Increasing Broadband Internet Penetration

In the OIC Member Countries

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VI.2.1. Initiatives to promote digital literacy

As mentioned above, up to 29% of broadband non-adopters in certain OIC Member Countries

cited limited digital literacy as a reason from not acquiring service. Digital literacy is defined as

the “ability to use digital technology, communication tools or networks to locate, evaluate, use

and create information” (Hauge and Prier, 2010). Initiatives aimed at building digital literacy

need to involve both embedding programs in the formal education system and targeting non-

formal initiatives to specific segments of the population (elderly, handicapped, rural poor, etc.).

Addressing this obstacle requires the implementation of programs that build an understanding

of the service offerings, and develop user confidence, explaining the benefits of use, and

understanding security and privacy constraints as well. In general terms, four types of

initiatives targeting digital literacy impediments exist:

•

Digital literacy through education programs entail the inclusion of specific programs at

all levels of the formal education system, requiring also the implementation of training

programs for teachers,

•

Targeted digital literacy interventions comprise the implementation of programs

addressed to specific segments of the population, such as the elderly, the

disadvantaged or the rural population,

•

Deployment of community access centers allows supplying non-adopting population

with devices and access points to the Internet; in addition, the access centers can

become points of delivery of training programs and user support,

•

The privacy and security training programs allow building the levels of trust from

consumers in order to foster adoption of broadband.

While digital literacy embedded in formal education processes are conducted in school

institutions, closely linked to curricula, targeted programs entail group-specific training in the

use of computers and broadband typically delivered through a range of public access centers.

Programs oriented to fostering digital literacy through formal education consist in embedding

ICT training in curricula at the primary and secondary school level complemented with

targeted programs focused on teachers. This section addresses the need to introduce

fundamental changes in the formal educational system in order to enhance the level of digital

literacy.

Digital literacy programs embedded in the formal educational system should be, by definition,

large scale and centrally driven, generally hosted within ministries of education. While

providing access infrastructure (both devices and broadband), programs tend to generally

focus on improving usability. As expected, the initiatives are less focused on delivering

standard computer courses, emphasizing the use of IT and broadband access within course

material by leveraging e-learning platforms and social networking.

While digital literacy embedded in formal education processes are conducted in school

institutions, closely linked to curricula, targeted programs entail group-specific training in the

use of computers and broadband typically delivered through a range of public access centers.

For example, adult education programs are focused on upgrading the skills of the workforce,