Review the gender digital divide in Sudan

The introduction of ICT into the educational sector created new social and gender inequalities. Since the invention of the computer, ICT-related activities have been viewed as a male domain. (Brosnan & Davidson, (1996), Huyer et al., (2005)). It has also been argued that the digital divide in Africa is also a gender divide, as evidenced through extensive differential access to, use and production of digital technologies between girls and women in comparison with boys and men even within education systems (Farrell and Isaacs, 2007).

In Sudan there is a lack of emphasis in the education sector on gender analysis, gender training, capacity building and networking to redress gender inequalities. A better understanding of all aspect of gender digital divide is important so as to be able to prevent the bad effects of this trend on women and to enhance the potential of ICTs to be an effective tool for women empowerment (Huyer and Sikoska, 2003), to examine the extent of the difference in the level of access to and use of ICTs in higher education institutes in Sudan between male and female students, and to understand the factors that hinder or facilitate ICT uptake by female students in order to throw light on female oppression and identify ways to minimise the gender digital divide that continues to exist in many developing countries including Sudan.

Although there is no knowledge in Sudan confirming that there will be a gender digital divide, there is evidence pointed that there is a gender digital divide. The extent of the digital divide in institutes of higher learning can, to some extent, be illustrated by examining statistics regarding access to computers and Internet facilities at these institutes in order to provide some information regarding gender analysis.