From digital divide to digital opportunity

Author : Wilhelm Greyling
Date added : 2003-09-26

Brief Project Background

Human progression has always been marked by milestones in science and technology. Consider Gutenberg’s creation of moveable type in the 15th Century, which laid the foundation for universal literacy, James Watt’s invention of the steam engine in the 18th century, which launched the Industrial Revolution or the inventiveness of Bell in the 19th century, creating the telephone bringing world-markets together...

Again, the World now is in the midst of yet another economical and social revolution every bit as all-embracing as any that has gone before: information and communications technology (ICT). For some, it promotes the promise of inclusion, opportunity and wealth but for many, this fruit is out of reach, leading to greater isolation, exclusion and ultimately causing increased poverty.

The rapid rate, at which this revolution is growing and enforcing change, has caused many to fall behind, ultimately causing a Digital Divide gap.

It is important to understand that the digital divide is considered an outcome or result of a complex set of social, economical, cultural, educational and especially political conditions and its effects are hereditary in nature.

One such example where political conditions contributed to this divide was the educational ministry in South Africa during the apartheid years (pre 1994). During this time the national educational system in South Africa was divided into four separate educational ministries, categorised based on racial elements. Access to education and the levels of education vary depending on the specific ministry.

When the new government came into power post 1994, the new department of education (DOE) abolished the various ministries, to become one ‘Department of Education’ so all could enjoy access to the same level of education. The transformation did not address the hereditary effects. As resultthere are now many teachers and educators that, under the new system, are considered to be un- and/or under qualified.

In order to rectify these imbalances and to ensure all teachers and educators are educated to the same level, the Department of Education in South Africa launched a massive campaign to upgrade teachers and educators considered under the new system to be un- and/or under qualified.

Through the development of this upgrading programme, all conditions had to be considered and catered for. Therefore, ‘Computer Awareness’ had to be included as part of this upgrading programme.

However, ‘Computer Awareness’ only exposed the teacher to the theoretical aspects of information technologies but did not include any ‘skills transfer’ or ‘skills training’ in order to achieve ‘computer literacy’.

The need were evident and since computers (and computer literacy) impacts every profession or industry thinkable today in some form or the other, it is vital that especially educators (off all interest groups) should possess basic technology literacy skills, since they act as the mechanism of knowledge transfer in developing the next generation . Having a ‘technology literate’ education force will dramatically diminish the affects of the digital divide.

After recognising the exponential affects, generated by the digital divide and the enormous need for training and development in the ICT sector, specifically amongst teachers and educators, INTRADEM were formed (during 2003) as a joint initiative between the private and educational sector. The name INTRADEM is short for Institute of Training, Development and Empowerment and the core focus of this project is to technology ‘enable’ the approximately 30 000 un- and under qualified educational workforce (Teachers and Educators) in South Africa.

The project has embarked on a mission to find creative ways to tackle the enormous challenge of closing the digital divide amongst the approximately 30 000 under qualified educational workforce in South Africa, through proper skills transfer.

As part of research and development (in the early stages) it was important for the project to understand what other initiatives are currently active in this area (if any) and what are their shortcomings and/or limitations. Since a successful outcome was important for the project, this research was done to ensure these shortcomings and/or limitations can be properly addressed by the project. It was evident that most initiatives in this area share similar shortcomings and/or limitations. The important ones include:

1. Training Only (Transfer of theoretical knowledge without further development or empowerment).
2. High Cost for acquiring these ‘basic skills’ since initiatives were privately owned and commercially driven.
3. Access, similar to the reason above, access were limited to the larger metropolitan areas of economical affluence
4. Certification, again, since privately driven and commercially inclined, certification were not accredited disallowing the individual to build up ‘credits’ as per the National Qualifications Framework Plan.


Objective One

The first objective was around the concept of training versus skills transfer. There are many commercial organisations out there focusing on training in the ICT sector and offer an array of programmes; from a very basic level to advanced career-centric training and education. This is sufficient since the students involved in this type of training possess basic computer skills and are therefore in 99% of cases already ‘technology literate’ at the very least, so the focus can be only on training

It is important to understand that, especially in the case of basic ‘technology literacy’ training, students have only recently been exposed (if at all) to technology, and still find it to be an intimidating and daunting subject.

