5
basic information such as radio, telephones and newspapers is
problematic. According to 2001 CSO Census data, and further supported
by the e-Readiness community visits, approximately 37 percent of
Botswana households use electricity for lighting. Census data also
shows that this number further falls, to only 8 percent, in rural and
remote settlements. The 2001 Census and the 2004 World Economic
Forum Global IT Report both indicate computer ownership and Internet
usage levels to be low (between 3-5 percent). This is thought to be
primarily due to prohibitive cost and limited access. This disparity in
access to information or “connectivity” is of great concern to a large
percentage of the population. Many remote communities feel
marginalised and not part of mainstream Botswana. The majority of
Batswana are aware of the benefits arising from technology and the
Internet. However, in most cases, especially in rural areas, basic needs
such as electricity, roads and access to healthcare are much more
pressing. Rural telephone and electrification programmes are continuing,
but not at a pace that is adequate to satisfy demand, let alone the
aggressive requirements of the Maitlamo project.
3.5
While technical infrastructure and Internet access are important parts of
the ICT puzzle, the most important piece is human capital and a
workforce that is capable of maximising the benefits of the ICT
infrastructure for social, economic and cultural benefits. Botswana will
need to focus many of its ICT efforts, and budget, on learning and the
development of technologically literate children if it is to create a vibrant
future in the networked world. It is widely accepted that education and
skills development lie at the centre of any sustained ICT solution. The
2001 Census survey reported that approximately 67 percent of residents
in rural areas attended school, compared with 79 percent in urban
villages and 89 percent in cities and towns. These numbers will need to
be continually strengthened if Botswana is to maximise ICT benefits for
all of its citizens, and avoid regional disparities. Similarly, with the
2004 World Economic Forum Global IT Report suggesting that only 5
percent of the population are entering tertiary levels of education,
Botswana must identify and develop programmes to ensure that far
greater numbers of the population improve their overall level of
education. More students must move into university and excel in fields
such as Computer Science, Engineering, Physics, Mathematics, and
Business Studies if the country is to achieve its long-term development
goals. In the medium-term, it will be necessary for Botswana to attract
top-class external specialists and have local professionals work
alongside them to acquire new skills.
3.6
Botswana must look at introducing ICT into the formal education system
as soon as possible, both as a subject and as an educational tool.