For Women, By Women, With Women: Bridging the Gender Digital Divide Final Report 0 For Women, By Women, With Women: Bridging the Gender Digital Divide Final Report © 2022 The World Bank Group 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Internet: www.worldbankgroup.org Some rights reserved 1 2 3 4 21 XXXXXXXXX This work is a product of the staff of The World Bank Group with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of the World Bank Group, its Board of Executive Directors, or the governments they represent. The World Bank Group does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. 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TABLE OF CONTENTS Table of Contents ........................................................................................................................................... i List of Figures, Tables, and Boxes .................................................................................................................. ii Acronyms...................................................................................................................................................... iii Acknowledgements ...................................................................................................................................... iv 1. Executive Summary .......................................................................................................................... 1 2. Introduction ................................................................................................................................... 10 2.1 Bridging the Gender Digital Divide .................................................................................... 10 2.2 Digital Skills Pilots .............................................................................................................. 12 3. Uganda Pilot: EQUALS Digital Literacy Project ............................................................................... 16 3.1 Overview ........................................................................................................................... 16 3.2 Training Design .................................................................................................................. 17 3.3 Pilot Outcomes .................................................................................................................. 20 3.4 Lessons Learned ................................................................................................................ 25 4. Nigeria Pilot: Fasaha 4.0 ................................................................................................................. 27 4.1 Overview ........................................................................................................................... 27 4.2 Training Design .................................................................................................................. 28 4.3 Pilot Outcomes .................................................................................................................. 30 4.4 Lessons Learned ................................................................................................................ 32 5. Rwanda Pilot: Digital Skills for Business .......................................................................................... 34 5.1 Overview ........................................................................................................................... 34 5.2 Training Design .................................................................................................................. 35 5.3 Pilot Outcomes .................................................................................................................. 37 5.4 Lessons Learned ................................................................................................................ 40 6. Conclusion ...................................................................................................................................... 42 6.1 Implementation Challenges .............................................................................................. 42 6.2 Key Takeaways for Future Programs ................................................................................. 43 6.3 Policy Recommendations .................................................................................................. 44 References................................................................................................................................................... 45 Annex A: EQUALS Digital Literacy Program Training Curriculum ................................................................. 46 Annex B: Fasaha 4.0 Training Curriculum .................................................................................................... 47 Annex C: Fasaha 4.0 Soft Skills Development .............................................................................................. 51 Annex D: Fasaha 4.0 Call for Applications & Selection Process ................................................................... 52 Annex E: Digital Skills for Business (DS4B) Training Curriculum................................................................... 55 Annex F: M&E Indicators Used Across Pilots ............................................................................................... 57 Annex G: Pilot Reports & Project Documents ............................................................................................. 59 Annex H: Engage with the Pilots on Social Media ....................................................................................... 60 i LIST OF FIGURES, TABLES, AND BOXES FIGURES Figure 3.1: Demonstration of Digital Literacy Skills ..................................................................................... 21 Figure 3.2: Use of Smartphone in Last 24 Hours ......................................................................................... 23 Figure 4.1: Fasaha 4.0 (Nigeria) Transition to Employment ........................................................................ 30 Figure 5.1: Change in Business Skill Levels among Women Entrepreneurs (%)........................................... 38 TABLES Table 2.1: Pilot Snapshot ............................................................................................................................. 14 Table 3.1: Trickle Up Program Components ................................................................................................ 18 Table 3.2: Select Outcomes Indicators for EQUALS Digital Literacy Project, Uganda .................................. 20 Table 3.3: Demonstration of Digital Literacy Skills ...................................................................................... 21 Table 3.4: Confidence in Using Digital Technology / Smartphones ............................................................. 22 Table 3.5: Access to Digital Devices ............................................................................................................. 22 Table 3.6: Conflict Using Smartphones........................................................................................................ 24 Table 3.7: Permission to Use Smartphones ................................................................................................. 24 Table 3.8: Change in Employment, Income, and Savings ............................................................................ 25 Table 4.1: Fasaha 4.0 Target Demographics ................................................................................................ 28 Table 4.2: Select Outcomes Indicators for Fasaha 4.0, Nigeria ................................................................... 30 Table 4.3: Fasaha 4.0 (Nigeria) Income Earned During Pilot Implementation ............................................. 31 Table 5.1: Select Outcomes Indicators for DS4B Project, Rwanda .............................................................. 37 Table 5.2: ICT Device Ownership at Baseline and Endline ........................................................................... 38 BOXES Box 1.1: EQUALS Digital Literacy Project – Lessons Learned ......................................................................... 4 Box 1.3: Fasaha 4.0 – Lessons Learned.......................................................................................................... 5 Box 1.4: Digital Skills for Business (DS4B) – Lessons Learned ........................................................................ 7 Box 2.1: What are Digital Skills? .................................................................................................................. 11 Box 2.2: DDP, EQUALS Global Coalition, and GSMA Partnership ................................................................. 12 Box 3.1: EQUALS Digital Literacy Project Training Curriculum ..................................................................... 18 Box 3.2: Community Sensitizations to Combat Gender-Based Violence ..................................................... 19 Box 4.1: Building Innovative Digital Infrastructure for IDPs ......................................................................... 29 Box 5.1: Training Digital Champions ............................................................................................................ 36 Box 5.2: DS4B Training Curriculum for Women Entrepreneurs................................................................... 37 Box 5.3: DS4B Training on Digital Safety and Security ................................................................................. 39 ii ACRONYMS DAP Digital Ambassador Program DC Digital Champion DDP Digital Development Partnership DOT Digital Opportunity Trust DS4B Digital Skills for Business GBV Gender-Based Violence GSMA GSM Association ICT Information and Communications Technology IDP Internally Displaced Person LMS Learning Management System SIM Subscriber Identification Module SMS Short Message Service STEM Science, Technology, Engineering, and Mathematics ToT Training of Trainers UI User Interface UX User Experience VSLA Village Saving and Loans Association WBG World Bank Group WEF World Economic Forum iii ACKNOWLEDGEMENTS The For Women, By Women, With Women: The team would like to express their sincere Lessons for Bridging the Gender Digital Divide gratitude to the organizations that designed, final report was prepared by of Ida Mboob prepared, and implemented the pilot programs: (Senior Digital Development Specialist, IDD02), AVSI Foundation; Digital Opportunity Trust Ebo Kobena Osam (Consultant, IDD05) and (DOT); Natview Technology; and Trickle Up. We Danielle Robinson (Consultant, IDD02). Core are particularly grateful to all beneficiaries for team members included Bertram Boie (Senior their time, hard work, and dedication throughout Digital Development Specialist, IDD05), Isabella the duration of the pilots. Hayward (Digital Development Specialist, IDD04), This report was prepared in partnership with the and Rahma Maleeka Metteden (Young EQUALS Global Partnership and the GSM Professional, SAWU1). Association (GSMA), and shares lessons learned The report was prepared under the guidance of from the Bridging the Digital Divide through Michel Rogy (Practice Manager, Digital Inclusive Development activity. Bridging the Development, Africa and Middle East, IDD02). Digital Divide through Inclusive Development is Valuable feedback was provided by the following supported by the Digital Development World Bank Group (WBG) staff who peer Partnership (DDP), administered by the World reviewed the report: Alicia S. Hammond (Digital Bank Group. DDP offers a platform for digital Development Specialist, IDD03), Desiree Zwanck innovation and development financing, bringing (Gender Consultant, CEMIA), and Victoria public and private sector partners together to Esquivel-Korsiak (Senior Social Development advance digital solutions and drive digital Specialist, SAWS1). transformation in developing countries. iv Executive Summary 1 For women to access opportunities in the digital economy, they must have knowledge, skills, and capacity to use digital technologies. 1. 1. EXECUTIVE SUMMARY 1.1 INTRODUCTION While Africa’s digital revolution has been impressive, the continent has further to go to close Across Africa, rising mobile phone penetration, gender digital divide. Four hundred million women improving broadband Internet, and growing use of in low- and middle-income countries (LMICs) mobile money are creating new opportunities for remain unconnected. Women are still less likely governments, businesses, and individuals. In 2017, than men to have access to mobile phones and use mobile technologies and services generated 9 mobile services. This is particularly true for women percent of GDP or US$155 billion in Sub-Saharan who are the most underserved, including those Africa.1 Mobile money platforms doubled the who have low literacy levels, low incomes, live in a number of accounts to 21 percent between 2014- rural area, have a disability, or a combination 17,2 bringing financial services to the unbanked. thereof. Research shows that barriers to gender Across Sub-Saharan Africa, the ITU estimates that digital equality are linked to availability of a 10 percent higher broadband penetration would infrastructure, affordability and financial yield US$43 billion in additional GDP growth and constraints, digital literacy and skills, interest and US$8 billion in additional tax revenue for states.3 perceived relevance of information and This digital revolution has led to a growing digital communication technologies (ICTs), safety and sector, while increasing productivity in traditional security, and socio-cultural and institutional industries. Many governments have taken contexts.4 The gender gap is worsened in rural advantage of these trends by utilizing digital data areas. and platforms to improve policymaking and public service delivery. 1 3 GSMA. 2020. The Mobile Economy: Sub-Saharan Africa 2020. ITU. 2020. “How broadband, digitization and ICT Regulation impact London, UK: GSMA Intelligence. the global economy. Global Econometric Modelling – Expert Report.” 2 World Bank. 2018a. The Global Findex Database 2017: Measuring GSR-20 Discussion Paper. Financial Inclusion and the Fintech Revolution. Washington, DC: 4 EQUALS. 2019. EQUALS Research Coalition Report 2019. Geneva, World Bank Group. Switzerland: EQUALS Research Group. 2 The COVID-19 pandemic has further “For Women, By Women, With Women: Lessons disproportionately impacted women’s livelihoods for Bridging the Gender Digital Divide” provides and further exacerbated the digital gender divide. practical recommendations for designing and Digital technologies can and have played a key role implementing digital literacy training programs in mitigating the economic effects of the crisis. For aimed at closing the gender digital divide. The example, digital platforms are enabling students to World Bank, in partnership with the EQUALS Global pursue online learning, entrepreneurs to engage in Coalition and the GSM Association, piloted the e-commerce, and workers to earn income through implementation of digital skills programs across online freelancing and microwork. However, Uganda, Nigeria, and Rwanda. The report draws on young women have been more prone to insights from these three training pilots. The unemployment and under-employment than men, implementation organizations for each country with many working in service and informal sector pilot were empowered to adopt different project jobs that have been most disrupted during the design and implementation models to equip crisis. Gender gaps in digital literacy, internet women from underserved communities with use, and mobile phone access mean that new job digital skills of the future. Through a case study opportunities in the digital economy have analysis, the report highlights the unique approach remained out of reach for many unconnected to training design, delivery, monitoring, and women.5 This inequality is exacerbated in evaluation which were adopted by each pilot, and communities affected by fragility, conflict, and presents respective outcomes and lessons violence (FCV), where women often face greater learned.6 After reviewing pilot findings through safety and security concerns, significant mobility case study analysis, the report provides constraints, and restrictive sociocultural norms. operational recommendations on designing and For women to access these opportunities, they implementing gender-inclusive digital literacy must have knowledge, skills, and capacity to use programs. digital technologies. 1.2 UGANDA PILOT: EQUALS project to build their capacities to utilize ICTs for livelihoods and income generating activities. DIGITAL LITERACY PROJECT The EQUALS Digital Literacy Project pilot delivered In 2021, Trickle Up and AVSI launched the EQUALS digital literacy training to 208 women aged 18-65 Digital Literacy Project to improve women’s digital from host and refugee communities in Kamwenge literacy and inclusion among refugee and host District, Uganda. The pilot tested two training communities. Building on the success of the 3-year delivery approaches: (1) the animation video only Graduating to Resilience (G2R) project in (AV), which provided a two-week training to Kamwenge District, Uganda,7 the pilot aimed to women via smartphones loaded with training improve women’s digital literacy and inclusion by videos; and (2) animation video plus (AV+), which increasing their agency, ownership, and usage of supplemented the video training with an additional smartphones for economic and social inclusion. four weeks of hands-on support from a trained The EQUALS Digital Literacy Project targeted facilitator. Women were recruited from 12 mature participants who had recently completed the G2R refugee and host community village saving and 5 GSMA. 2021. Connected Women: The Mobile Gender Gap Report effectiveness of each pilot and develop comprehensive 2021. London, UK: GSMA Intelligence. recommendations for future programs. 