Proper skills transfer must take place of which training is only considered one component. The project believes that training is merely the first step in the ‘skills transfer’ process. Once basic knowledge has been acquired (through training), the student needs to be developed allowing the student to apply this newly acquired knowledge. For example, to use MS Word, the student would need to understand how the programme work, where to type, how to type and for this purpose would also require the development of typing skills. Then the ability to use the application needs to be developed to the extent that the knowledge acquired (through training) can be applied, achieving a desired outcome by applying this knowledge (development) for example, typing/editing/saving a question paper and memorandum .

As a further phase, the student needs to be empowered, allowing these skills to be applied for personal or professional benefit or gain (empowerment) for example to type a CV, use the Internet for research and submit a CV electronically. Only then, proper skills transfer has taken place; when the individual are able to apply these skills freely for personal or professional benefit and use.
It is for this purpose, that the project’s first objective was to develop and use ‘outcomes based’ training by following the training, development and empowerment approach. (As captured through the name, Institute for Training, Development and Empowerment!)

Objective Two

As a second objective, commercial training institutions focuses or targets those at the higher end of the socio-economical scale. Therefore affordability has been noted as a general concern. The project was therefore forced to be extremely creative in finding ways to keep costs as low as possible.

One of the major contributing factors eliminating high costs came as direct result from the partnership with the Technikon Northern Gauteng. Through this affiliation, the project has access to already existing infrastructure, as can only be provided by large educational institutions. Therefore, no massive capital outlay or investments were required for establishing infrastructure such as computer labs and classrooms.

Objective Three

Thirdly, access was considered an important objective. The philosophy from the start of the project was to follow an approach of ‘taking training to the people’. This is done through partnership and affiliation programmes between the project and educational institutions such as schools, Technical Colleges, Technikons and Universities who owns the available infrastructure and has a desire for skills development. The first strategic partnership was concluded with the Technikon Northern Gauteng, who’s reach in terms of training cover a very large area and is therefore considered extremely accessible to previously disadvantaged teachers and pupils. As the project grows, further such affiliations are implemented for providing both infrastructures (to keep costs low) and extending the programme into other areas.

Results

Although the project is still in its infancy, a solid foundation has been established that is critical to the long-term sustainability and success of the project. Successes and results to date as described below are more focused around initiating the project, develop mechanisms for delivery, developing training material and implementing pilot programmes. These successes/results include:

Partnerships and Affiliations

One of the most important achievements to date was securing a formal partnership with the Technikon Northern Gauteng. This gave the project the authority, accreditation, infrastructure and back-up required for ambitious projects of this magnitude.

As a first phase the focus will be on teachers in the Gauteng region, however to honour the accessibility objective of the project, other partnerships and affiliations has already been secured for expansion purposes into other regions.

Programme Development

In engineering a programme that complies with all the requirements from an educational perspective, together with the project objectives were a challenging, but exciting task. Several drafts were tried and tested since one of the key objectives (as stated in Objective One) were to do proper skills transfer and development, thus ensuring the outcome after the programme were successful. This can only be achieved by means of post-assessments. The programme were tested and refined to a point where the entire programme adhere to the new “outcomes based” philosophy of the South African Qualifications Authority.

The project’s programme is modularised, allowing students to either select modules of interest, or to follow the entire programme to get credited for the completed modules. On average if the schedule defines 4 hour sessions per week, it will take roughly 14-15 weeks to complete the whole programme on a part time bases. The entire programme complies and is registered with the South African Qualifications Authority. Following are a breakdown of the modules covered:

· Module 1: Basic Concepts
Operate a PC
Keyboard Skills
Use PC Operating System
Operate PC Peripherals
Entry Level Word Processing
· Module 2: Intermediate Level W/Processing
· Module 3: Entry Level Spreadsheets
· Module 4: Intermediate Level Spreadsheets
· Module 5: Entry Level Presentations
· Module 6: Intermediate Level Presentations
· Module 7: Electronic Mail
· Module 8: World Wide Web Browsing

Pilot Projects & Feedback

Of the current 30 000 teachers to be developed, approximately 4000 have either gone through or are currently engaged with the upgrade programme initiated by the Department of Education (DOE). 80% of these 30 000 teachers consider themselves to be technologically ‘illiterate’.

