accelerate the acquisition of digital capabilities by women, children and elders. Ninthly, to scale bootcamps with successful learning models and job placement strategies like “Laboratoria” which trains women from impoverished communities on entry level programming skills; and tenthly, continuously evaluate and redesign public policy related to digital inclusion strategies.
Although government programs studied in the research process changed their names and scope, recommendations apply to current and future ICT for Women's development programs.