6 7 While the outline of each case study is standardized, the information G2R sought to build participants’ resilience through the provision of provided in each case study is unique to the respective pilot. This sequenced interventions combining social protection, financial reflects the individual approaches adopted within each pilot. These inclusion, livelihood promotion, and building social networks to variations across pilots enabled the World Bank team to assess the support women, male youth, and their households on a trajectory out of extreme poverty. 2 loans associations (VSLAs), and smartphones and as beneficiaries, and create an opportunity to solar chargers were distributed to all participants. address any concerns among community All animated videos were uploaded onto members. These sessions were requested by male participants’ smartphones in the language of their and female community members and helped to choosing: Runyakitara for the host communities; build community-buy in and reduce the potential and Kinyabwisha or Kiswahili for refugees. Training for intra-household conflict and gender-based sessions took place weekly and were conducted at violence. the VSLA group-level on the day the groups met for The EQUALS Digital Literacy Project led to positive regular savings activities. Both AV and AV+ groups outcomes related to device ownership and received an airtime stipend of UGX 5,000 utilization, skills, confidence, and employment. (approximately US$1.30) each week to aid in their During an endline survey, over 90 percent of continued learning outside of the training sessions. women reported having ownership and control of The EQUALS Digital Literacy Project training digital devices, and, critically, reported fewer curriculum comprised of four modules designed to incidents of conflict of digital device ownership and help participants to use their smartphones to use. Approximately 16.5 percent of AV group improve their livelihoods. The areas covered by participants demonstrated basic digital literacy each module were driven by findings from an in- skills, compared to 4 percent at baseline. Similarly, depth needs assessment and prior program 30.8 percent of AV+ group participants activities suggesting that most women in that demonstrated basic digital literacy skills upon pilot region had little access to smartphones and very completion, compared to 5 percent at the start of limited knowledge on how to use smartphone the pilot. Over 91 percent of participants in the AV technology to improve daily functions in their group and 81.3 percent in the AV+ group expressed lives.8 The curriculum included: (a) Review of being either very confident or confident in their smartphone basics; (b) How to use Mobile Money ability to use digital technology. Additionally, more applications to send and receive money; (c) How to than 90 percent of training participants across the use Mobipay AgroSys to facilitate agricultural host and refugee communities reporting new or livelihood;9 and (d) Understanding the risks and improved income-generating and/or employment benefits of smartphone use.10 opportunities. The pilot adopted several strategies to prioritize women’s safety and reduce potential risk of conflict associated with ownership and use of ICT devices. Female field staff were recruited to deliver training sessions. The training curriculum provided information on cyber risks and included a video on online safety and security for women. Critically, the pilot held sensitization sessions prior to the launch of the training, to provide an overview of the training model, explain why women were targeted 8 Trickle Up Uganda. 2021. EQUALS Uganda: Needs Assessment 10See Annex A: EQUALS Digital Literacy Project (Uganda) Training Report. Kampala, Uganda: Trickle Up Uganda. Curriculum. All training videos are available as open-source resources 9 Mobipay AgroSys is a mobile payment service provider designed to at: https://trickleup.org/digital-literacy-curriculum/. support actors in the agriculture value chain. 3 Box 1.1: EQUALS Digital Literacy Project – Lessons Learned The EQUALS Digital Literacy Project team reported the following lessons learned: ▪ Given the positive impacts of overall the program, the AV+ model should be scaled up and adapted it as needed to suit the local populations being served. ▪ Teams should modify the length of implementation to suit the unique needs of the population served, including extending the period of implementation to 12 weeks or longer. ▪ Gender sensitization sessions strengthened community buy in and helped to ensure women participants were largely able to retain primary ownership of the smartphone during and after project implementation. ▪ A “Risks and Benefits of Smartphones” section in the curriculum can inform participants of gender-specific safety and security issues related to online activity, and provide strategies for how to address intra- household conflict related to device ownership and use. ▪ Contextualization of training curricula and content was critical to the success of the pilot, particularly delivering training and linking to resources in local languages. ▪ Factor gender norms around divisions of labor into program design to reduce imposing unattainable training schedules on beneficiaries. 1.3 NIGERIA PILOT: FASAHA 4.0 learners were primarily pre-tertiary students who were interested in studying STEM subjects and/or Following the success of the Click-On Kaduna pilot entering ICT-related jobs, and the curriculum in Kaduna State, Nigeria, Natview Technology emphasized data science and machine learning. (Natview) provided technical and socioemotional skills training to 180 young women over 3 months The pilot adopted several strategies to maximize through the Fasaha 4.0 program.11 The program women’s participation and optimize learning and adopted three digital skills learning models employment outcomes. The curricula for all three targeting women with varying levels of education learning models included lifelong learning sessions, and digital proficiency.12 The Face-to-Face Learning which aimed to develop women’s confidence, model targeted 30 women affected by fistulas hone their communication skills, and improve their and/or gender-based violence (GBV) living in 3 professional development.13 All participants were camps for Internally Displaced Persons (IDP) who connected to women leaders in tech for had limited access to and knowledge of digital professional support, mentorship, and counseling technologies. Consequently, the Face-to-Face on having a career in the ICT industry. The final Learning curriculum provided intensive, hands-on Graduation Day event included a job fair and support to develop basic digital literacy skills which hackathon that allowed participants to showcase could be used to grow their informal businesses. their group projects to potential employers and The Remote Learning model developed the digital investors. The team also created a space for safe competencies of 114 university students and space for female IDPs to receive psychosocial graduates who aspired to careers in the ICT support and jointly process trauma. industry. The training curriculum for remote The Fasaha 4.0 team also provided a suite of learners emphasized user interface and user incentives to reduce women’s barriers to experience (UI/UX) app development for web and participation. For the Face-to-Face Learning mobile platforms. The Blended Learning model cohort, the team transformed a warehouse trained 36 women through a combination of online container into a computer lab that housed training learning and face-to-face facilitation. Blended sessions for IDPs. The Face-To-Face Learning 11In 2018, in partnership with the World Bank and the Rockefeller project provided digital skills training and entrepreneurship support Foundation’s Digital Jobs Africa Initiative, Natview Technology to over 1,500 disadvantaged youth between the ages of 18 and 40. launched the ‘Click-On Kaduna’ pilot in Kaduna State, Nigeria. The 12 See Annex B: Fasaha 4.0 (Nigeria) Training Curriculum. 13 See Annex C: Fasaha 4.0 (Nigeria) Soft Skills Development. 4 cohort also received a food and transportation basic digital literacy and had never used a allowance. The team partnered with two computer; all 29 female IDPs who competed the established innovation hubs to provide an pilot earned certificates in basic digital skills. As accessible location to facilitate face-to-face part of the program’s selection criteria, all engagement with instructors and host bootcamp members of the Remote Learning and Blending events and workshops for the Blended Learning Learning cohorts already possessed basic digital Cohort. Natview also offered a data bandwidth skills. However, 48 percent of girls and young scholarship plan to learners in the Remote Learning women in the Remote Learning cohort and 69 cohort. percent of those Blended Learning cohort lacked digital competency in their respective tracks. The 20 members of the Remote Learning cohort and 63 members of the Blended Learning cohorts who completed the pilot earned digital skills program certificates. A further 15 beneficiaries earned professional certificates from international originations, including Facebook and Google. Beneficiaries also experience economic benefits, with endline surveys revealing earnings of US$3,245 among the Remote Learning and Blended Learning cohorts. Roughly 20 percent of participants reported new full-time employment opportunities, and 7 percent reported internship Midline and endline surveys revealed that opportunities due to their acquired utilizing digital beneficiaries experienced significant learning gains marketing, database development, and UI/UX from their participation in the Fasaha 4.0 program. design skills. Further, over one-third of participants At the beginning of the pilot, 72 percent of female reported increased business income due to digital IDPs in the Face-to-Face Learning cohort lacked marketing skills learned through the program. Box 1.3: Fasaha 4.0 – Lessons Learned The Fasaha 4.0 team reported the following lessons learned: ▪ Invest in digital infrastructure to create a positive enabling environment for learning. ▪ Incentivizing learning is essential to consider when planning program design. ▪ A well planned and detailed selection methodology can improve retention rates and optimize learning outcomes. ▪ Cross-sector partnerships prepare participants for better employment and/or entrepreneurship opportunities and strengthen the local digital ecosystem. ▪ A Digital Learning Management System (LMS) can help programs to effectively deliver coursework, monitor completion rates, and track learning outcomes. 5 1.4 RWANDA PILOT: DIGITAL SKILLS enterprises that had been negatively impacted by the COVID-19 pandemic. The DS4B training FOR BUSINESS (DS4B) curriculum is based on six key areas of focus: Digital Opportunity Trust’s Digital Skills for Business personal empowerment, entrepreneurial skills, (DS4B) provided digital and business skills training financial literacy, and digital skills.15 to 183 young women aged 18-35 years who were The DS4B program successfully led to women’s owners of micro, small, and informal businesses. development of digital skills and use of ICT tools in The DS4B pilot strove to empower young women – their businesses. The percentage of participants particularly those impacted by COVID-19 – to boost reporting intermediate to advanced ICT skills their ICT knowledge and adopt the use of ICT tools increased from 28 percent at baseline to 40 in their businesses and/or income-regenerating percent at endline, while those reporting basic to activities. The goal of the pilot was to equip young intermediate skills from 8 percent at baseline to 23 women with the knowledge, skills, and confidence percent at endline. Critically, 68 percent of to be able to meet their basic needs, afford entrepreneurs reported their business skills had business-related costs, and have access to the greatly improved based on their participation in digital workspace. the program. Additionally, upon project DS4B applied a three-phase delivery model that completion, 70 percent of entrepreneurs reported incorporated a blended training delivery approach a high level of online safety awareness. to comply with COVID-19 restrictions. In Phase One, 10 female researchers were onboarded to conduct a comprehensive needs assessment to identify the needs, barriers, challenges, and opportunities facing young female 14 entrepreneurs. Over three months, the researchers received training on qualitative and quantitative research techniques, co-designed the research methodology and survey tools, conducted the assessment, and analyzed the findings. During Phase Two, 15 tech savvy, female youth leaders with business knowledge were recruited to serve as Digital Champions (DCs). The DCs participated in a three-week virtual Training of Trainers session that developed their technical, socioemotional, and employment readiness skills, and built their capacity to deliver training and facilitate coaching sessions for women entrepreneurs. The pilot culminated in Phase Three, which saw the development of a learning community where DCs were deployed to provide training, coaching, and mentorship support to 183 young female entrepreneurs 18-35 years old – including women living with disabilities. Selection criteria for entrepreneurs included women who possessed basic literacy and numeracy skills, had some access to digital tools, and led small 14DOT Rwanda. 2021. DS4B Rwanda: Needs Assessment Report. 15 See Annex E: DS4B (Rwanda) Training Curriculum. Kigali, Rwanda: Digital Opportunity Trust (DOT) Rwanda. 6 The DS4B training also led to improvements in the an increase in the integration and use of digital use of digital devices, platforms, and services tools and platforms, as 71 percent signed up for among entrepreneurs. The proportion of Facebook, 58 percent registered WhatsApp beneficiaries who own and use smartphones business accounts, and 52 percent created increased from 33 percent at baseline to 44 YouTube accounts post training. The adoption and percent after the training, and daily use of use of mobile money also increased, with only 11 smartphones among entrepreneurs increased by percent of beneficiaries using mobile money at the 19 percent from 26 percent before training to 47 start of the project, compared to 23 percent at the percent after training. Entrepreneurs also reported end of implementation. Box 1.4: Digital Skills for Business (DS4B) – Lessons Learned The DS4B team reported the following lessons learned: ▪ Engaging women across all stages of the project cycle improves project design and effectiveness. ▪ Learning communities create safe and supportive environments that help women feel comfortable, build confidence, and improve learning outcomes. ▪ Training locations must be easily accessible for women to optimize recruitment, retention, and learning outcomes. ▪ Female entrepreneurs need access to critical business support services to survive and thrive. ▪ Building the capacity of the local digital entrepreneurship ecosystem helps female entrepreneurs to access high-quality support services. 1.5 CONCLUSION backgrounds of participants—particularly age, education, and digital literacy levels— “For Women, By Women, With Women: Lessons increased the difficulty of effectively for Bridging the Gender Digital Divide” presents delivering skills training, as some findings from three pilots implemented in Uganda, beneficiaries required more time and Nigeria, and Rwanda. Insights from the pilot case attention to understand training content. studies highlight ongoing implementation challenges for practitioners and reveal best and ▪ Unreliable Digital Infrastructure: During emerging practices for approaches to the Fasaha 4.0 pilot (Nigeria), inconsistent implementing digital skills programs aimed at electricity and internet connectivity meant tackling the gender digital divide. that participants often had to share computers, which slowed training sessions until all participants had taken their turn on the computer. IMPLEMENTATION CHALLENGES ▪ Restrictive Gender Norms: In contexts ▪ Coronavirus (COVID-19) Pandemic: The where women’s ownership and/or use of spread of the COVID-19 Delta variant in ICT devices is discouraged, training mid- to late-2021 caused pilot activities in modalities which rely on women’s Uganda, Nigeria, and Rwanda to be engaging with training content at home delayed until countries experienced a can lead to lower levels of reinforced significant downward trend in cases and learning. ease of government restrictions. ▪ Curating Demographic-Specific Content: Wide variance in the demographic 7 ▪ Combat restrictive social norms by KEY TAKEAWAYS FOR FUTURE PROGRAMS building community buy-in. ▪ Affordable, accessible, and reliable digital ▪ Incorporate online safety modules into infrastructure is critical to ensuring digital skills training curricula. program success. ▪ Engage young women at all stages of the project cycle to project design and POLICY RECOMMENDATIONS optimize impact. ▪ Promote Access to Internet to Facilitate ▪ Connect female entrepreneurs to essential Digital Learning: National and regional business services through partnerships digital strategies should include targets for and community engagement. closing the digital gender divide across at least four dimensions, namely: (1) Last ▪ Create safe and supportive physical and Mile Penetration; (2) Quality and emotional environments for women to Affordability; (3) Mobile Money; and (4) learn. Online Safety. ▪ Host trainings in locations that are easily ▪ Develop Robust Evidence Base for Scaling accessible to women, particularly female Digital Skills Programs: As pilots increase in IDPs and women in rural locations. size, it is important that stronger ▪ Establish linkages with local digital methodological assessments are utilized ecosystem stakeholders, including private during all phases including during program sector, public sector, academia, civil planning, implementation, and program society, innovations hubs, and learning impact assessment. Evaluation efforts centers. should also be expanded to include a ▪ Provide targeted participation incentives longitudinal focus, where data on key when targeting women from vulnerable indicators can be gathered from populations. beneficiaries over an extended period following program completion. Practitioners have an opportunity to spur social and economic development by designing digital skills programs that empower young women to become more active players in the digital economy. Digital development stakeholders—including governments, private sector firms, NGOs, and other partners seeking to create an equal and inclusive digital economy—must also be committed to scaling digital literacy programs. By working together, stakeholders can bridge the gender digital divide and help young women to take advantage of the benefits offered by the digital economy. 