Key issues: Low levels of literacy and digital skills
One of the primary skills that digital technology users need to access and effectively use digital technologies is basic literacy. Meaningful engagement with technological platforms is dependent on digital literacy and basic digital skills, which unlock people’s capacities to operate in and benefit from the broadband environment (e.g. to improve their financial literacy or engage in ICT-enabled career training). Only 46 per cent of individuals in developing countries have basic digital skills; however, developed countries fare only somewhat better at 65 per cent.[61] Across the world, digital skills will grow in importance, particularly in sub-Saharan Africa where more than 230 million jobs are projected to involve digital components by 2030, and 64 per cent of workers will require at least basic digital skills.[62]
Potential intervention: Offering digital skills school curricula, training and programmes
The development of digital skills should be tailored to suit the needs of each segment of the community and aligned with current and future engagements with digital platforms. Governments should develop and integrate curricula for children in primary and secondary school that teach digital literacy (the fundamentals required to interact with, configure and use digital tools); and basic digital skills, including how to use technological assets (computers, smartphones, software), online operations (search engines, social networks, privacy), communication media (cellular and Internet protocol networks). Similarly, curricula for technical and vocational education and training (TVET) are important tools for equipping adults with basic digital skills. Training programmes building the same foundational skills – facilitated by the public, private or social sectors – can be offered to people across other age groups. Furthermore, cybersecurity and how to remain safe online are essential topics to include in curricula and teaching programmes. Children and adults should be empowered by knowing about their rights, applicable cybersecurity legislation, potential cyberthreats, and cyber hygiene, and how to report cybercrimes, discern disinformation and fake news, and leverage data and privacy settings on devices and platforms to protect themselves. The content and material may need to be adjusted to be relevant to certain age groups as well as adapted to address the needs and challenges faced by vulnerable people. Similarly, programmes should be kept up to date as technologies and cyberthreats evolve.
Spotlight
With the aim of strengthening healthcare service provision in the Kanchanpur district of Nepal, Medic introduced a programme that leverages mobile phones to improve care coordination, administer remote healthcare services, report to health facilities, and update health records. Female community health volunteers (FCHVs) who have limited experience with mobile phones are taught key skills including writing, formatting, and sending text messages; dealing with e-mail inboxes and communicating with patients to ensure the programme’s success. More than 2,700 FCHVs had been trained as of 2021. [63]
Spotlight
To help address the lack of basic digital skills, Orange deployed its Digital Schools programme. Today it spans 16 countries, 1,357 schools and 500,000 pupils. The programme provides pupils with kits that include a mini server of educational content connected to tablets that can be used for instant access to hundreds of materials, available offline and online. [64]
Key issues: Limited access to training infrastructure and opportunities
Building digital skills is dependent on having access to the necessary technological assets and broadband connectivity; however, many people cannot afford either. Schools across LDCs still lack the infrastructure necessary for delivering education that equips children with the skills to navigate the digital world. The COVID-19 pandemic highlighted how imperative it is for schoolchildren to have the access and ability to use digital technologies, especially in a world that is increasingly hybrid and remote. Beyond having access, people require opportunities that are conducive to learning and practising digital skills. This means that work and other regular daily activities should provide them with chances to exercise and improve their digital skills. Yet 34 per cent of adults without post-secondary school education or training, and 17 per cent of college graduates, report not learning any new digital skills [65]
Potential intervention: Providing digital centres with learning environments
More action should be taken to make available and maintain devices and connectivity in learning centres as well as to create the opportunities to learn. Governments, in partnership with the private sector, funders and donors, could invest in devices, software and connectivity for schools, community centres, neighbourhood clubs and other institutions with social participation. Well-equipped institutions can be utilized as digital skills centres where basic digital literacy is taught at affordable prices or free of charge. For adults, these courses can be held in the evenings and on weekends. The private and social sectors can donate or resell devices at affordable prices to the digital skills centres. A key enabler, beyond providing devices, is creating relevance to the concerns of the learners. Educators and trainers should have the knowledge and experience to make their teaching serve the students’ particular interests and needs. Employees can benefit from on-the-job training and programmes hosted by their organizations to build their digital skills and potentially advance their careers.
Spotlight
In partnership with Shule Direct, Camara Education Tanzania, and Apps and Girls, Lyra in Africa has endeavoured to make digital offline learning a reality in 7 rural secondary schools across Tanzania. The partnership has introduced digital learning mentors to advance the digital literacy and skills of students and their teachers, as well as providing 4 computer labs and 130 tables. [66]
Spotlight
Giga, an initiative by UNICEF and ITU, aims to provide connectivity to every school around the globe. There are 4 pillars to achieve its ambition: map, finance, connect and empower. Giga is active in 3 regions thus far: the Eastern Caribbean, Central Asia, and sub-Saharan Africa. As of early 2022, Giga has mapped over 1 million schools across 41 countries and connected over 3,200 prototype schools. [67]
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Footnotes
[61] ITU. (2021). Digital Skills Insights.
[62] IFC. (2019). Digital Skills in Sub-Saharan Africa: Spotlight on Ghana.
[63] Medic. (2021). SMS tools empowering FCHVs in Nepal: Adapting to a new normal during COVID-19 lockdown.
[64] Orange Foundation. (2022). Digital Schools, call for projects 2022.
[65] ITU. (2020.) Digital Skills Insights 2020.
[66] Lyra in Africa. (2020). Digital Learning.
[67] Giga. (2022). Connect with Giga.