This project have been involved in providing the ‘Computer Awareness’ for approximately 300 of those students as part of this upgrade programme and have therefore first-hand experience and understanding of the requirements and needs down to a root level.

The average teacher student is fairly matured (40-55 Years of age). Initially they were extremely cautious and sceptical towards the ‘new concept of computers’, but soon the scepticism transformed into a ‘curious optimism’, once they realised that, with guidance, the ability to use a computer is comfortably within their reach.

Generating Opportunities

The vision of this project is to technologically ‘enable’ the 80% or 24 000 potential teacher students. For that purpose many ‘teaching opportunities’ will arise as a further outcome of the project. This not only stimulates economical growth and provide job opportunities, but also stimulates overall growth within the ICT sector. This certainly promotes what ‘closing the digital divide’ is all about, considering a statement made earlier: “For some, it promotes the promise of inclusion, opportunity and wealth but for many, this fruit is out of reach, leading to greater isolation, exclusion and ultimately causing increased poverty”

A further exponential effect as result of targeting teachers in this project is the mere principle that one teacher interacts with many students each year. Of these 24 000 teachers, each may transfer their computer literacy skills to 50-100 students per year, that calculates to potentially more than two million per year!

With all this in mind, the project potential certainly shows us that, as an outcome, it will promote inclusion, opportunities and wealth, and counteracts isolation and exclusion..

Next Steps

The first four classes, consisting of 30 students each, have already been scheduled. This is a direct result (as anticipated) of the teacher students that’s been exposed to the ‘Computer Awareness’ and would like to further enhance their computer literacy skills.

This group of students will go through the first module of the programme scheduled to start on Friday, 10th October 2003 finishing 14 November and another starting on the 25th October 2003, finishing on the 29th November 2003.

As a second phase the project will also focus on developing teachers, not participating in the upgrading project. One should not assume that it is only those participating in the upgrading project that is computer illiterate. There are many teachers in the field, considered qualified, that also considers themselves as being illiterate, when it comes to technology! As a further extension students in general from historically disadvantaged Institutions will also be targeted for skills development and pupils at secondary schools and members of the disadvantaged communities. (See the last section; Development Aspects of the project (or potential) for more information.)

Lessons

To really understand what can be learned from this phenomenon, it is important to find common grounds as to the meaning and potential impact of the digital divide. Although the digital divide has certainly been around for many years, it is only now that we really start to grasp its meaning and how it is affecting today’s society. Recognising its existence is certainly the first step to rectification since we can, based on past experiences, put corrective measures in place to negate the effects of the digital divide in the future.

There are many perceptions on how the Digital Divide should be defined and what it really means. This proved to be true considering a paper published by Heather DeCourcy from the Western Michigan University in the US. In her paper she states:

“In researching information about the concept of the digital divide, I found that almost every site that I visited contained a different definition. All of these definitions are similar, but some have different aspects that others do not. The definition that was most like the others is from the ALA Office for Information Technology (in the US). This definition states that the digital divide consists of “differences due to geography, race, economic status, gender and physical ability in access to information through the Internet, and other information technologies and services, as well as in the skills, knowledge and abilities to use information, the Internet and other technologies.”

This definition basically describes the digital divide as a means of technological separation in our society between people of different races, economic status and general background.

Another interesting definition developed by an SIG (Special Interest Group) in Spain, Europe certainly captures the essence of what the digital divide really represents:

“Substantive differences in the development, use, application and exploitation of Information, and ICT (Information and Communications Technology)”

However these definitions are interpreted, there are certainly many commonalities in each of them, all - in some form or the other - addressing the core of what the digital divide really represents and how it will affect today’s and tomorrow’s social and economical environment. When considering these definitions, the following becomes clear:

- The digital divide exists
- It is not an isolated concept, but the outcome of a complex set of social, economic, cultural, educational and political conditions.
- It is measurable, or at least some of the components e.g. (Number of Computers per number of inhabitants, Internet Access etc)
- The digital divide relates not only to the capacity to produce ITC goods and services, but also to the capacity to apply and benefit from them, and to be self sufficient in ICT.
- It is not limited to the lower socio-economical areas, but also exists amongst the higher socio-economical areas. The difference lies in the availability of means to address it, and the degree of impact of the divide on overall development.
- Similarly, it is not limited to only developing countries, but is also considered a reality in developed countries.