8 Introduction 9 Closing the gender digital divide is an urgent priority. Pilots in Uganda, Nigeria, and Rwanda provide insights for designing gender-inclusive digital skills training programs. 2. INTRODUCTION 2.1 BRIDGING THE GENDER DIGITAL While Africa’s digital revolution has been DIVIDE impressive, the continent has further to go to close gender digital divide. Four hundred million women Across Africa, rising mobile phone penetration, in low- and middle-income countries (LMICs) improving broadband Internet, and growing use of remain unconnected. Women are still less likely mobile money are creating new opportunities for than men to have access to mobile phones and use governments, businesses, and individuals. In 2017, mobile services. This is particularly true for women mobile technologies and services generated 9 who are the most underserved, including those percent of GDP or US$155 billion in Sub-Saharan Africa.16 Mobile money platforms doubled the who have low literacy levels, low incomes, live in a number of accounts to 21 percent between 2014- rural area, have a disability, or a combination 17,17 bringing financial services to the unbanked. thereof. In LMICs, women are 7% less likely than Across Sub-Saharan Africa, the ITU estimates that men to own a mobile phone, 15% less likely than a 10 percent higher broadband penetration would men to own a smartphone, and 15% less likely to yield US$43 billion in additional GDP growth and use mobile Internet.19 A Pew survey of 39 countries US$8 billion in additional tax revenue for states.18 found a large gender gap favoring men in social This digital revolution has led to a growing digital media use in Tunisia, Ghana, India, Kenya, and sector, while increasing productivity in traditional industries. Many governments have taken advantage of these trends by utilizing digital data and platforms to improve policymaking and public service delivery. 16 18 GSMA. 2020. The Mobile Economy: Sub-Saharan Africa 2020. ITU. 2020. “How broadband, digitization and ICT Regulation impact London, UK: GSMA Intelligence,. the global economy. Global Econometric Modelling – Expert Report.” 17 World Bank. 2018a. The Global Findex Database 2017: Measuring GSR-20 Discussion Paper. Financial Inclusion and the Fintech Revolution. Washington, DC: 19 GSMA. 2021. Connected Women: The Mobile Gender Gap Report World Bank Group. 2021. London, UK: GSMA Intelligence. 10 Senegal.20 Research shows that barriers to gender unemployment and under-employment than men, digital equality are linked to availability of with many working in service and informal sector infrastructure, affordability and financial jobs that have been most disrupted during the constraints, ICT ability and aptitude, interest and crisis. Gender gaps in digital literacy, internet perceived relevance of ICTs, safety and security, use, and mobile phone access mean that new job and socio-cultural and institutional contexts.21 The opportunities in the digital economy have remained out of reach for many unconnected gender gap is even further worsened in rural areas. women.22 This inequality is exacerbated in The COVID-19 pandemic has further communities affected by fragility, conflict, and disproportionately impacted women’s livelihoods violence (FCV), where women often face greater and further exacerbated the gender digital divide. safety and security concerns, significant mobility Digital technologies can and have played a key role constraints, and restrictive sociocultural in mitigating the economic effects of the crisis. For norms. For women to access these opportunities, example, digital platforms are enabling students to they must have knowledge, skills, and capacity to pursue online learning, entrepreneurs to engage in use digital technologies (Box 2.1). e-commerce, and workers to earn income through online freelancing and microwork. However, young women have been more prone to Box 2.1: What are Digital Skills? For women to fully participate in the digital economy, they must develop digital skills. This report utilizes the European Union’s Digital Competence Framework (EU DigComp 2.1) to describe four levels of Digital Skills: basic; intermediate; advanced; and highly specialized. The UNESCO Digital Literacy Global Framework (DLGF), which builds on the EU DigComp 2.1 framework, covers 7 digital competences: (1) Fundamentals of hardware and software; (2) Information and data literacy; (3) Communication and collaboration; (4) Digital content creation; (5) Safety; (6) Problem solving; and (7) Career-related competences. Combining these frameworks, the levels of Digital Skills are indicated by the following proficiency characteristics: ▪ Basic/Foundational: deals with simple tasks that involve remembering content and instructions but also requires some guidance to execute. ▪ Intermediate: deals independently with well-defined, routine and non-routine problems that involve under- standing content. ▪ Advanced: deals with and provide guidance to others on different tasks and problems that involve applying and evaluating content in complex situations ▪ Highly specialized: resolves complex problems with few or several moving pieces, guides others, contributes to professional practice and proposes new ideas to the field. These frameworks help to understand digital skills requirements across occupations in many sectors and for citizens living in a digital society. Source: World Bank. 2021. Digital Skills: The Why, The What, and The How. Washington, DC: World Bank Group. 20Pew Research Center. 2018. Social media use continues to rise in 21 EQUALS. 2019. EQUALS Research Coalition Report 2019. Geneva, developing countries, but plateaus across developed ones. Switzerland: EQUALS Research Group. Washington, DC: Pew Research Center. 22 GSMA. 2021. Connected Women: The Mobile Gender Gap Report 2021. London, UK: GSMA Intelligence. 11 Closing the gender digital divide is an urgent consistent results emphasizes the need for a better priority, as women’s lower levels of digital skills and understanding of interventions designed to access compound gender inequality in society. Yet, respond to specific, local contexts. It is essential while the general picture in terms of the gender that digital development initiatives seeking to close digital divide is evident, several key questions these gender gaps support inclusive digital skills remain. Contexts across low-income countries— capacity building programs for women and girls, as including social norms and standards—differ in well as robust analyses and assessments to identify terms of the nature, significance, and reasons for gender gaps, design the most impactful programs, gender gaps. Relatedly, evidence on successful benchmarks results, and widely share the findings, models to bridge the gender digital gap between lessons learned, and recommendations for countries or even within the same countries is policymakers and practitioners. sometimes mixed or inconclusive. The lack of 2.2 DIGITAL SKILLS PILOTS skills pilot programs to train young women in Uganda, Nigeria, and Rwanda, respectively. These In 2021, the Digital Development Partnership pilots, sought to equip women with digital skills (DDP), the GSM Association (GSMA) and the and close digital gender gaps. Lessons learned from EQUALS Global Partnership’s Access Coalition these pilots will inform World Bank digital partnered to launch the Bridging the Digital Divide development programs under the Digital Economy through Inclusive Development program. Under for Africa (DE4A) initiative.23 this program, the World Bank administered digital Box 2.2: DDP, EQUALS Global Coalition, and GSMA Partnership The Digital Development Partnership (DDP), administered by the World Bank Group, offers a platform for digital innovation and development financing, bringing public and private sector partners together to advance digital solutions and drive digital transformation in developing countries. DDP activities cover a wide range of digital development topics, including data, digital economy, Internet access for all, digital government and mainstreaming digital solutions across sectors. The EQUALS Global Partnership for Gender Equality in the Digital Age is a committed group of corporate leaders, governments, businesses, not-for-profit organizations, academic institutions, NGOs and community groups around the world dedicated to promoting gender balance in the technology sector by championing equality of access, skills development and career opportunities for women and men alike. Launched in 2016 by the International Telecommunication Union and four founding partners – GSMA, the International Trade Centre, the United Nations University and UN Women – EQUALS contributes to the UN Sustainable Development Agenda through actions and evidence-based research aimed at closing the global gender digital divide. The GSM Association (GSMA) is a global organization unifying the mobile ecosystem to discover, develop and deliver innovation foundational to positive business environments and societal change. The GSMA’s vision is to unlock the full power of connectivity so that people, industry, and society thrive. Representing mobile operators and organizations across the mobile ecosystem and adjacent industries, the GSMA delivers for its members across three broad pillars: Industry Services and Solutions, Connectivity for Good, and Outreach. 23The WBG Digital Economy for Africa (DE4A) flagship initiative aims will be digitally enabled by 2030 in support of the African Union to ensure that every individual, business, and government in Africa “Digital Transformation Strategy for Africa.” 12 Under the Bridging the Digital Divide through camps for internally displaced persons Inclusive Development project partnership, local (IDPs); Remote Learning for tertiary organizations successful administered pilots in students and graduates seeking ICT Uganda, Nigeria, and Rwanda. Implementation careers; and Blended Learning for pre- organizations for each pilot were empowered to tertiary students interested in science, adopt different project design and implementation technology, engineering, and math (STEM) models to equip women from underserved studies. communities with digital skills of the future (see Table 2.1 for a detailed pilot snapshot). While ▪ Rwanda Pilot: Digital Skills for Business training approaches varied, all pilots were required (DS4B). Digital Opportunity Trust (DOT) to adopt gender-sensitive strategies that launched the DS4B pilot to empower addressed barriers that restrict women’s young women business owners to boost participation in the digital economy. Pilot teams their ICT knowledge and adopt the use of conducted rigorous program monitoring and ICT tools in their businesses in Rwanda. evaluation using multiple sources of data, including The project targeted 150 young women surveys, focus group discussions, and interviews. aged 18-35 years who were owners of ▪ Uganda Pilot: EQUALS Digital Literacy small, micro, and informal businesses Project. Trickle Up and AVSI Foundation’s negatively impacted by the COVID-19 EQUALS Digital Literacy Project delivered pandemic. The team also recruited 15 tech digital literacy training to 208 women aged savvy women with business knowledge to 18-65 from host and refugee communities serve as Digital Champions (DCs) who then in Uganda. By building women’s digital facilitated virtual and face-to-face training proficiency, the pilot aimed to build their sessions with entrepreneurs and leveraged capacities to utilize information and their training to access new employment communications technologies (ICTs) to and/or entrepreneurship opportunities. improve their livelihoods. The pilot tested “For Women, By Women, With Women: Lessons two training delivery approaches: (1) for Bridging the Gender Digital Divide” provides Animation Video only (AV), a two-week practical recommendations for designing and training to women via videos on implementing digital literacy training programs smartphones provided free of cost; and (2) aimed at closing the gender digital divide. Through Animation Video plus (AV+), a case study analysis, the report highlights the supplementing videos with an additional unique training design and delivery models four weeks of hands-on support. adopted by each pilot and presents each pilot’s outcomes and lessons learned.24 These case ▪ Nigeria Pilot: Fasaha 4.0. Natview studies provide compelling evidence of the positive Technology’s Fasaha 4.0 pilot provided impact of digital literacy training on the social and technical and soft skills training to 180 economic lives of vulnerable women. After disadvantaged young women over three reviewing pilot findings, the report draws on months. The program adopted three insights from the three training pilots to provide digital skills learning models: Face-To-Face operational recommendations for designing and Learning for women with limited digital implementing gender-inclusive digital literacy proficiency affected by fistulas and/or programs. gender-based violence (GBV) living in 24 While the outline of each case study is standardized, the information variations across pilots enabled the World Bank team to assess the provided in each case study is unique to the respective pilot. This effectiveness of each pilot and develop comprehensive reflects the individual approaches adopted within each pilot. These recommendations for future programs. 13 Table 2.1: Pilot Snapshot EQUALS DIGITAL LITERACY DIGITAL SKILLS FOR FASAHA 4.0 PROGRAM BUSINESS (DS4B) Country ▪ Uganda ▪ Nigeria ▪ Rwanda Implementing ▪ Trickle Up ▪ Natview Technology ▪ Digital Opportunity Trust Organization(s) ▪ AVSI Foundation (DOT) Pilot Duration ▪ 6 weeks ▪ 3 months ▪ 12 months Target Group(s) ▪ Female members of Village ▪ IDPs affected by fistulas ▪ Young female Savings and Loan and/or GBV entrepreneurs (micro, Associations (VSLAs) ▪ Tertiary students & small, and informal) graduates ▪ Pre-tertiary students No. of ▪ 208 women ▪ 180 women ▪ 208 women Beneficiaries Learning ▪ Animation Videos ▪ Face-to-Face ▪ Local researchers Model(s) ▪ Animation Videos + ▪ Remote ▪ Training of Trainers Follow-Up Training ▪ Blended ▪ Business support Curriculum ▪ Basic Smartphones ▪ Computer Appreciation ▪ Business Formalization and Content Operations ▪ Digital Literacy Management ▪ Intro to Mobile Money ▪ Product Development ▪ Branding & Marketing ▪ Overview of Livelihood ▪ App Development ▪ Digital Finances & Online Application (MobiPay) ▪ Data Science & Machine Interactions ▪ Benefits and Risks of Your Learning ▪ Mentorship & Soft Skills Smartphone ▪ Mentorship & Soft Skills Gender-Inclusive ▪ Female instructors ▪ Female instructors and ▪ Female researchers, Strategies ▪ Sensitization sessions to mentors instructors, and mentors build community buy-in ▪ Safe, accessible digital ▪ Soft skills training ▪ Training on digital safety learning hubs ▪ Training on online safety ▪ Psychosocial support services for female IDPs ▪ Incentives to reduce barriers to participation ▪ Soft skills training Pilot Results ▪ 90% or higher ▪ 63% of women increased ▪ 2x increase in mobile employment rates income & employment money use ▪ Average savings of US$45 opportunities ▪ 75% women now access ▪ 4x increase in basic digital ▪ Total earnings of US$3,245 business support services skills ($0 at baseline) ▪ 77% women reported ▪ Over 91% of AV group and ▪ 3.5x increase in basic intermediate digital and 81% of AV+ group digital skills among IDP business skills (40% at increased confidence in women baseline) their digital skills ▪ Smartphone ownership ▪ 90%+ women now access and usage increased from digital devices 33% to 44% 14 Uganda Pilot: EQUALS Digital Literacy Project (Trickle Up & AVSI Foundation) 15 Women must overcome barriers to smartphone ownership and usage so they can access new opportunities. 3. UGANDA PILOT: EQUALS DIGITAL LITERACY PROJECT Trickle Up and AVSI Foundation 3.1 OVERVIEW Uganda’s growing refugee population also experiences significant inequality. Uganda hosts The digital divide persists in Uganda and is driven over 1.4 million refugees, making Uganda the by a range of socio-economic barriers, including largest refugee-host country in Africa.28 gender, geography, income level, and residency Approximately 68 percent of the refugee status. Only 53.7 percent of women own phones, population have SIM cards, but they often rely on compared to 74.5 percent of men. Women cheap feature phones because of the prohibitive account for 66 percent of Ugandans who do not cost of Internet-enabled devices. In the Bidibidi use mobile phones.25 The gender gap in Internet settlement in the West Nile region of Uganda, 15 use is estimated at 25 percent between men and percent of men and only four percent of women women. There is also a wide urban-rural divide, own a smartphone.29 Economic opportunities are with Internet penetration rates of 19.5 percent in limited, and only 8 percent of refugees have urban areas compared to only 7.1 percent in rural received any type of skills or job training.30 The areas.26 Affordability and lack of skills remain a key COVID-19 pandemic has further stifled refugee barrier of ICT adoption, with over 75 percent of livelihoods, increased income insecurity, and led to people who do not use the Internet reporting that higher rates of gender-based violence (GBV) they lack the skills to do so.27 among refugees. 25 Economic Policy Research Centre. 2019. “Women’s Economic 28 UNHCR, Uganda Comprehensive Refugee Response Portal, Empowerment in Uganda: Inequalities and Implications” Policy Brief accessed July 2022, https://data2.unhcr.org/en/country/uga. No. 110. 29 GSMA. 2019. The Digital Lives of Refugees: How Displaced 26 NITA-U. 2018. National Information Technology Survey 2017/18 Populations Use Mobile Phones and What Gets in the Way. London, Report. Kampala, Uganda: National Information Technology Authority UK: GSM Association. of Uganda. 