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

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.

Citation

Matli, W. and Ngoepe, M. (2022), "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", Higher Education, Skills and Work-Based Learning, Vol. 12 No. 3, pp. 419-436. https://doi.org/10.1108/HESWBL-05-2020-0107