Increasing Broadband Internet Penetration
In the OIC Member Countries
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generally linked to the number of stakeholders (“more than half of the (ongoing)
initiatives have been delivered by three or more implementers”).
• Device focus: Until now, the great majority of digital literacy programs have focused on
personal computers connected to broadband technology. However, with the growing
importance of wireless broadband and smartphones, the need to make decisions on
what kind of device the digital literacy program focuses on will become very
important.
Generational differences represent another major barrier to broadband adoption. Typical age
cohort where adoption starts declining dramatically in emerging countries is 40 years old
(when controlling for income). In that sense, digital literacy programs conceived as extension
of either universities or secondary schools have proven to be very valuable in bridging the
generational gap. The overall long-term goal of these programs is to improve social inclusion
of the elderly population. The primary content delivered in this type of programs are standard
computer courses, in some cases tailored specifically to the needs of the elderly (e.g. email to
communicate with the family, photo sharing, use financial applications, purchasing tickets
online, etc.). However, in addition, digital literacy courses for the elderly give seniors an
opportunity to meet people and develop a social network. Among the best practices in the
deployment of digital literacy for the elderly, the following have been highlighted:• Carefully determine needs of targeted population given the different requirements
that have been observed across the segment,
• Create a website supporting the program, which would include self-study course
modules for use on an ad-hoc fashion in community centers,
• Self-study programs should comprise online courses, complemented with traditional
printed materials,
• Include an entertainment section (media, music) in the website to enhance
attractiveness,
• Strive to coordinate the program with cultural organizations that are part of the user
community (for example, they can act as advertising vehicles for digital literacy
programs),
• Equip program with self-contained units that could be used via touch screens and a
simple menu system,
• If program is offered at a community center, ensure continuous presence of host
instructors that can answer inquiries, take registrations, and be responsible for all
technical logistics,
• Make sure that instructors stay after classes to act as tutors for the seniors that stay in
the center working on the computers,
• Provide an environment where users can share their experiences in dealing with
technical issues with peers, which constitutes an important retention mechanism,
• Digital literacy programs for the elderly attain better results when they are delivered
in an environment that provides the opportunity to meet other people and break their
social isolation,
• It is sometimes useful to involve students of upper secondary schools in the role of
volunteer “digital facilitators” to teach internet browsing and e-mail use to the elders;