Recognising the digital divide and its existence certainly raises concerns regarding the impact or affect the digital divide could have on today’s and future social and economical environments. Research indicates:

- The digital divide has a determining influence on international relations among countries and regions. It creates further imbalances in international trade negotiations.
- It impinges on several areas, such as the social, commercial and educational spheres.
- It engenders a continuous and escalating imbalance in levels of access to and use of information.
- It is not a static condition, but grows exponentially in Internet time.
- It governs the level of development and adaptation of countries to aspects of the new economy.
- It creates and intensifies vicious circles, such as: No investment in R+D for lack of resources, which in turn makes resources scarcer...
- It acts to potentiate already existing differences in levels of development.


As stated by the UN’s taskforce, it is not enough to build bridges across the digital divide. Building bridges does not eliminate or narrow it. It is only a means of avoiding it in specific areas. Genuine transfer of technology knowledge (training), support for education (development) and ultimately job creation (empowerment) is required and must be the priorities if we are to overcome the digital divide.

It calls for concerted actions from the national and international community, local, provincial and national government, educational institutions (e.g. schools, Technikons and Universities), business, and civil society.

Further Lessons Learned

· Training only is not sufficient for the purpose of skills transfer. It’s only the first step in the process. To do proper skills transfer, training must be accompanied by development and then supported (empowerment) to allow for further growth and personal gain. This is also in line with the UN recommendation: “transfer of technology knowledge (training), support for education (development) and ultimately job creation (empowerment) is required”. Building bridges is not enough!
· All development and training initiatives may be done in good spirit, but at the end there is only ONE aspect that will be detrimental as to the success, and that is the outcome, or results of the development. In other words, if the objective was to transfer skills, can the student now apply those skills for self benefit. The two major aspects to consider in developing a skills development or training plan, but ones that needs thorough consideration is:
o Firstly, The Quality of the Programme (Keeping the objectives in mind) In other words, given the skills to be transferred, what is the best way / methods to use for developing those skills
o Secondly, it is crucial to understand the culture and environment of those intend to be developed and then adjust the skills transfer plan or training plan accordingly.

Development Impacts

The Institute for Training Development and Empowerment has been established with its core focus, to address this technological separation through its training, development and empowerment programmes.

The Institute soon realised the extensiveness around the digital divide which exist in the Development, Use, Application and Exploitation of information and communication technologies:

· Development, referring to gap or divide that exists in the overall development of ICT such as limited skills leads to under exposure to the sector, which leads to lost job and business opportunities. This also diminished career choices since many do not understand how they can benefit from ICT, ultimately causing exclusion and increased poverty.
· Use: The gap that exist in the day to day use of ICT (or the extend of use and the level of benefit achieved) e.g. how can the Internet be used for research, effective use of email in the work environment, how its used in the business environment e.g. book-keeping and stock-keeping. How it is used personally, e.g. electronic banking.
· Application: This refers to the gap in the level of application in any given environment. For example, one of the objectives of ICT products and services is generally to optimise or automate processes in order to achieve optimum performance, whether in the work, business or personal environment.
· Exploitation: By not fully understanding the environment, it is difficult to identify business, job or career opportunities, how technology can be applied to enhance businesses or financial performance either through cost reduction (by effective use of technology) or by improving profitability (again, by effective use of technology).

Research shows that it is important to distinguish between the application and production of ICT products and services. This becomes clear looking at the definition adopted by the institute:

The Digital Divide refers to the substantive difference in levels of development, use, application and exploitation of information and communications technologies relating to:

1. The capacity to apply, benefit and be self sufficient in information and communication technologies.
2. The capacity to produce information and communication technology’s products and services

The first part of the definition states: “The capacity to apply, benefit and be self sufficient in information and communication technologies.”

