This workshop focused on how the private and multilateral sectors are helping to close the digital gap and supporting meaningful connectivity.
It answered the following policy questions
How has the development/dissemination of locally-relevant content supported efforts to develop the “demand side” of Internet deployment?
How are multilateral and private institutions using digital technologies to improve literacy in developing economies and bring more global citizens into the digital economy?
How have digital technologies been used to support local communities by creating economic opportunities and increasing local engagement with the global community?
Key points:
Connectivity is all not the same. The Digital divides create gaps in what voices are represented. Digital inclusion should consider how technology can facilitate the preservation and promotion of culture through investments in local content.
The concept of “meaningful connectivity is important. This includes not only access and infrastructure but also the production of local content. UNESCO puts emphasis on the need to ensure not only access, but people, particularly youth in the global south are equipped with the necessary tools to be not only consumers but also producers of local digital content.
Another speaker maintained that content should not be coming only from the global north to the global south. Countries in the global south have a rich culture and lots of content, but this content should be culturally sensitive to make an impact and be of interest to local communities.
Companies recognize that they have a responsibility to step up to address connectivity and access to local content. Audible’s Listen Up initiatives in Newark, NJ is dedicated to young high school students who do not have access to culture and lack financial resources and tools. This program funds scholarships and provides students with access to Amazon lab, so they can listen to audiobooks and other spoken content. They have put together a list of more than 100 educational books with the help of teachers.
Are women and girls are digitally included in digital literacy and education? The problem is making the study of STEM more attractive to women at younger ages. UNESCO underscored that this is not just a developing country issue. Their research indicated that in countries with more gender equality, the percentage of women who pursue STEM careers is very low; in other parts of the world where there are gender gaps, more than 50% of women have pursued tech degrees and careers.
Another issue is building confidence among young women to pursue tech careers and careers that use technology to develop locally relevant content by providing mentors and role models. Vanessa Ann Sinden (Triggerfish, South Africa) tackled this issue from the perspective of women in film and video. Globally, 60% of students who go for tertiary education in film are women but less than 20% of those employed in the field are women. There is a huge disparity between the confidence to go study and then a lack of confidence to apply for that job, and also not seeing themselves in these careers or having role models to look towards. To overcome these challenges, it is important to provide access to film and animation training for all and for them to see this career is seeming they can do.
Concerning the development of local content that drives Internet deployment and uptake, speakers had various recommendations.
Concerning the development of local content that drives Internet deployment and uptake, speakers had various recommendations.
1. Content in the local language is critical, not only speaking the language by supporting subtitles but addressing the relevant topics in their language.
2. It is important to look for local authors and work with local publishers to create audio books in the local language. Using local actors, in turn, not only ensures linguistic integrity but also provides employment opportunities for local artists.
3. Develop synergies at the local level that generate content. The Women in African History project brought together women, technology, and content to bridge digital and gender gaps.
4. There is a complementary need to invest in the development of business skills so that young creators of local content in a digital format can “pitch” their product, secure financing, and commercialize it. This underlines the link between education, local content, infrastructure, and access, and economic growth.
5. Circulation and distribution of content is critical. Unesco developed a program that looked at how to circulate textbooks for young people in school. Once you're finished with the textbook, there's no circulation. So they created a mobile app solution developed by a young woman to ensure these textbooks can gain a second or third life.
6. There's no reason to import internationally the solutions made on the ground. The reason why the solutions are often imported from abroad is because these did not exist and so people thought they needed to reinvent the wheel.
