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Socio Economic indicators as well as education are clear determinants of how people access and use communication technologies in Uganda.
Chart 1
Even with radio access, there is a 20 percentage point difference between the low SES and high SES group. In addition only 62 percent of those with no education said they have a radio at home, while 90 percent of those in the university group had access. These levels of access remained more or less constant in the 2007 and 2008 surveys. In comparing levels of household access, television was the only other traditional media that was a distant second in Uganda (see chart 1). Here, SES played a major dividing role in levels if access. Access steeply rose at each increasing level of SES. Other devices such as video recorders, satellite TV/DSTC/Cable TV, etc are yet to become easily accessible for all SES levels.
Chart 2
Mobile phones are the most accessible ICT device in Uganda; but here we see SES again playing a decisive role in access (chart 2). Internet access at home is rare even for Ugandans with the highest SES; even they were more likely to access it at a cyber caf than at home.
SES and education affects newspaper weekly readership; although education (which determined literacy) played a more direct role.
In general, education and SES act as major determinants of entry into the ICT world. Overall internet use was affected equally by education and SES whereas mobile use was more intensely correlated with ones education levels than SES (table 1, orange highlighted section).
SES and education also affect the range of services and activities that respondents have been using the particular ICT for. For instance those with higher education (and literacy levels) are more likely to use the internet for reading the newspaper online or sending an SMS.
The same is true for respondents in the high SES categories, who also show higher email use and listen to radio on their mobile phones more intensively than their lower SES holding counterparts. In fact higher SESs, which are associated with higher SES, also grant our respondents greater chances of possessing their own mobile phones (see access section above). The significance of the barriers determined by SES and education is also evident in the unchanging disparity between groups shown between 2007 and 2008 (not shown in chart). In fact the divides between those with lesser education/SESs and those with higher education/SESs have remained fairly status quo. The only exception to this was the doubling of respondents with no education who made a call in the previous month using their mobile phone (see green highlighted box in table 1). In addition, even those high internet users and high mobile phone with high SESs and education; have not experienced any significant growth between 2007 and 2008. The only exception was a 10 percentage point increase for university educated respondents listening to radio on their mobile phones (see green highlighted box in table 1).
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