Digital Divide

RESEARCH FOCUS

The digital divide refers to the gap between those who have access to and can effectively use digital technologies, such as the internet, computers, and mobile devices, and those who do not. It encompasses disparities in both access to technology and the ability to utilize it.

The digital divide is a significant issue as it perpetuates social and economic inequalities. Lack of access to digital technologies limits individuals' ability to participate fully in the digital age, hindering their educational, economic, and social opportunities. Without internet access, individuals may struggle to find information, access online educational resources, or apply for jobs online. This divide particularly affects marginalized communities, including low-income individuals, rural populations, and disadvantaged groups.

Moreover, the digital divide also extends to digital literacy and skills. Even if individuals have access to technology, they may lack the necessary skills to navigate digital platforms, effectively use digital tools, and critically evaluate online information. This further widens the divide, as those with digital skills have a competitive advantage in the job market and can fully leverage the opportunities presented by digital technologies.

Addressing the digital divide requires concerted efforts from governments, organizations, and communities. Initiatives should focus on expanding internet infrastructure, making devices affordable, and providing digital literacy training programs. Bridging the digital divide is not only a matter of equity but also crucial for fostering inclusive economic growth, enabling equal access to education, and empowering individuals to fully participate in the digital society.

PUBLICATIONS & PROJECTS

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The Sustainability of Community Connectivity Projects

Team Member: Dr Daniel McFarlane, Yannik Mieruch

To support the ITU’s Smart Village and Smart Island initiatives, the ITU and ISOC commissioned CDS’s Daniel McFarlane to develop case studies highlighting success factors from past initiatives, exploring new dimensions to enhance sustainability, and providing recommendations on the sustainable delivery of digital connectivity projects. The goal is to create a reference for developing and delivering connectivity initiatives by drawing on past experiences and leveraging current engagements. The study is supported by CDS team member Yannik Mieruch.

The key learnings from the case studies on connectivity initiatives in Asia and the Pacific include the importance of a broad multistakeholder coalition for sustainability, successful engagement with local communities through upskilling and training, adaptability in organizational models to fit the context, appropriate technology to support various sustainability dimensions, relevant services to the local community, and consideration of marginalized groups within the community. The case studies also demonstrate the potential of connectivity initiatives to empower local livelihoods and improve socio-cultural sustainability. Overall, flexibility and creativity in technological, organizational, and financial solutions are crucial for sustainability, and effective relationships between stakeholders are enabled by appropriate technology. Engagement with and support from local government and academic institutions are also important for the sustainability of connectivity initiatives.

UNESCO 2023 regional report on technology and education in Southeast Asia

Team Member: Dr Dipendra KC

Dr Dipendra KC was commissioned by UNESCO to contribute a chapter on technology and education in Thailand for the UNESCO 2023 regional report on technology and education in Southeast Asia. His chatper discusses the challenges faced by education systems in Thailand and how technology can potentially help in addressing three key issues: equity and inclusion, quality, and system management. The chapter details how technology can help disadvantaged learners in remote areas, with disabilities or special needs, who speak different languages and are constrained by time. However, the chapter also highlights the challenges faced in ensuring that access to technology and content is equal for all learners. In addition, the chapter examines the challenges of improving basic skills and digital skills through technology, including how to design effective software to help students learn at their own pace, combat misinformation and disinformation, and create digital content. The chapter highlights examples where technology has helped improve learning outcomes in reading and mathematics, as well as where it has failed to deliver expected results. The chapter emphasizes that education systems need to assess and anticipate skills needs, develop competence frameworks, issue guidelines, draft curricula, design courses, and allocate resources effectively to make the most of technology in education.

E-learning in Thailand: Mapping the digital divide

Team Member: Dr Dipendra KC

CDS's Dipendra KC was commissioned in 2020 to map internet connectivity of schools in Thailand, which resulted in the publication of a report "E-learning in Thailand: Mapping the digital divide".

COVID-19 affected over 60% of enrolled learners globally and over 15 million in Thailand alone, leading to the closure of all educational institutions in Thailand during several rounds of lockdowns. The shift to online learning posed considerable challenges and highlighted the importance of digital infrastructure for school education. In response, Dipendra worked with the ITU and partners, including the UNRC, UNICEF and UNESCO, to map the digital divide in the context of school education in Thailand, presenting data on access to digital devices and Internet connectivity among Thai students at school and home.

The study found that 97.47% of schools were connected to the Internet, with subtle connectivity differences between schools across different regions reflecting the digital divide. On average, 17 students shared one computer at school, with significant gaps in school principals' opinions on the adequacy of computing devices depending on location, socio-economic status, and whether the school was public or private.

Access to Internet connectivity in the home is an essential indicator of e-learning readiness, and the study found disparities across different socio-economic strata. Only 59% of households from the provinces in the bottom quartile of GPP per capita had an Internet connection in the home, compared to 79% in the top quartile, with most households in the bottom quartile left behind by e-learning initiatives that require a computer and Internet access.

To address these gaps, the study provides specific recommendations, such as improving the quality and availability of data on the status of school connectivity and setting guidelines for the Internet and devices in schools. It also emphasizes enhancing connectivity information to include the community and increasing the availability of information on traffic and bandwidth use from schools. Additionally, it recommends improving the affordability of Internet connectivity for students and assessing the impact of e-learning on education outcomes.

https://www.itu.int/hub/publication/d-pref-them-28-2022/

GIGA: Empowering Communities in Asia Pacific Through School Connectivity

Team Member: Dr Daniel McFarlane, Yannik Mieruch

In 2020, the ITU commissioned CDS's Daniel McFarlane to study the feasibility of Giga in Asia and the Pacific. The study, supported by CDS team member Yannik Mieruch, led to the publication of Giga: Empowering Communities in Asia and the Pacific Through School Connectivity, which you can access the report here and below is a summary of the study:

Broadband connectivity and ICTs are essential tools for achieving the UN's 17 Sustainable Development Goals, but 3.7 billion people worldwide lack internet access. The COVID-19 pandemic has highlighted the digital divide within and between countries. Children in poorer countries without adequate digital infrastructure and learning resources have been more disadvantaged than those in wealthier countries. The Giga initiative, a collaboration between ITU and UNICEF, aims to connect every young person to information, opportunity, and choice by creating the infrastructure to provide digital connectivity to entire countries, communities, and citizens. The initiative is based on four pillars: map, finance, connect and empower.

The first pillar involves mapping schools to identify connectivity problems and determine the magnitude of the challenge. The second pillar, connect, involves deploying infrastructure and technology solutions to bring affordable connectivity to unconnected schools, such as Wi-Fi, satellite, fibre, TV white space, Li-Fi, and Open RAN. The third pillar, finance, involves selecting appropriate financing mechanisms, ranging from government budgets to multilateral development banks and blended finance solutions, depending on the magnitude of the challenge. The fourth pillar, empower, involves integrating digital skills development into education policies to ensure that connectivity leads to empowerment.

Giga has already made significant progress in 17 countries across three regions and is expanding to Asia and the Pacific, with several countries expressing interest, including Bhutan, Pakistan, Mongolia, Bangladesh, Papua New Guinea, Vanuatu, and Fiji. However, a comprehensive approach involving stakeholders is crucial for mapping school connectivity, leveraging government policies to deliver more excellent connectivity, piloting and evaluating connectivity solutions and business models for long-term sustainability, and ensuring education ministries embrace digital skills and have ownership of connectivity and empowerment initiatives. By taking a holistic approach, Giga aims to bridge the digital divide and ensure that no one is left behind.

https://www.itu.int/hub/publication/d-tnd-03-2021/