30 World Bank. 2019. Informing the Refugee Policy Response in 27 Research ICT Africa. 2019. The State of ICT in Uganda. Cape Town, Uganda: Results from the Uganda Refugee and Host Communities South Africa: Research ICT Africa. 2018 Household Survey (English). Washington, DC: World Bank Group. 16 In 2017, Trickle Up and AVSI Foundation (AVSI) of COVID-19 pandemic, and was particularly acute started the Graduating to Resilience (G2R) project for women and in female-headed households. in Kamwenge District, Uganda. G2R sought to build Trickle Up and AVSI built on the success of the participants’ resilience through the provision of Graduating to Resilience project by launching the sequenced interventions combining social EQUALS Digital Literacy Project in 2021. The protection, financial inclusion, livelihood objective of this pilot was to improve women’s promotion, and building social networks to support digital literacy and inclusion by increasing their women, male youth, and their households on a agency, ownership, and usage of smartphones for trajectory out of extreme poverty. A gap, as well as economic and social inclusion. This pilot tested two an opportunity, identified in G2R programming, approaches to improving women’s digital literacy was the need to strengthen participant’s capacities and inclusion among refugee and host community to meet increased global reliance on information participants who had recently completed an and communications technologies (ICTs) for economic development and inclusion activity in livelihoods and income generating activities. This Kamwenge District, Uganda. need became even more apparent with the onset 3.2 TRAINING DESIGN also compared between host communities and refugee communities participating in the pilot. The EQUALS Digital Literacy Project pilot delivered digital literacy training to 208 women aged 18-65 The pilot then tested two training delivery in Kamwenge District, Uganda. The pilot team approaches: (1) animation video only (AV), which recruited women from 12 established refugee and provided video training via the distributed host community village saving and loans smartphones; and (2) animation video plus (AV+), associations (VSLAs) where social cohesion and which supplemented the video training with trust had already been established among hands-on support from a trained facilitator using a members. Smartphones and solar chargers were structured paper-based curriculum (Table 3.1). The distributed to all 208 women at no cost to the intervention period for the Animation Video Only beneficiaries. All groups also received a weekly (AV) groups was two weeks, while the period for airtime stipend of UGX 5,000 (approximately the Animation Video Plus (AV+) groups was six US$1.30) to aid in their continued learning. At weeks. All animated videos were uploaded onto project end, all pilot participants kept the participants’ smartphones in the language of their smartphones with the animated videos as a choosing: Runyakitara for the host communities; resource to continue their learning over time. and Kinyabwisha or Kiswahili for refugees. Training Findings were compared against a control group of sessions took place weekly and were conducted at six VSLAs who received no smartphones, chargers, the VSLA group-level on the day the groups met for data plans, training, or support. Outcomes were regular savings activities. 17 The EQUALS Digital Literacy Project training design appropriate training materials and activities curriculum comprised of four modules designed to to address women’s needs.31 The curriculum help participants to use their smartphones to covered four areas based on findings from the improve their livelihoods (Box 3.1). Prior to project needs assessment: (a) Smartphone Basics; (b) implementation, the team conducted an in-depth Mobile Money; (c) Risks and Benefits of needs assessment to understand local gender gaps Smartphone Use; and (d) Introduction to Mobipay in ICT access, ownership, usage, and skills, and AgroSys.32 Table 3.1: Trickle Up Program Components PROGRAM COMPONENT CONTROL GROUP ANIMATED VIDEO ANIMATED VIDEO (AV) PLUS (AV+) Smartphones procured and distributed X √ √ Solar chargers procured and distributed X √ √ Provision of data plans (6 weeks) X √ √ Smartphone training using animated videos X √ √ (2 weeks) Follow up facilitated support (4 weeks) X X √ Box 3.1: EQUALS Digital Literacy Project Training Curriculum 1. Smartphone Basics ▪ Video 1: Turning On and Off Smartphone and Using Applications ▪ Video 2: Making a Phone Call, Adding and Saving a Contact ▪ Video 3: Sending an SMS Text Message ▪ Video 4: Charging your Smartphone ▪ Video 5: Caring for a Smartphone and Solar Charger 2. Introduction to MTN/Airtel Mobile Money ▪ Video 1: Mobile Money Registration ▪ Video 2: Replacing a SIM card ▪ Video 3: Sending Mobile Money and Checking Balance ▪ Video 4: Buying Airtime using Mobile Money ▪ Video 5: Mobile Money Savings and Loans ▪ Video 6: Protecting Mobile Money PIN 3. Risks and Benefits of Your Smartphone ▪ Video 1: Risks and Benefits of Smartphone Usage 4. Introduction to MobiPay ▪ Video 1: Introduction to MobiPay ▪ Video 2: MobiPay Log-in Steps and Ordering ▪ Video 3: Ordering for Agro-inputs using USSD and IVR Note: Training videos are available as open-source resources at: https://trickleup.org/digital-literacy-curriculum/. 31Trickle Up Uganda. 2021. EQUALS Uganda: Needs Assessment 32Mobipay AgroSys is a mobile payment service provider designed to Report. Kampala, Uganda: Trickle Up Uganda. support actors in the agriculture value chain. 18 The pilot adopted several strategies to prioritize members to build community buy-in, reduce women’s safety and reduce potential risk of household conflict, and ensure female conflict associated with ownership and use of ICT beneficiaries were retained primary ownership of devices. Female field staff were recruited to deliver the smartphone during and after project training sessions. The training curriculum provided implementation. Throughout the program information on cyber risks and included a video on duration, the pilot also shared strategies on how to online safety and security for women. Critically, the best address and mitigate conflict in the household pilot held gender sensitization sessions prior to the and provided women with referral resources as launch of the training (Box 3.2). These sessions needed. were requested by male and female community Box 3.2: Community Sensitizations to Combat Gender-Based Violence Prior to pilot implementation, Trickle Up and AVSI Foundation conducted focus group discussions with community members to understand gender norms around access, ownership, and usage of smartphones. The focus group discussions identified several critical risk factors: • Many men in the community did not want women to have mobile phones. • Many men were suspicious that women in the household would use smartphones to communicate with other men. • Violence against women in the household may increase with the actual or perceived increase in women’s agency associated with smartphone access and ownership. The team conducted group sensitization sessions with female beneficiaries alongside their male household members prior to the start of the trainings. The meetings helped share with participants the scope of the project, project milestones, as well as the roles and responsibilities of the facilitators and the participants. They also provided an opportunity for facilitators to address concerns of participants’ spouses and/or male family members. Field staff conducted individual sensitization sessions at those households whose male members were unable to attend the group session. By the end of these sessions, the pilot developed widespread community buy-in that reduced the risk of intra- household conflict and gender-based violence due to women’s smartphone ownership and usage. Female beneficiaries reported feeling more comfortable participating in the pilot. Male household members were not only more accepting of the idea of women owning and using smartphones, but were actively encouraging female beneficiaries to participate in the pilot and share what they learned with other women. Source: Trickle Up Uganda. EQUALS Uganda: Participant Sensitization Report. Kampala, Uganda: Trickle Up Uganda. “Smart Phone is basic requirement though it was not affordable, my wife was planning to save for it, now that we have received it, she will use the money to buy another household asset.” – Boaz Kwikiriza, Spouse to Host Community Participant, Kanyonza I Tukwatanise Community “Learning is a continuous process, I had never imagined myself using a smart phone and now I own it and have discovered it is not hard to use as I imagined.” – Ferediana Mbakizimaana, Refugee Participant, Kanyonza I Tukwatanise Community 19 3.3 PILOT OUTCOMES communities and refugee communities. The pilot adopted a multipronged approach to collect and During monitoring and evaluation, the EQUALS analyze data. Data collection sources included pre- Digital Literacy Project sought to examine whether and post-program quantitative surveys, focus program participation would successfully lead to groups, interviews, and weekly monitoring reports an increase in beneficiaries’ digital literacy, to capture direct beneficiary feedback. This section confidence, skills, access, and use of smartphones. presents results from primary outcomes indicators More intricately woven into the pilot design was in six categories: digital literacy; digital self- determining whether a specific learning approach efficacy; access to digital devices; use of digital – i.e., video animations and hands on training – devices; ownership and control of digital devices; would be best suited for targeted women in host and employment, savings, and income (Table 3.2). Table 3.2: Select Outcomes Indicators for EQUALS Digital Literacy Project, Uganda OUTCOME INDICATOR Digital Literacy % of women assessed as having basic digital literacy (can use all basic functions of a Smartphone independently) Digital Self-Efficacy % of women confident in using digital technology Access to Digital Devices % of women with access to digital devices within their household (access means she can use the phone when she wants to) Use of Digital Devices % of women reporting increased frequency of using Smartphones Ownership & Control of Digital % of women that retain primary ownership over phone (Ownership means she Devices would be able to decide who uses the phone, where it is kept, etc.) % of women that do not have to ask permission prior to using Smartphone % of women reporting confidence to resolve a conflict associated with Smartphone ownership and use Employment, Income, & Savings # women in formal and informal employment before and after the program Average monthly income before and after program Average monthly savings before and after the program DIGITAL LITERACY almost twice as high as in the Animated Video group where 16.5 percent demonstrated the This indicator was developed to assess the skills required to carry out basic functions of a effectiveness of the learning approaches used in smartphone (Figure 3.1). When comparing the the pilot. Of the two approaches used during the learning approaches by participant program, the Animated Video Plus (animation + demographics, the results were similar. For both hands on training) resulted in the highest gains in refugee and host participants, the animation digital literacy skills (Table 3.3). In Animated video plus approach resulted in higher success, Video Plus group, 30.8 percent of participants, with 25 percent (n=13) of refugees and 36.4 demonstrated the ability to carry out basic percent (n=20) of host having basic digital literacy functions of a smartphone as compared to 5 as compared to 9.4 percent (n=5) of refugees and percent before the start of the pilot program. 25 percent (n=11) host participants in the Results in the Animated Video Plus group were animation video only groups. 20 Table 3.3: Demonstration of Digital Literacy Skills DIGITAL LITERACY SKILLS BASELINE ENDLINE (%) (%) Animated Video 4 16.5 Animated Video Plus 5 30.8 Control 5 6.3 Figure 3.1: Demonstration of Digital Literacy Skills 40 30 20 10 0 Animated Video Animated Video + Control Baseline (%) Endline (%) DIGITAL SELF-EFFICACY (Table 3.4). Over 91 percent of participants in this group expressed being either very confident or Digital self-efficacy was an indicator developed to confident in their ability to use digital technology, assess the non-tangible aspects of digital literacy. whereas this was 81.3 percent in the Animated Specifically, the goal here was to determine how Video Plus group. When comparing findings by confident participants felt in their own ability to demography, the findings were mixed. For host use digital technology. The key question that women, those in the Animated Video only group informed results for this indicator was, “How reported the highest level of digital self-efficacy. confident are you in using digital technology?” The However, among refugee participants, only those Animated Video group reported the highest in the Animated Video Plus group reported the amount self-efficacy connected to digital literacy highest levels of digital self-efficacy. 21 Table 3.4: Confidence in Using Digital Technology / Smartphones HOW CONFIDENT ARE YOU IN USING DIGITAL TECHNOLOGIES / SMARTPHONES? Very Confident or Confident: AV: 91.7% AV+: 81.3% CONFIDENCE USING DIGITAL TECHNOLOGIES / SMARTPHONES ENDLINE DIFFERENCE (%) (%) Confident 40.9 +38.7 Animated Video Very Confident 43.2 +38.7 Confident 34.5 +25.9 Host (153) Animated Video Plus Very Confident 32.7 +32.7 Confident 27.8 +16.9 Control Very Confident 7.4 +7.4 Confident 15.1 -9.5 Animated Video Very Confident 83.0 +12.8 Confident 51.9 +27.8 Refugee (147) Animated Video Plus Very Confident 44.2 -5.8 Confident 59.5 +35.7 Control Very Confident 9.5 +7.1 ACCESS TO DIGITAL DEVICES devices with 93.8 percent (n=91) of animation video only and 96.3 percent (n=103) animation This indicator was developed to assess the extent video plus participants indicating access at endline, to which women in the target population can use a an 8.4 percent and 9.7 percent increase from phone, as and when needed. This indicator was baseline respectively (Table 3.5). While the most built into the pilot in response to findings from the preferred outcome would have been for all pre-pilot needs assessment survey findings that participants to report increased access to their women had very little control over when they digital devices, there were a few cases (n=10) could use a mobile phone, as primary owners of where participants had no access. Follow up visits mobile phones in households were often male from field staff revealed that the lack of access was spouses. Overall, participants in the treatment due to theft of the device, loss of control to a male groups reported an increase in access to digital spouse, and/or device malfunction. Table 3.5: Access to Digital Devices HOW HAS YOUR OVERALL ACCESS TO DIGITAL DEVICES CHANGED? AV: +8.4% AV+: +9.7% Control: +9% ACCESS TO DIGITAL DEVICES ENDLINE (%) Animated Video 93.8 Animated Video Plus 96.3 22 FREQUENCY OF DIGITAL DEVICE USE increase in usage over 24-hour periods across treatment groups, with at least 15 percent of host Having access to digital devices is important, but and refugee women using their devices between equally important is its continued use so that 10-14 times a day (Figure 3.2). The mobile phone associated socio-economic gains are sustained. function most utilized by participants was With this indicator, participants’ frequency of connected to social interactions. Participants mobile phone use was assessed to determine noted for example that this pilot program enabled which treatment group would results in higher them to improve communication with distant usage. Furthermore, this indicator area was used relatives at a lower cost, showing that women’s to determine what the participants were using increased access to and use of digital devices can mobile phones for. Overall, the findings indicated strengthen social ties. Figure 3.2: Use of Smartphone in Last 24 Hours 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Host Overall Host AVO Host AVP Refugee Refugee AVO Refugee AVP 0 times 1-5 times 6-9 times 10-14 times 15+ times SMARTPHONE OWNERSHIP AND CONTROL unwilling to access phones at home because of risk of conflict with male household members. At The indicators for this outcome primarily related to endline, 2.1 percent (n=2) of host treatment a woman’s ability and confidence to report or participants (both in animation video plus) resolve conflict with male family members reported experiencing a conflict related to associated with smartphone ownership and usage, Smartphone ownership and usage (Table 3.6). as well as their retention of ownership over the Among refugees, 7.4 percent (n=7) of participants smartphone and their ability to use it freely reported experiencing a conflict, of which five were without seeking permission. Conflict in this sense in animation video only groups and two were in was in reference to the potential for gender-based animation video plus groups. Similarly, during the violence due to the restricted access to mobile endline survey, participants overwhelmingly phone use indicated in earlier in this report. This reported never having to seek permission to use a was highlighted as an indicator because digital mobile phone (Table 3.7). The team considered skills training programs that rely on mobile phone these low numbers as a successful outcome of usage are less effective if women are unable or gender sensitization training to male spouses. 