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.