The capacity in this instance refers to the ability to use technology and be self sufficient in the use and application of information and communication technologies. In an ideal world, everyone in society will possess the basic skills to unlock these enormous benefits by participation, stimulating growth in today’s all-technology subjugated society.

However, in reality, this is not true and regrettably the situation will continue to grow, escalating the affects of the digital divide.

The institute is currently in the process of extending its ‘Computer Literacy Programme’ to offer a wide variety of programmes committed to the transfer and development of technology skills, from a rudimentary level through to advance focusing in various sectors:


· Pre-Tertiary - GR1-12, School, Technical Colleges
· Tertiary - Tertiary Institutions
· Professional - Aimed at individuals currently active in their careers
· SMME’s - Optimising the use of ICT in business, Skills Levy Support and training
· Corporate Sector - Corporate Universities, Skills Development Plans, Customised Training
· Special Projects - Training of Teachers, Sustainable Rural Development Programmes

The second part of the definition states: “The capacity to produce information and communication technology’s products and services.”

From a potential perspective, the capacity to produce ICT goods and services requires the development of a program for development beyond basic technology literacy skills, extending abilities into a professional or career level.

The Capacity to produce follows the Capacity to apply, since many or all need to have been exposed to the ICT sector and its components, in order to awake or pursue further interest such as possible careers within the ICT sector. Produce or production in this instance refers to the ability to participate in the development of ICT related products and services in a professional or career environment.

However, the desire to develop beyond the basic capabilities is crippled by certain ICT-industry related limitations:

1. The first limitation is cost. It is common knowledge that training in the ICT sector is extremely expensive, which makes it very difficult to acquire the skills to become a trained and certified ICT professional.
2. The second and most common limitation to become employed in the ICT sector is the requirement (from a industry perspective) for sufficient experience within the industry. This is very common if one looks at the current job market and its requirements within the ICT sector. This makes it extremely difficult for prospective ICT professionals to further explore the possibilities.
3. Thirdly, to find the right career opportunity, based on the skills and experience acquired through a training programme.

The Institute further initiates programmes to addresses the first two limitations mentioned above. In South Africa skills development is high on the priority list from a governmental perspective and many supporting infrastructures and funding are continuously put into place to promote skills development.

The development program proposes that companies with social responsibility frameworks should support this development program, allowing individuals developing their careers in the ICT sector to become exposed on a operational level, allowing them to gain ‘practical and operational experience’ in this field.

Due to the nature of other programmes, it is anticipated that close relationships will be formed with governmental institutions and private companies allowing the programme to place trained and experienced individuals into a career environment. This final phase will assist the individual with career finding skills, e.g. career planning, job searching and placement, CV and interview support, matching these individuals to an opportunity database, supported by the close relationships formed with governmental institutions and private companies, finally overcoming the last obstacle as mentioned earlier: “to find the right career opportunity, based on the skills and experience acquired through a training and development programme.”

Project Information

Organisation : INTRADEM (Institute for Training, Development & Empowerment)
URL : http://www.intradem.com
Total budget in US$ : $0
Country of activity: South Africa [ZA]

Are there any partners involved : Technikon Northern Gauteng
What is partners role?: As a private and new institution, INTRADEM did not have the appropriate authority and accreditations required to be a formal educational service provider for South Africa. Such accreditations and registrations were part of a rigorous and lengthy process, and even when this has been achieved, training programmes had to be developed and also accredited by the proper authorities.

Technikon Northern Gauteng is a well-established, well-recognised Institute of Higher Learning in South Africa. Through partnering with the Technikon Northern Gauteng many of these hurdles were overcome by entering into a partnership agreement. Through this partnership INTRADEM can now be considered an accredited training authority with access to:

· Accredited certification programmes
· Nationally recognised Certification for students
· Training facilities and other Infrastructure
· Human Resources

Contact Information

Wilhelm Greyling
wgreyling@usa.net / info@intradem.com
PO Box 611, Wingate Park, 0153, Pretoria, +27 83 600 2159

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