23 Table 3.6: Conflict Using Smartphones DO YOU EXPERIENCE CONFLICT WITH USING THE SMARTPHONE? Host: 2.1% Refugee: 7.4% EXPERIENCES CONFLICT USING SMARTPHONES ENDLINE (%) Animated Video 0.0 Host Animated Video Plus 4.0 Control 0.0 Animated Video 10.9 Refugee Animated Video Plus 4.1 Control 0.0 Table 3.7: Permission to Use Smartphones MUST SEEK PERMISSION TO USE SMARTPHONE ENDLINE (%) Never 93.2 Animated Video Very Rarely (1-2 times per day) 6.8 Occasionally (3-5 times per day) 0.0 Host Never 93.9 Animated Video Plus Very Rarely (1-2 times per day) 4.1 Occasionally (3-5 times per day) 2.0 Never 84.4 Animated Video Very Rarely (1-2 times per day) 15.6 Occasionally (3-5 times per day) 0.0 Refugee Never 89.6 Very Rarely (1-2 times per day) 4.2 Animated Video Plus Occasionally (3-5 times per day) 0.0 Very Frequently (5+ times per day) 6.3 EMPLOYMENT, INCOME, & SAVINGS Beneficiaries reported increased monthly savings following the program. participants had been able Indicators in this section seek to understand if to put away. The average self-reported monthly there was an impact on employment outcomes, savings increased from baseline to endline, by and related earnings and savings capacities from approximately US$47 (UGX 165,558.65) among the digital literacy program. Employment rates host respondents and approximately US$7 (UGX were similar across treatment groups, with 96.1 26,018.78) among refugee respondents (Table percent of the Animation Video only group (n=99), 3.8). Refugee and host respondents had a similar 94.6 percent of the Animation Video Plus group current average monthly savings at baseline, both (n=106), and 90.8 percent of the control group noting around US$16.75 (UGX 63,000). Among (n=89) reporting employment. Results at endline host Animation Video only participants there was a suggest that the introduction of a Smartphone and US$64.45 (UGX 242,340.91) increase, a US$47.12 digital literacy training program can lead to (UGX 177,164.42) increase for animation video improved socio-economic outcomes. plus participants, and a US$22.83 (UGX 85,841.35) increase among host control participants. 24 Table 3.8: Change in Employment, Income, and Savings SELF AS MAIN SOURCE INCOME AVERAGE SAVINGS OF INCOME (UGX) (UGX) (%) Treatment + 14.4 + 76,000 + 163,000 Host Control + 2.8 + 113,633 + 85,841 Treatment + 1.5 + 33,000 + 26,000 Refugee Control 0 + 18,928.57 - 8,000 3.4 LESSONS LEARNED ▪ Conduct gender sensitization sessions to strengthen build buy-in. Endline results The EQUALS Digital Literacy Pilot Project team show the importance of community and reported the following lessons learned: household support to mitigate the risk of ▪ Given the positive impacts of overall the conflict and improve the likelihood that program, the animated video plus model women retain primary device ownership should be scaled up and adapted it as during and after project implementation. needed to suit the local populations being ▪ Training curricula should discuss risks and served. To increase the potential knock-on benefits associated with smartphone effects of the project to community ownership and usage. Training modules members, teams may consider using a can inform women of gender-specific cheaper smartphone model to increase issues and concerns, and help them to the potential knock-on effects of the develop the skills to address them at the project to community members. Local and household and community level. national reforms to reduce the cost of mobile devices, lower taxes on mobile ▪ Contextualization for program participants phones, or rent-to own models may also is critical to successful skill development. create positive spillover effects. Future digital literacy training programs should factor variables such as content ▪ Teams should modify the length of length, trainer profile, and visual cues into implementation to suit the unique needs programming. Furthermore, in addition to of the target population. While the six- offering trainings in local languages, it is week pilot it resulted in strong gains across important to link to applications and tools most indicators, focus group discussion that are also in local languages. (FGD) participants noted feeling overwhelmed with the amount of ▪ Factor gender norms around divisions of information received in such a short period labor into program design to reduce of time. To improve participant imposing unattainable training schedules engagement and knowledge accrual, on beneficiaries. As women often shoulder teams may consider extending the period unpaid care work, time-intensive of implementation to 12 weeks or longer. programs may reduce women’s ability to This will allow participants to receive successfully participate in and/or compete smaller pieces of information about their training. For example, curricula can be new devices over a longer period, which modified to provide shorter lessons over a may further improve program outcomes. longer period. 25 Nigeria Pilot: Fasaha 4.0 (Natview Technology) 26 Women, no matter what sphere of life they come from, have all it takes to make anything work. 4. NIGERIA PILOT: FASAHA 4.0 Natview Technology 4.1 OVERVIEW Initiative, Natview Technology launched the ‘Click- On Kaduna’ pilot in Kaduna State, Nigeria. The Despite Nigeria’s large and growing digital project provided digital skills training and economy, gender gaps in broadband access and entrepreneurship support to over 1,500 mobile phone mean that usage many young disadvantaged youth between the ages of 18 and Nigerian women new economic and social 40 who were affected by regional conflict.33 Over opportunities. These inequalities are exacerbated 85 percent of beneficiaries entered new or in Northern Nigeria, where continuous violence improved job opportunities, and together, and instability limits educational and employment participants generated over US$200,000 in opportunities. Girls and women from poor and income. rural households and displaced communities bear the brunt of high unemployment and ensuing Building on the lessons of Click-On Kaduna, violence from civil unrest and are at high risk of Natview launched the Fasaha 4.0 digital skills experiencing gender-based violence. In addition to development program to identify, prepare, and facing greater constraints in securing quality jobs, connect disadvantaged girls and young women launching successful businesses, accessing with emerging skills in the knowledge economy. financial resources, women and girls also shoulder The program aimed to integrate more women into a greater share of household work and care the digital ecosystem and significantly improve responsibilities. Lack of access to affordable girls and women’s economic participation in the internet and mobile devices, and lack of digital digital space. Critically, the program sought to skills further restrict their opportunities. incorporate gender-sensitive design, analysis, implementation, and evaluation that addressed In 2018, in partnership with the World Bank and the barriers that persistently restrict women’s the Rockefeller Foundation’s Digital Jobs Africa participation in the digital economy. 33 Click-On Kaduna. 2020. Digital Skills Report (English). Washington, DC and Kaduna, Nigeria: World Bank Group and Natview Technology. 27 4.2 TRAINING DESIGN applications were reviewed and evaluated over several stages based on minimum criteria, a points- The Fasaha 4.0 pilot integrated 180 young girls and based selection system, and one-on-one women into the digital ecosystem and significantly interviews. This rigorous selection process allowed improved their participation in the digital the team to sort beneficiaries into suitable learning economy. The program tested the effect of three cohorts based on their skills, needs, and interests. digital skills learning models: Face-to-Face Learning, targeting 30 women from 3 IDP camps Training curricula reflected the capacities and who lacked access to digital platforms; Remote needs of the demographics for each learning Learning aimed at building digital competencies for models (Table 4.1). The face-to-face learning 114 women through online learning platforms; and model targeted IDPs with limited access to and Blended Learning targeting 36 women through a knowledge of digital technologies. Consequently, combination of online learning and face-to-face the Face-to-Face Learning curriculum provided facilitation. intensive, hands-on support to develop basic digital literacy, focusing on how to use computers The team prepared a comprehensive application to facilitate the growth of their informal businesses and selection process to recruit beneficiaries for (e.g., introduction to the internet, Microsoft Office each learning cohort.34 The call for applications programs, and social media). The Remote Learning was segmented based on the demography of the model was targeted at women who have digital target groups. Women in IDP camps applied technology career aspirations, and the curriculum through a kiosk model where registration booths emphasized app development (UI/UX) for web and were set up directly in the camps, while all other mobile platforms. Finally, the Blended Learning interested participants completed an online model focused on familiarizing pre-tertiary registration and application form. Over 3,000 students with managing large datasets with computing software (e.g., Microsoft Excel). Table 4.1: Fasaha 4.0 Target Demographics LEARNING MODEL TARGET DEMOGRAPHIC Face-to Face Learning - Young women living in IDP camps from low-income, disadvantaged communities with little or no formal education, and no access to digital infrastructure who were affected by fistulas and/or gender-based violence Remote Learning - University students and graduates interested in STEM - NYSC Corps Members seeking to build a career in tech - Entrepreneurs seeking to leverage ICTs in business - Women in tech aspiring to develop skills of the future Blended Learning - Pre-tertiary students interested in STEM Fasaha 4.0 employed a digital learning quantitative performance framework, but also management system (LMS) to deliver the enabled behavioral assessments. These training. Through the LMS, the team conduct qualitative insights empowered the team to virtual training sessions, tracked participants’ better help women optimize learning and achieve learning progress, delivered aptitude tests and their goals. assessments to beneficiaries, and collected The pilot also adopted several strategies to course feedback. The LMS allowed Natview to maximize women’s participation and optimize not only monitor beneficiaries through a learning and employment outcomes. The 34 See Annex D: Fasaha 4.0 (Nigeria) Selection Process. 28 curricula for all three learning models included One of the greatest challenges that the pilot lifelong learning sessions, which aimed to worked to address was the lack of access to safe, develop women’s confidence, hone their reliable, and affordable digital infrastructure. communication skills, and improve their Natview invested heavily in digital infrastructure professional development.35 Several lifelong across all three models. For the Face-to-Face learning sessions integrated IDP women in the Learning cohort, the pilot utilized an innovative Face-to-Face Learning cohort with the Blended solution to provide broadband and electricity Learning cohort. This helped to build confidence access: the team transformed a warehouse among the female IDPs, improved their container into a fully-equipped computer lab that communications skills, and made them feel like housed training sessions for IDPs (Box 4.1). The members of the wider digital community. All team partnered with two established innovation participants were connected to women leaders in hubs to provide an accessible location to facilitate tech for professional support, mentorship, and face-to-face engagement with instructors and counseling on having a career in the ICT industry. host bootcamp events and workshops for the The final Graduation Day event included a job fair Blended Learning Cohort. Natview also offered a and hackathon that allowed participants to data bandwidth scholarship plan to learners in showcase their group projects to potential the Remote Learning cohort. employers and investors. Box 4.1: Building Innovative Digital Infrastructure for IDPs The face-to-face learning model targeted young women who had been displaced by the fragility, violence, and conflict in the Northeastern Region of Nigeria. Natview operated directly in three IDP camps: (1) Kuchin-Goro IDP Camp; (2) Durumi IDP Camp; and (3) Karon Majigi IDP Camp. Natview Technology upcycled an old storage container in New Kuchin-Goro IDP Camp into a computer hub that offers a safe space for women in IDP camps to develop digital skills. The pilot partnered with Sant’Egidio to equip the hub with 15 desktop computers. The computer hub boasts high-speed broadband Internet access, as well as an alternative power supply, allowing women to start developing their digital skills safely, affordably, and efficiently. Creating this space for learning lowered access barriers and encouraged more young women to attend classes regularly. The computer hub also served as a space for psychosocial support and became a much-needed emotional refuge for women. Post-implementation, the computer hub remains accessible not only to the Fasaha 4.0 program graduates, but to all women in the camps who want to learn. BEFORE: AFTER: 35 See Annex C: Fasaha 4.0 (Nigeria) Soft Skills Development. 29 4.3 PILOT OUTCOMES encouraging, as program participants successfully access new employment opportunities that led to The Fasaha 4.0 conducted an endline survey upon increased income. Fasaha 4.0 plans to conduct an program completion to assess social and endline evaluation one year after program economic impacts of the pilot. The survey completion to assess long-term program impact. completion rates were low (39 percent), which the This section presents results from outcomes team partly attributed to a lack of incentives. indicators in two categories: employment However, findings based on the available data are opportunities; and income generation (Table 4.2). Table 4.2: Select Outcomes Indicators for Fasaha 4.0, Nigeria OUTCOME INDICATOR Employment Opportunities & % of women reporting new income-generating activities (full-time employment, Income Generation part-time employment, internship, self-employment) % of women using newly acquired digital skills in new or existing businesses % of women receiving digital skills certification from international organizations Average income earned using newly acquired digital skills EMPLOYMENT OPPORTUNITIES percent (n=7) secured paid internships or short- term online freelancing contracts through (Figure Survey findings show small but positive 4.1). A further 34 percent of beneficiaries employment outcomes across the learning reported using digital marketing skills to improve cohorts. Approximately one-fifth of beneficiaries their business performance. Additionally, 13 (19 percent, n=13) reported that their digital (11%) participants out of the 114 participants skills development enabled them to secure new who completed the Fasaha 4.0 pilot earned full-time employment opportunities, while 10 globally recognized skills certifications from tech firms such as Google and Facebook. Figure 4.1: Transition to Employment 30% 25% 20% 15% 10% 5% 0% Fulltime Employment Internship Opportunities Short Term Contracts Improved Business Opportunities Operations 30 Rates of transition to employment varied widely paid internships, and/or short-term freelancing by learning cohort. From the Face-to-Face contracts. In contrast, only 1 percent (n=3) of Learning cohort, 56 percent (n=17) of women Remote Learners reported similar employment IDPs reported using digital skills to support their opportunities. The Fasaha 4.0 attributed this to informal businesses, and 7 percent (n=2) secured high attrition rates among Remote Learners, as full-time employment in secretarial positions. well as Blended Learners benefiting from Blended Learning participants reported the supervised in-person training and coaching from highest rate of transition to employment, with 28 instructors. percent (n=10) securing full-time employment, INCOME GENERATION pilot, however the team plans to assess income outcomes for all learning cohorts in a follow-up The Fasaha 4.0 team found that beneficiaries study. successfully applied their digital skills to earn US$3,245 during the pilot implementation Table 4.3: Fasaha 4.0 (Nigeria) Income Earned period (Table 4.3). The source of income was During Pilot Implementation primarily through digital platforms such as COHORT INCOME Upwork, where women completed short-term EARNED (US$) freelancing contracts on digital marketing, Face-to-Face Learning n/a database development, and UI/UX design. The Remote Learning 725 Blended Learning cohort reported the highest Blending Learning 2,520 earnings of US$2,520 in total, while Remote TOTAL 3,245 Learned earned $725 in total. Income data was not tracked for Face-to-Face learners during the “Fasaha 4.0 did not only give us the adequate skills required, but it also equipped us with a lot of fun games, safe space for learning (good facilities and laptops) with access to the internet and soft skills to get us ready for jobs. I had a better understanding of the whole concept of UX and how we could implement it in our design. Oh no, I must commend the effort and the contributions of the Fasaha 4.0 team.” – Hafsoh Omolola Omotosho Adeniran, 25, Blended Learning Hafsoh is a Legal Practitioner and a tech enthusiast who transitioned into Product Designing. Her love for Technology made her enroll for the UI/UX Track of the Fasaha 4.0 Digital Skills Development Program. After completing the program, Hafsoh received a full-time job offer at Zkyte Technologies, Abuja as UX/UI Designer. 31 “Without mincing words, FASAHA 4.0 has changed my life positively and has given me the foundation into the tech industry. I learnt the skills needed in the Digital Marketing industry and also soft skills to give me an edge over other people out there.” – Adeoye Princess Khaulat, 28, Blended Learning Khaulat engaged herself in many productive and profitable activities before the Program. Before Fasaha 4.0, she was an employee of a Micro-Credit Company but lost her job due to the COVID-19 pandemic. She switched to entrepreneurship as a Fashion Designer but wasn't getting the required visibility. She is a graduate of Accountancy at the Kwara State Polytechnic. Her enthusiasm for Technology led her to apply for the Fasaha 4.0 Digital Skill Development Programme. She learnt the Digital Marketing industry and Soft Skills through the boot camps organized during the 3- months program. As a result of the skills she gained in Fasaha 4.0, Khaulat landed her first international gig on Upwork and had offers for both physical and remote internships weeks after the Fasaha 4.0 graduation. She is currently doing her internship at Trontier Technology Limited as Digital Marketer. 