https://ir.unisa.ac.za/handle/10500/23888 Thu, 07 May 2026 09:23:56 GMT 2026-05-07T09:23:56Z https://ir.unisa.ac.za/handle/10500/24256 Lessons from Singapore and Zimbabwe: A model for emerging countries to achieve quality economic growth Yellen, RE; Sanford, CC The Singapore government's adoption of policies which has promulgated an infrastructure heavily reliant on information technology is used as a model to explain Singapore's remarkable economic growth. This model helps to explore the current difficulties other emerging third world countries are experiencing while attempting to achieve domestic growth and an international presence. The African country of Zimbabwe is used as a surrogate for these underdeveloped countries to assist identify key areas that need to be addressed before they can begin to experience the economic stability and growth that Singapore has achieved. An obvious difference between Singapore and Zimbabwe is that while both immediately upon independence undertook efforts to improve economic conditions, Zimbabwe is only considered to be a regional success. Singapore, on the other hand, has achieved a higher standard of living and an international presence in information technology. Sun, 01 Jan 1995 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/24256 1995-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/24255 A pluralistic approach to systems development Lai, LSL It is believed that revolutionary developments in information technology may allow developing countries to leapfrog obsta­cles to development if they can successfully apply the new technology. However, many organizations in third world nations experience great hopes but many disappointments from their introduction of computer-based information systems. Project failures are very often caused by a complex interlinking of technical, social and political factors. This paper describes an in-depth study, undertaken over eighteen months, into the development of an information system for a procurement office in the Philippines. Based on the .findings from the investigation, the author suggests a pluralistic approach under which systems enquiry [6] and data analysis [l8] complement each other to enable information systems development for developing countries to become more effective. Sun, 01 Jan 1995 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/24255 1995-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/24254 Who will implement information technology for development? Korpela, M There is a long, although thin, tradition of research on whether and how information technology (IT) can contribute to national development and basic human needs, particularly in developing countries (DCs). It is striking, however, that most of the recommendations in the literature have never been implemented. In this paper, the scientific literature on the "appropriateness" of IT is first briefly reviewed, and the concept of development discussed. Computer-related activities in Nigeria are then analysed and their potential /or "development" considered. In conclusion, it is maintained that all recommendations for "IT for development" will remain barren academic wishes unless the social forces for such IT will be identified and mobilised. The roles of IT professionals, end users, leadership and citizens/communities are discussed. Sun, 01 Jan 1995 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/24254 1995-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/24253 Computer-supported cooperative education to support development in South Africa Grobler, M With the enormous educational backlogs in South Africa it seems that there is no choice other than searching for alternative, technology-based ways for improving the existing educational situation. This paper describes three case studies in which cooperative learning and computer-supported cooperative learning in support of education and training, are explored. The interest in computer-supported cooperative education is a potential vehicle for introducing information technology to support development through education and training in South Africa. It is argued that, with this information technology intervention, there exists a possibility to make a positive contribution to parallel development. The results of the presented case studies will surely not solve the educational problems in South Africa. However, the learning opportunities embedded in these cases could provide valuable insight in the eventual proposed framework for the implementation of computer­-supported cooperative education on a national basis. Sun, 01 Jan 1995 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/24253 1995-01-01T00:00:00Z