4.4 LESSONS LEARNED how to submit correctly complete and submit applications. The team reported several lessons learned: ▪ Cross-sector partnerships prepare participants for better employment ▪ Digital Infrastructure is critical to and/or entrepreneurship opportunities ensuring program success. Creating an and strengthen the local digital enabling environment helps to achieve ecosystem. Needs assessment should desired outcomes, especially in engage private sector stakeholders to situations where critical infrastructure is develop a curriculum that meets industry under-developed. Program should demand. By building local and consider location, availability and reliability of electricity and utilities, and international partnerships, pilots can Internet access and costs. gain greater recognition and legitimacy, and increase access to essential ▪ Incentivizing learning is essential to consider when planning program design. resources (e.g., computers, funding). Incentives that address barriers to Partnerships with tech firms, innovation accessing digital skills programs can aid hubs, training institution, and public program recruitment and retention. sector can create opportunities for a Teams may consider providing Internet training-to-employment pipeline while access, subsidizing transportation fares promoting collaboration and innovation for distant locations, or providing digital in the digital ecosystem. devices to aid learning. ▪ A Learning Management System (LMS) ▪ A well-planned and detailed selection can help teams more effectively deliver methodology can improve retention training, monitor completion rates, and rates and optimize learning outcomes. track learning outcomes. The Fasaha 4.0 For particularly vulnerable communities, LMS enabled the team to gather teams may consider hosting in-person quantitative and qualitative data in real recruitment drives with local partners time, which was used to improve training and providing videos which demonstrate better support beneficiaries. 32 Rwanda Pilot: Digital Skills for Business (Digital Opportunity Trust – DOT) 33 By embracing technology, young, female entrepreneurs can gain the skills and confidence to grow their businesses. 5. RWANDA PILOT: DIGITAL SKILLS FOR BUSINESS Digital Opportunity Trust (DOT) 5.1 OVERVIEW entrepreneurs in their communities. Digital Opportunity Trust (DOT places young women at Rwanda boasts one of the most favorable business the center of the digital transformation of their environments in the region,36 yet many youth— communities by equipping them with the skills, particularly young women—lack the skills to knowledge, and networks they need to be incorporate digital technologies into their innovators, leaders, and Digital Champions. As a businesses. National digital literacy stands at 20 result, DS4B was a project for young women, by percent, and computer literacy is only 9 percent.37 young women, and with young women, that In 2017, Rwanda’s Gender Monitoring Office highlighted the transformative power of young reported that 94 percent of women did not know women’s leadership. how to use a computer.38 Affordability is identified as the main barrier to wider devices access, as well The DS4B pilot strove to empower young women— as low levels of digital literacy and lack of particularly those economically impacted by awareness of the benefits of ICT access and use. To COVID-19 —to boost their ICT knowledge and overcome these barriers and support the growth of adopt the use of ICT tools in their businesses an inclusive and innovative business environment, and/or income-generating activities. The project young women need more opportunities to develop piloted a delivery model based on co-designing their digital, business, and leadership skills. with youth. The pilot also incorporated a blended training delivery approach to comply with COVID- The Digital Skills for Business (DS4B) pilot project 19 restrictions. Training provided young women prioritized the leadership and agency of young with the requisite skills and tools to navigate the women as role models, collaborators, and 36 WEF. 2020. Global Competitiveness Index 2019. Geneva, 38Government of Rwanda. 2017. Gender Profile in Information and Switzerland: World Economic Forum. Rwanda ranks 58 in the global Communication Technology (ICT). Kigali, Rwanda: Gender Monitoring index. Office. 37 NISR. 2019. EICV 5, 2016-17. Kigali, Rwanda: National Institute of Statistics Rwanda. ‘Digital literacy’ includes use of smartphones, tablets, and computers. 34 digital ecosystem of business development and their own businesses. DCs also facilitated virtual growth. The pilot team recruited 15 tech savvy and face-to-face business, leadership, and ICT youth leaders with business knowledge to serve as training and coaching sessions with 183 young, Digital Champions (DCs) who received capacity female business owners and entrepreneurs aged building training to be able to access new or 18-35 years old – including women living with improved employment opportunities or to start disabilities. 5.2 TRAINING DESIGN ▪ Raising awareness and understanding of how ICT can support sustainable business DOT employed a three-phase approach that development. resulted in the development of self-supporting learning communities led by high impact digital ▪ Overcoming the fear, hesitancy and lack of trainers. In phase one of the program, the team trust associated with the adoption of conducted a comprehensive needs assessment to digital finance and accessing digital and identify the needs, barriers, challenges, and non-digital financial services at a low cost. opportunities facing young women, particularly ▪ Designing tailored support systems female young female entrepreneurs.39 The study also entrepreneurs working informally in assessed a variety of digital skills indicators, sectors such as fashion, retail, or including young women’s digital literacy levels and agribusiness. technical proficiency, as well as their access, ownership, usage and uptake of digital tools and ▪ Communicating the legal and financial technology. A key feature of this needs assessment policy frameworks that govern the linkages was the recruitment of 10 female university between ICT, youth, and women graduates who served as researchers for three entrepreneurship in Rwanda. months. The researchers learned qualitative and In Phase two, 15 female Digital Champions were quantitative research techniques, co-designed the recruited and trained to aid in the development of methodological design, and survey tools, and self-supporting learning communities. All helped to conduct the needs assessment. participants went through a three-stage The main finding of the needs assessment was that recruitment process: (1) application screening; (2) self-supporting learning communities led by high interviews and capability tests; and (3) internal impact female digital trainers would be the most assessment and selection. Participants selected effective way to support the development of digital were between 22 and 30 years old, tech-savvy skills training among women. Other highlights from university graduates with business acumen who the needs assessment included the importance of: were passionate about gender inclusion and community empowerment. The 15 Digital ▪ Providing business skills training to female Champions participated in a three-week virtual entrepreneurs in areas including financial Training of Trainers (ToT) to develop their management, business leadership, technical, socioemotional, and employment networking, and communication. readiness skills, and build their capacity to deliver ▪ Developing skills on how to safely use and facilitate training and coaching sessions for various ICT tools and platforms for women entrepreneurs (Box 5.1). business purposes. 39DOT Rwanda. 2021. Digital Skills for Business (DS4B): Needs Assessment Report. Kigali, Rwanda: Digital Opportunity Trust (DOT) Rwanda. 35 Box 5.1: Training Digital Champions As training beneficiaries, Digital Champions developed their 21st century skills. Socioemotional training helped improve their creativity, collaboration, communication, and critical thinking. Professional development included using digital platforms to access job opportunities, writing curriculum vitae and cover letters, and work behaviors and attitudes to secure and sustain jobs. Digital Champions also participated in experiential learning by forming learning communities with women entrepreneurs. By the end of the training, the Digital Champions had acquired the knowledge and skills to: ▪ Deliver and facilitate training and coaching sessions for young women entrepreneurs. ▪ Enhance the digital skills needed to increase the usage and uptake of digital tools and solutions. ▪ Identify digital products and services available for entrepreneurs. ▪ Sharpen leadership and entrepreneurial mindsets. ▪ Build a common understanding of DS4B’s components and objectives. ▪ Gain digital citizenship, digital skills for business, and community leadership skills. ▪ Build facilitation skills and capacity to manage (physical and virtual) classroom challenges. “This was the opportunity for me to meet with my fellow women to discuss different challenges we see in business and how technology can help us to overcome them. I was privileged to partake in this project with DOT Rwanda and to be able to provide digital skills for business. This experience built my professional experience and business skills, while I have supported women on their business growth journeys.” – Redempta Uwase, Digital Champion “I have experienced how the triple responsibilities of women affect the quick development of their businesses. I have also learned to take advantage of opportunities as they arise.” – Marie Arlette Peterpictus, Digital Champion “As a Digital Champion, I gained significant experience in business know-how and practical professional skills. For example, public speaking was previously a challenge but now I can honestly speak in front of many people without any problem.” – Jennifer Ariane Umuhoza, Digital Champion Phase three was the culmination of the pilot based in the City of Kigali, as well as in Western, program: the development of a learning Eastern, Northern and Southern provinces. community that provided training, coaching, and The 15 Digital Champions delivered training, mentorship support to young female facilitation, and mentorship to 183 women entrepreneurs. The pilot team partnered with civil entrepreneurs. Digital Champions were assigned society organizations, youths and women computers to deliver training and were paid a networks, National Youth and Women councils, stipend to secure their participation and cover Private Sector Federation Chamber of Women transportation costs. Training was delivered Entrepreneurs, community gatherings, and through telecenters and other youth-friendly cooperatives to recruit women entrepreneurs. The centers that were equipped with computers. pilot targeted women who were running Facilitation fees were paid to access the facilities, underperforming or struggling enterprises, covering access to computers, connectivity, possessed basic literacy and numeracy skills, and maintenance, security, and cleanup costs. The had some access to digital tools. Participants were DS4B training curriculum encompassed personal empowerment, entrepreneurial skills, financial 36 literacy, and digital skills. The learning community needs assessment: Business Needs Assessment; emphasized business skills development, and the Business Formalization; Business Management; team developed and in-depth curriculum that Branding and Marketing; Digital Finances; and reflected the six key areas of focus identified in the Online Interactions (Box 5.2). Box 5.2: DS4B Training Curriculum for Women Entrepreneurs Women entrepreneurs received in-depth training on six key areas of focus: ▪ Business Needs Assessment, to set a vision and goals, identify market and consumer needs and resource mobilization. ▪ Business Formalization, to transition into a formal and legal business structure. ▪ Business Management, to lead daily business operations and be skilled in the digital tools needed to do so. ▪ Branding and Marketing, introducing modern techniques and social media communication for digital branding. ▪ Digital Finances, to utilize digital tools to accomplish transitioning to online financial processes. ▪ Online Interactions, focusing on online safety and providing guidance in navigating online spaces. 5.3 PILOT OUTCOMES qualitative and quantitative data and assess the impact and effectiveness of the pilot. This section Findings from the DS4B endline evaluation reveal presents findings from outcomes indicators under the showed the positive impact on the three categories: ICT skills and knowledge; digital entrepreneurs in the learning community. The safe spaces; and ownership of digital devices and DS4B team conducted surveys, focus group use of mobile tools (Table 5.1). discussions, and one-on-one interview to gather Table 5.1: Select Outcomes Indicators for DS4B Project, Rwanda OUTCOME INDICATOR Digital & Business Skills % of women reporting increased levels of ICT knowledge and skills % of women reporting improved business skills Use of Digital Platforms & % of women owning basic phones, feature phones, and smartphones Services % of women using mobile money Digital Safety & Security % of women aware of importance of digital safety and security 37 SKILLS AND KNOWLEDGE mobile phones as a tool for saving money; understanding the difference between savings This indicator focused on assessing the impact of and borrowing; how to improve credit scores; providing updated ICT knowledge and skills to understanding fixed and variable business costs; meet entrepreneurial business needs. At the end and setting prices for goods and services. Over of the program, data showed an increase of skills one-third (68 percent) of respondents reported across all levels of ICT skills and abilities. These great improvement in their business skills, and 29 tasks included: sending or receiving emails; percent reported moderate improvement (Figure finding information on the internet; receiving or 5.1). sending money through mobile money platforms; using e-government services; using personal and professional calendars; using social Figure 5.1: Change in Business Skill Levels media for maintaining and growing personal and among Women Entrepreneurs (%) business networks; budgeting or saving money; and selling a product or service using a phone. Experienced participants increased their skills by 3% 12 percent, from 28 percent at baseline to 40 29% percent at endline, while those with a good amount of knowledge and skills increased by 15 percent - from 8 percent at baseline to 23 68% percent at endline. Women entrepreneurs in the endline survey also Remained the Same Greatly Improved spoke about how they felt their business skills Moderately Improved changed after attending the DS4B training. Skills assessed as part of the endline survey included: Source: DOT Rwanda. 2022. Digital Skills for Business (DS4B): Final building a monthly business budget; setting Project Report. Kigali, Rwanda: Digital Opportunity Trust (DOT) spending priorities; principles of savings; using Rwanda. USE OF DIGITAL PLATFORMS & SERVICES respondents, the number of new smartphone owners increased by 11 percent, from 33 percent A key challenge identified during the needs before the training to 44 percent after the training assessment was the lack of consistent access to (Table 5.2). Several participants using basic phones and use of digital tools, platforms, and services, at the beginning of the project upgraded to feature including the use of mobile applications to phones, accounting for a 15 percent decrease in facilitate business transactions. Among ownership of basic phones. Table 5.2: ICT Device Ownership at Baseline and Endline OWNERSHIP OF ICT DEVICE BASELINE ENDLINE CHANGE (%) (%) (%) Basic Phone 75 60 -15% Feature Phone 13 17 +4% Smartphone 33 44 +11% 38 Respondents also reported increased integration As a result of their participation in the project, of digital services into their business operations. women entrepreneurs also changed how they For Daily use of mobile money transactions communicated business information to customers. increased from 26 percent before the training to At baseline, 90 percent of participants used word 47 percent after the training (21 percent increase), of mouth as the primary form of communication, and approximately 38 percent of participants compared to 42 percent at the endline. Following reported using mobile money at least once a week. training, digital communication became an Respondents used mobile money platforms for a important business strategy, with the use of mobile variety of purposes: 83 percent of respondents phones for business communication increasing used mobile money to send or receive money from from 6 percent to 25 percent. Use of social media friends or family members; approximately 57 platforms also increased, as 71 percent signed up percent of respondents used mobile money for for Facebook, 58 percent registered WhatsApp purchasing and making payments; 72 percent use business accounts, and 52 percent created mobile money for savings; and 10 percent used YouTube accounts post training. mobile money for tracking expenses and spending. DIGITAL SAFETY AND SECURITY remained almost unaware of digital safety and security. At endline, 80 percent of the beneficiaries The assessment of the digital safety and security knew how to create, reset, and protect passwords indicators revealed improved DS4B successfully after attending DS4B training. When asked about raised awareness of the importance of digital the causes for not filling out a complaint or a safety and security and beneficiaries learned security case report, 44 percent of the respondents strategies to mitigate digital risks and threats (Box indicated that it takes too much time, 33 percent 5.3). Most participants demonstrated a high level mentioned that the Information is not provided on of awareness on the importance of their digital how the data is going to be used, while the other safety and security, while 27 percent had a 23 did not trust the entity collecting the data. moderate understanding, and only 3 percent Box 5.3: DS4B Training on Digital Safety and Security The Digital Skills for Business (DS4B) training curriculum included sessions that focused on equipping women entrepreneurs with the knowledge and skills to safely navigate the digital world and conduct business online. Digital safety and security modules raised awareness on the following: ▪ New trends in digital crimes, digital scams, and phone-based abuse. ▪ Protecting yourself by protecting your devices. ▪ Data protection requirements to ensure safe participation in online engagement. ▪ Safeguarding consumer information to prevent theft or misuse of their private information. ▪ Understanding online behaviors and individual responsibility for creating a safe online environment. ▪ Dealing with cyber bullying in consumer engagements. 39 5.4 LESSONS LEARNED • Few women are accessing entrepreneurship ecosystem support. It is The team reported the following lessons learned: very important to connect the • For Women, By Women, With Women! entrepreneurs to critical business services Prioritize the engagement of young through partnerships and community women as collaborators to co-design and engagement. Related to this, there is a co-implement project planning, need to build the capacity of the recruitment, design, implementation, ecosystem partners to improve the monitoring, and evaluation. gender-inclusivity of their programs, leading to a more conducive and inclusive • Create safe and supportive environments ecosystem for women entrepreneurs. for women to learn. Young women reported feeling more comfortable • Organizational capacity gaps persist at the learning how to use technology when local level. Youth centers providing these training was conducted in group settings support services to women entrepreneurs with other women who have similar can benefit from capacity building and backgrounds, educational levels, and human resource support, as well as access familiarity with technology so they can to tools and connectivity. relate to one other. • Establish linkages with critical private • Host trainings in locations that are easily sector partners. The enabling ecosystem accessible to women. Individual or small needs to include economic and group training should be introduced for infrastructure stakeholders to increase women closer to their homes to reduce access and ownership of digital devices, travel time so women can focus on their and affordability and reach of digital businesses and skills building, whilst also networks for youth to apply their digital managing their domestic responsibilities. skills. 40 Conclusion 41 The global community can spur social and economic development by designing digital skills programs that empower young women to thrive in the digital economy. 6. CONCLUSION This report presents findings from three pilots implemented in Uganda, Nigeria, and Rwanda. The pilots implemented a range of activities, including training women in digital literacy and entrepreneurship skills; equipping women with entrepreneurial and finance skills; utilizing digital platforms to access information to improve women’s livelihoods; and providing mentorship and coaching to help women entrepreneurs to leverage digital technologies to improve their businesses. Insights from the pilot case studies highlight ongoing implementation challenges for practitioners and reveal best and emerging practices for approaches to implementing digital skills programs aimed at tackling the gender digital divide. 6.1 IMPLEMENTATION CHALLENGES the agricultural season. This increased women’s time constraints and affected participation and The spread of the coronavirus COVID-19 Delta retention rate of the women in both programs. variant in mid- to late-2021 caused pilot activities to be delayed until countries experienced a Wide variance in the demographic backgrounds of significant downward trend in cases and ease of participants—particularly age, education, and government restrictions. For some pilots, the digital literacy levels—increased the difficulty of COVID-19 disruptions led to complications that effectively delivering skills training, as some further delayed program activities. In Uganda, the beneficiaries required more time and attention to ease of COVID-19 country restrictions and understand training content. For example, in the resumption of in-person activities coincided with EQUALS Digital Literacy Project (Uganda), team the rainy season. The rain meant participants could members noted that older participants needed not use the solar chargers for their phones, limiting more time and attention to understand training their ability to practice using training videos. In content. This challenge was especially relevant in both Uganda and Rwanda, program activities were the Fasaha 4.0 pilot (Nigeria), which applies three also delayed as activities that were rescheduled for training delivery modalities targeting participants after lockdown restrictions ended overlapped with from three broad populations. Variance in literacy and competency levels within the respective 42 learning cohorts made training challenging. In the electricity and internet connectivity meant that Face-to-Face Learning cohort with IDPs, a few women in the Face-to-Face learning cohort often women could neither read nor write, which slowed had to share computers, which slowed training the pace of teaching. In the Blended Learning sessions until all participants had taken their turn cohorts, some beneficiaries had a lower-than- on the computer. expected understanding of data science which In contexts where women’s ownership and/or use further slowed their learning. of ICT devices is discouraged, training modalities Under-developed and unreliable digital which relied on women’s engaging with training infrastructure adversely affected program content at home ran the risk of lower levels of retention rates and learning outcomes. Mobility reinforced learning. In the EQUALS Digital Literacy constraints which inhibit women’s travel to Project (Uganda), the women were expected to training locations are exacerbated for low-income practice the skills learned during training at home women, female refugees, and women in rural using the smartphones provided to them. This areas. The DS4B pilot (Rwanda) team reported that program specific practice was a good measure regional trainings in rural areas could only be held intended to reinforce learning. However, there at a single physical location per region, as there were several reported cases where male spouses were limited spaces that had the necessary were coopting smartphones, leaving the women electricity and Internet access. This required with little access to them. In one situation, a male several participants to travel for two hours to spouse was reported to have hidden the attend training, contributing to program attrition. smartphone to prevent his wife from using it. During the Fasaha 4.0 pilot (Nigeria), inconsistent 6.2 KEY TAKEAWAYS FOR FUTURE design and co-implement project planning, recruitment, design, implementation, PROGRAMS monitoring, and evaluation. To close the gender digital divide, practitioners and ▪ Connect female entrepreneurs to essential policymakers should commit to investing in digital business services through partnerships skills programs that adopt gender-inclusive and community engagement. Program strategies to meet women’s needs and expand teams should also seek to build the their opportunities. When making strategic capacity and inclusivity of local ecosystem decisions about designing new programs or scaling partners, building a more enabling existing ones, teams should consider the following: ecosystem for women entrepreneurs. ▪ Affordable, accessible, and reliable digital ▪ Create safe and supportive environments infrastructure is critical to ensuring for women to learn. Young women program success. Program teams should reported feeling more comfortable create and enabling environment for learning how to use technology when success by planning for location, electricity training was conducted in group settings and utilities, internet provision, and with other women who have similar supporting staff to handle overhead costs. backgrounds, educational levels, and ▪ Prioritize engagement of young women at familiarity with technology so they can all stages of the project cycle. In order for relate to one other. projects to effectively address the ▪ Host trainings in locations that are easily underlying barriers limiting women’s accessible to women. Individual or small meaningful digital inclusion, women group training should be introduced for should be recruited as collaborators to co- women closer to their homes to reduce 43 travel time so women can focus on their offering childcare services—can increase businesses and skills building, whilst also women’s retention rates and improve managing their domestic responsibilities. learning outcomes. ▪ Establish linkages with critical private ▪ Combat restrictive social norms by sector partners. The enabling ecosystem building community buy-in. Engaging with needs to include economic and community leaders and household infrastructure stakeholders to increase members—particularly male spouses and access and ownership of digital devices, family members—can reduce risk of and affordability and reach of digital household conflict, increase rates of networks for women. women’s ICT access, use, and ownership. ▪ Incentivizing participation is essential ▪ Incorporate online safety modules intro when targeting vulnerable communities. training curricula. Equipping women with Incentives that address barriers to the skills to use the Internet safely and accessing digital skills programs—such as securely reduces their risk of experiencing subsidizing transportation costs, providing online violence and increases their physical spaces for Internet access, likelihood of regularly using ICT devices. 6.3 POLICY RECOMMENDATIONS ▪ Develop Robust Evidence Base for Scaling Digital Skills Programs: As pilots increase in On a macro level, there are several strategies that size, it is important that stronger governments and regional bodies should methodological assessments are utilized prioritize in order to close the digital gender during all phases including during program divide in Africa: planning, implementation, and program ▪ Promote Access to Internet to Facilitate impact assessment. Evaluation efforts Digital Learning: National and regional should also be expanded to include a digital strategies should include targets for longitudinal focus, where data on key closing the digital gender divide across at indicators can be gathered from least four dimensions, namely: (1) Last beneficiaries over an extended period Mile Penetration; (2) Quality and following program completion. Affordability; (3) Mobile Money; and (4) Online Safety. The global community has an opportunity to spur social and economic development by designing digital skills programs that empower young women to become more active players in the digital economy. Digital development stakeholders—including governments, private sector firms, NGOs, and other partners seeking to create an equal and inclusive digital economy—must also be committed to scaling digital literacy programs. By working together, stakeholders can bridge the gender digital divide and help young women to take advantage of the benefits offered by the digital economy. 44 REFERENCES EQUALS. 2019. EQUALS Research Coalition Report 2019. Geneva, Switzerland: EQUALS Research Group. Government of Rwanda. 2017. Gender Profile in Information and Communication Technology (ICT). Kigali, Rwanda: Gender Monitoring Office. GSMA. 2019. The Digital Lives of Refugees: How Displaced Populations Use Mobile Phones and What Gets in the Way. London, UK: GSM Association. GSMA. 2020. The Mobile Economy: Sub-Saharan Africa 2020. London, UK: GSMA Intelligence. GSMA. 2021. Connected Women: The Mobile Gender Gap Report 2021. London, UK: GSMA Intelligence. ITU. 2020. “How broadband, digitization and ICT Regulation impact the global economy. Global Econometric Modelling – Expert Report.” GSR-20 Discussion Paper. Click-On Kaduna. 2020. Digital Skills Report (English). Washington, DC and Kaduna, Nigeria: World Bank Group and Natview Technology. Economic Policy Research Centre. 2019. “Women’s Economic Empowerment in Uganda: Inequalities and Implications.” Policy Brief No. 110. NISR. 2019. EICV5, 2016-17. Kigali, Rwanda: National Institute of Statistics Rwanda. NISR. 2018. EICV5, Gender Thematic Report. Kigali, Rwanda: National Institute of Statistics Rwanda. NITA-U. 2018. National Information Technology Survey 2017/18 Report. Kampala, Uganda: National Information Technology Authority of Uganda. Pew Research Center. 2018. Social media use continues to rise in developing countries, but plateaus across developed ones. Washington, DC: Pew Research Center. Research ICT Africa. 2019. The State of ICT in Uganda. Cape Town, South Africa: Research ICT Africa. WEF. 2020. Global Competitiveness Index 2019. Geneva, Switzerland: World Economic Forum. World Bank. 2018. The Global Findex Database 2017: Measuring Financial Inclusion and the Fintech Revolution. Washington, DC: World Bank Group. World Bank. 2019. Informing the Refugee Policy Response in Uganda: Results from the Uganda Refugee and Host Communities 2018 Household Survey (English). Washington, DC: World Bank Group. World Bank. 2021. Digital Skills: The Why, The What, and The How. Washington, DC: World Bank Group. 45 ANNEX A: EQUALS DIGITAL LITERACY PROGRAM TRAINING CURRICULUM Training videos are available as open-source resources at: https://trickleup.org/digital-literacy-curriculum/. 1. Smartphone Basics a. Video 1: Turning On and Off Smartphone and Using Applications b. Video 2: Making a Phone Call, Adding and Saving a Contact c. Video 3: Sending an SMS Text Message d. Video 4: Charging your Smartphone e. Video 5: Caring for a Smartphone and Solar Charger 2. Introduction to MTN/Airtel Mobile Money a. Video 1: Mobile Money Registration b. Video 2: Replacing a SIM card c. Video 3: Sending Mobile Money and Checking Balance d. Video 4: Buying Airtime using Mobile Money e. Video 5: Mobile Money Savings and Loans f. Video 6: Protecting Mobile Money PIN 3. Risks and Benefits of Your Smartphone a. Video 1: Risks and Benefits of Smartphone Usage 4. Introduction to MobiPay Agrobase a. Video 1: Introduction to MobiPay b. Video 2: MobiPay Log-in Steps and Ordering c. Video 3: Ordering for Agro-inputs using USSD and IVR 46 ANNEX B: FASAHA 4.0 TRAINING CURRICULUM FACE-TO-FACE LEARNING: DIGITAL LITERACY TRACK LEARNING OUTCOMES • At the end of the training exercise, students will be able to apply, use and understand the concepts of using the office productivity suite from word processors to spreadsheets and using the internet as a productivity tool. Successful participants will be equipped with essential skills needed to create, edit and print professional-looking documents, work with spreadsheets using basic formulas and interact with the internet for remote work and other engagements from email to workspaces on the net. • In addition, participants will go through the fundamentals of digital marketing, learning how to use social media as a marketing tool to grow brands and email marketing to address corporate marketing on a global scale. COURSE CONTENT 1.0 ORIENTATION MODULE & INTRODUCTION TO DIGITAL COURSEWARE 1.1 Orientation & Introduction to courseware and students’ digital platform 1.2 Career Opportunities & Specialization track 1.3 Baseline Skills Survey 2.0 GETTING STARTED WITH WORD PROCESSORS 2.1 Introduction to Word Processors & MS Word 2016 2.2 Navigating MS Word 2016 2.3 Opening and Saving Word Documents 2.4 Basic Editing in Word Document 2.5 Graphics in Word Document 2.6 Tables in Word Document 3.0 INTRODUCTION TO SPREADSHEET (MS EXCEL 2016) 3.1 Getting Started on Spreadsheet with MS Excel 2016 3.2 Introduction to Cells 3.3 Basic Formulas in MS Excel 2016 4.0 INTRODUCTION TO INTERNET & REMOTE ENGAGEMENT 4.1 Introduction to the World Wide Web & Internet 4.2 Using the Email to Communicate 4.3 Setting up & Connecting to Virtual Meetings 5.0 INTRODUCTION TO DIGITAL MARKETING 5.1 Introduction to Digital Marketing 5.2 Career Opportunities in Digital Marketing 5.3 Introduction to Content Marketing & Inbound Marketing 47 5.4 Art of Storytelling 5.5 Key steps to creating an effective content framework 6.0 INTRODUCTION TO SOCIAL MEDIA MARKETING 6.1 Introduction to Social Media Marketing 6.2 Developing Social Media Strategy 6.3 Getting started with Social Media Advertising 6.4 Social Media Analytics 6.5 Designing corporate social media strategies. REMOTE LEARNING: UI/UX DESIGN TRACK LEARNING OUTCOMES • Students who undergo the UI/UX track will learn how to follow design processes: empathize with users through user modelled language, define pain points, ideate solutions by creating wireframes and prototypes. At the end of the course, students will be developing 2 to 3 portfolios of works, leading them to opportunities within physical and remote marketplaces. • Students will go through concepts such as user-centred design, accessibility and equity-focused design. They will develop prototypes for both web frames and mobile platforms, enabling them to launch a career as creative design professionals. COURSE CONTENT 1.0 ORIENTATION MODULE & INTRODUCTION TO DIGITAL COURSEWARE 1.1 Orientation & Introduction to courseware and students’ digital platform 1.2 Career Opportunities & Specialization track 1.3 Baseline Skills Survey 2.0 INTRODUCTION TO UI/UX 2.1 Introduction to UI/UX 2.2 Differences between UX & UI 2.3 Career Opportunities in the UI/UX Field 3.0 USER-CENTRED DESIGN PROCESS & DESIGN THINKING 3.1 Understanding user-centred Design 3.2 Understanding human-centred Design 3.3 Understanding Design Thinking 4.0 RESEARCH & PERSONAS 4.1 Research 101 4.2 Practical guide to researching UI/UX 4.3 Deep diving into the world of Personas 4.4 Practical guide to Personas creation and management 5.0 BUILDING OUT INFORMATION ARCHITECTURE 5.1 Introduction to Information Architecture 5.2 Building User Journey and Mapping 48 5.3 Building Wireframes 6.0 DESIGN DOCUMENTATION & RECAP 6.1 Building out Design Documentation 6.2 How to write Case Studies 6.3 UX Recap 7.0 INTRODUCTION TO USER INTERFACE DESIGN (UI) 6.1 Introduction to User Interface Designs 6.2 Using Figma to build User Interfaces 6.3 Typography and Style Guides 6.4 Creating Wireframes on Figma 6.5 Practical Designs 101 8.0 DESIGN HANDS-OFF & BUILDING UI/UX PORTFOLIOS 6.1 Portfolio 1: Create UI/UX for Website 6.2 Portfolio 2: Create UI/UX for Mobile App 6.3 Portfolio 3: Create UI/UX for Software Platform BLENDED LEARNING: DATA SCIENCE TRACK LEARNING OUTCOMES • This course is an intermediate course that introduces participants to the most sought after career in the world around using big data and managing petabytes of data to generate insight and build artificial intelligence models to support predictive analytics. Students who complete this course will use data science tools like Python to analyze large datasets, interpret and visualize them into actionable insights. COURSE CONTENT 1.0 ORIENTATION MODULE & INTRODUCTION TO DIGITAL COURSEWARE 1.1 Orientation & Introduction to courseware and students’ digital platform 1.2 Career Opportunities & Specialization track 1.3 Baseline Skills Survey 2.0 INTRODUCTION TO DATA SCIENCE 2.1 Introduction to Data Science 2.2 Career Opportunities in the Data Science 2.3 Workshop/Practical Sessions on Data Science 3.0 INTRODUCTION TO DATA ANALYSIS WITH MS EXCEL 3.1 Using Advanced Formulas Bars/Ribbons for First Order Analysis 3.2 Introduction to Pivot Tables in MS Excel 3.3 Data Visualization with MS Excel 3.4 Practical Session/Workshop with MS Excel 49 4.0 INTRODUCTION TO PYTHON PROGRAMMING 4.1 Stepping into the World of Python 4.2 Program Flow Control and Conditional Statements in Python 4.3 Lists and Tuples 4.4 Introduction to Functions 4.5 Object-Oriented Programming in Python 5.0 EXPLORATORY DATA ANALYSIS WITH PYTHON 5.1 Introduction to Exploratory Data Analysis using Python 5.2 Using Python’s Panda’s library to clean & analyze text, JSON and excel file 5.3 Data Aggregation Techniques and Combining Datasets with Python 5.4 First Order data analysis for transforming datasets, handling missing data 6.0 ADVANCED DATA ANALYSIS WITH PYTHON 6.1 Using regular expressions to clean and manipulate data and text 6.2 Using lambda functions and lists comprehension with Pandas 6.3 Working with data and time functions in Python 7.0 INTRODUCTION TO DATA VISUALIZATION WITH POWER BI 6.1 Building reports and dashboards using PowerBI 6.2 Generate reports and insights using PowerBI 6.3 Using DAX Formula to manipulate data in PowerBI 8.0 SQL FUNDAMENTALS 6.1 Introduction to SQL 6.2 Querying data using SQL Language and syntax for data definition and data manipulation 6.3 Working with MySQL Workbench Server for Data Manipulation. 50 ANNEX C: FASAHA 4.0 SOFT SKILLS DEVELOPMENT LIFELONG LEARNING PROGRAM SESSION TOPIC DESCRIPTION LLP 1.0 Branding yourself to visibility: Hang out Session with Niyi Soyinka on “From Branding to Visibility”. Guide to building your profile A thought-provoking talk show and motivation series on building soft skills to be competitive. LLP 2.0 Breaking the glass ceiling as a A Virtual Fireside Chat Session Online focused on having a live chat Female Tech professional session with a female mentor in STEM on what it takes to break the glass ceiling in a career dominated by the male gender. LLP 3.0 Building Soft Skills to gain a The Session focuses on building the girls and young women’s self - competitive edge: Public confidence, especially public speaking and communication ethics. It Speaking 101 & Communication focuses on how best to sell your skills by speaking about them and Ethics communicating effectively in a manner that positions you for opportunities. LLP 4.0 Branding yourself to visibility: Hang out Session with Niyi Soyinka on “From Branding to Visibility”. Guide to building your profile: A thought-provoking talk show and motivation series on building Selling yourself to a bigger self-confidence to be competitive. audience LLP 5.0 Design Thinking: Using the A staggered hands-on physical session across facilitation centres concept of design thinking to designed to introduce participants to the concept of design thinking solve emerging problems and practical application of design thinking. LLP 6.0 Industry 4.0: The upcoming A TED-X styled event (Online & Offline) focused on engaging digital revolution. How Women Tech leaders on inspirational Technology for the future prepared are you? that will define a lot of work and how to prepare for the opportunities available. LLP 7.0 Cognitive Genius: Flashcard Interactive Game Show of Flash Cards across all the tracks designed game show to test to test participants understanding of the digital ecosystem in a fun- understanding of the digital filled test-your- skill game show. ecosystem LLP 8.0 Introduction to the Virtual A 3-day virtual economy series programme to connect participants Economy Series to opportunities within local and global freelancing platforms to earn remotely. MENTORSHIP CONNECT SESSION TOPIC DESCRIPTION MC 1.0 Mentorship Connect Mentorship Connect connects participants to women leaders in tech for professional support, guidance and counselling on building a career in Technology and the knowledge economy. MC 2.0 Job Fair & Hackathon Graduation Day Event styled as a Job Fair and Hackathon Event to allow participants to showcase their creative skills and group projects for early seed investments by partners or employment opportunities. 51 ANNEX D: FASAHA 4.0 CALL FOR APPLICATIONS & SELECTION PROCESS CALL FOR APPLICATIONS The call for applications was segmented based on the demography of the targeted groups and program tracks. The applications were completed through: 1. A kiosk model where a registration booth was set up to engage and register internally displaced persons for the Program based on selected criteria. 2. Transparent online registration and filtering process for advanced digital skills program. The selection criteria was a points-based system, which was aligned to achieve the program objectives of the curriculum. Interested applicants completed an online form on the Fasaha 4.0 website providing the personal and technical information as it relates to: 1. State of Residence 2. Age 3. Gender 4. Academic Qualifications 5. Competency level around prerequisite requirements for the Program This was further segmented into two application routes: 1. Participants with basic knowledge of streams but passionate about learning digital technologies and interacting with technology platforms. This will be focused on only disadvantaged groups and applications delivered through a kiosk model. 2. Participants with basic to intermediate knowledge willing to upscale their skillset to expert level and solidify a use case around working in a digital environment. This will be delivered through an online application form. Applicants were required to send in short videos with the following specifications and requirements: at most a 2-minute video in MP3/MP4 file format, standard frame rate format of 720 x 480 pixels or less, at most 5MB video size. The short video focused on the following questions: (1) why you think you deserve to be considered for the Program and (2) how you will apply the knowledge gained to achieve your goal. SELECTION PROCESS SLECTION CRITERIA The selection process was based on the following criteria: 1. Persons chosen must be Kaduna, Abuja, Niger or Nassarawa residents selected for blended learning. Applicants must be in Abuja. 2. Must be between the ages of 18 and 35 years 3. Must be available to attend classes without interruption for the duration of the Program or the blended learning classes 52 4. Must be available for the entire period of the training. REQUIREMENTS FOR LEARNING TRACKS Digital Literacy Product Development Data Science & Machine Learning Track - Only for Disadvantaged Groups - Have a flair for creativity - Have a flair for mathematics - Hasn’t interacted with digital and design and data manipulation platforms. - Owning a smartphone - Owning a computer is an - Owning a smartphone device is device is an added added advantage an added advantage advantage - Have basic knowledge of - Have basic knowledge of programming, especially in digital literacy, graphics Python and design PLANNING THE SLECTION PROCESS A total of 3,157 applications was received on the portal consisting of 3,045 online applications and 112 registrations from the kiosk model at the IDP camps. The filtering process is further shown in the table below: Stages Timeline Description Harvest Cycle (Estimation) Stage 1: The application process will open on Application the 20th of April and lasts 3,157 Applications registered on both Process for 1 Month, 2 Weeks - June 7th, online and kiosk model platforms 2021 Stage 2: Selection Weed out candidates through Estimate 50% filter or weed outs from Harvest 1 automated deductions as described projected registration in Stage 1 in Section 6.1.1 expected to last 3 1,579 Applications Days Stage 3: Selection Weed out 2nd level candidates Estimate 70% filter or weed outs from the Harvest 2 through automated 15 minutes projected automated deduction in Stage 2 technical test for intermediate level 474 Applications batched in 3 segments in users and select the highest score order of test scores expected to last 1 day Batch A: 150 Participants Batch B: 150 Participants Batch C: 174 Participants Stage 4: Selection Weed out 3rd level candidates based Selected 180 Participants with a reserve Harvest 3 on one on one interviews or remote number for 50 Participants for replacement engagements with selected candidates expected to last 3 days 53 Stage 5: Final Roll out a qualified selection listing Generate the Final Lists of 180 Participants Lists Selections based on Harvest 1-3 with an option for replacement lists expected to last 2 days Final Selection June 15, 2021 Final Selection List Out with 180 Participants SLECTION PROCESS RESULTS 180 participants were selected from our databank consisting of 30 participants were from the IDP Kiosk model engagements and 150 participants from a pool of our blended and remote learning engagements. Distribution of Successful Applications Total Number of Successful 180 Applications Total Number of IDPs selected for the 30 Programme Total Number of Remote/Blended 150 Learning Cohorts 1. Kiosk/IDP Model Disaggregated by IDP Camp Durumi Karon Majigi Kuchingoro Digital Literacy/Marketing 4 10 16 2. Remote/Blended & Physical Facilitations Disaggregated by Tracks Remote Blended/Physical Facilitation Sessions 1 Data Science 30 20 2 UI/UX 34 16 3 Digital Marketing 50 0 54 ANNEX E: DIGITAL SKILLS FOR BUSINESS (DS4B) TRAINING CURRICULUM DIGITAL CHAMPIONS: KNOWLEDGE SHARING AND CAPACITY BUILDING KNOWLEDGE SHARING • Peer exchange on solution taken to solve daily challenges • Brainstorming potential improvement to increase performance • highlighting best practices • Data management process and progress monitoring LINKAGES • Understand the current entrepreneurship ecosystem • Analyse support available for small business • Get in touch with financial institutions and business support services • Share opportunities and support for young entrepreneurs through partners • Speakers invited: Chamber of Youth Entrepreneurs (CYE); Business Development Fund (BDF); Umutanguha Financial Company-FSP for youth and women; Association for Microfinance Institution in Rwanda COACHING SKILLS DEVELOPMENT • Understand coaching approaches to support business growth • Sharpen their capacity to efficiently act as thinking partner for the young entrepreneurs • Guide young entrepreneur to find relevant solution to their business challenges • Practice sessions for DC to build coaching behaviours • Peer feedback and support EMPLOYMENT READINESS • Understanding the use of digital technology to access job opportunities • Marketing yourself for the right opportunities • Strengthening the skills of the DC to compete on the job market • Tailoring CV, and cover letter to the identified opportunity to increase the chance to land an interview • Work behaviors & attitudes to secure and sustain a job opportunity WOMEN ENTREPRENEURS: BUSINESS DEVELOPMENT TRAINING • Business Needs Assessment, to set a vision and goals, identify market and consumer needs and resource mobilization • Business Formalization, to transition into a formal and legal business structure 55 • Business Management, to lead daily business operations and be skilled in the digital tools needed to do so • Branding and Marketing, introducing modern techniques and social media communication for digital branding • Digital Finances, to utilize digital tools to accomplish transitioning to online financial processes • Online Interactions, focusing on online safety and providing guidance in navigating online spaces 56 ANNEX F: M&E INDICATORS USED ACROSS PILOTS OUTPUTS OUTCOMES # women trained in digital skills % of women trained demonstrating new and/or improved digital skills # of digital devices (Smartphones and chargers) % of women reporting increased levels of ICT knowledge procured and distributed and skills # women provided with follow up support regarding % of women reporting improved business skills potential conflict based on post distribution monitoring activity # of coaches trained to facilitate the digital literacy % of women demonstrating improved soft skills curriculum and follow-on support sessions # of women that attend digital animation video trainings % of women assessed as having basic digital literacy (can (weekly) on the digital literacy curriculum use all basic functions of a Smartphone independently) # of women provided with data bundles % of women with access to digital devices within their household (access means she can use the phone when she wants to) # of women supported to download digital service % of women with functional devices (Smartphone and applications (livelihood, financial inclusion) applications chargers) at Endline using their Smartphones through the digital literacy curriculum # of women sensitized to on the importance of women's % of women reporting increased frequency of using ownership and decision making on the use of their Smartphones Smartphones using the digital literacy through the digital literacy curriculum # of women sensitized about the risks, and benefits of % of women who state intention to repair or replace Smartphone usage for women their devices if they are damaged, lost or stolen # of men sensitized about the benefits of women’s % of women utilizing peer support for Smartphone Smartphone use usage/learning # of women trained to understand and resolve conflicts % of women reporting increased frequency of using associated with women’s ownership and decision Smartphones making around the usage of Smartphones # of collaborative partnerships with industry players in % of women investing in data plans technology ecosystems secured Women’s level of satisfaction with program % of women reporting use of Mobile Money (send/receive) on their Smartphone # of business support services and platforms identified % of women reporting personal or household use of during the program Smartphones for livelihoods and business purposes % of women reporting confidence to resolve a conflict associated with Smartphone ownership and use % of women that do not have to ask permission prior to using Smartphone % of women that retain primary ownership over Smartphone (Ownership means she would be able to decide who uses the phone, where it is kept, etc.) % of women who own ICT devices (basic phones, feature phones, and smartphones) % women in formal and informal employment before and after the program 57 OUTPUTS OUTCOMES % of women using newly developed skills in new income-generating activities (full-time employment, part-time employment, internship, self-employment) % of women reporting new income-generating activities (full-time employment, part-time employment, internship, self-employment) % of women using newly acquired digital skills in new or existing businesses Average monthly income before and after program Average monthly savings before and after the program Average income earned using newly acquired digital skills % of women using mobile money % of women aware of importance of digital safety and security % of women confident in using digital technology % of women who feel prepared for future jobs % of women receiving certification of digital skill proficiency from international organizations 58 ANNEX G: PILOT REPORTS & PROJECT DOCUMENTS TRICKLE UP & AVSI FOUNDATION – EQUALS DIGITAL LITERACY PROGRAM EQUALS Uganda – Baseline Report EQUALS Uganda – Needs Assessment Report EQUALS Uganda – Digital Literacy Curriculum EQUALS Uganda – Participants’ Sensitization Report EQUALS Uganda – Final Report NATVIEW TECHNOLOGY – FASAHA 4.0 Fasaha 4.0 – Baseline Report Fasaha 4.0 – Final Report DOT RWANDA – DIGITAL SKILLS FOR BUSINESS (DS4B) DS4B Rwanda – Needs Assessment Report DS4B Rwanda – Final Report 59 ANNEX H: ENGAGE WITH THE PILOTS ON SOCIAL MEDIA TRICKLE UP & AVSI FOUNDATION – EQUALS DIGITAL LITERACY PROGRAM Twitter @trickleuporg LinkedIn Trickle Up Facebook Trickle Up Blog Closing the digital gender divide part 1 A project to support the development of women's digital skills Closing the digital gender divide part 2: Testing Facebook Video Empowering displacement-affected women through digital literacy NATVIEW TECHNOLOGY – FASAHA 4.0 Twitter @NFTIAfrica Fasaha 4.0 LinkedIn Natview Technology Fasaha 4.0 Facebook Natview Africa Podcast FASAHA 4.0 PODCAST Episode 1 Part A FASAHA 4 0 PODCAST Episode 1 Part B FASAHA 4 0 PODCAST Episode 2 Fasaha 4.0 Podcast: Episode 3 YouTube Video Fasaha 4.0: Orientation Day for IDP Participants Fasaha 4.0: A visit to Seed Builders Hub Fasaha 4.0: The IDP's Story Fasaha Graduation Ceremony DOT RWANDA – DIGITAL SKILLS FOR BUSINESS (DS4B) Twitter @DigitalOppTrust @DOTRwanda LinkedIn Digital Opportunity Trust Facebook DOT Rwanda Blog Beneficiaries Speak out: Digital Skills for Business Pilot Project Bears Fruit 60 DOT RWANDA – DIGITAL SKILLS FOR BUSINESS (DS4B) YouTube Pascaline Ineza, DOT Rwanda Digital Champion in Rulindo district DOT Rwanda's digital business training and coaching to women entrepreneurs Digital Champion, Claudine Niyonsaba Clementine Uwineza, Digital Skills For Business Program Participant in Rulindo district Yvonne Barakagwira, Digital Skills For Business Program participant in Kayonza district Solange Abijuru, Digital Skills For Business Program Participant 61