Centre for Digital Inclusion<br />Transforming lives through technology, education and citizenship<br />Contributing to a ...
Agenda<br />CDI<br />Digital Inclusion in the UK<br />UK Pilot Programme <br />1<br />2<br />3<br />
One of the leading social enterprises in the world<br />Who we are<br /><ul><li>Founded in 1995 by Rodrigo Baggio
Pioneer of digital inclusion in              emerging economies
753 CDI Communities in 12 countries
1,250,000 youth and adults trained
2,000 educators trained
More than 60 international awards including Ashoka, Avina, Clinton Global Initiative, IDB, Schwab Foundation, SkollFoundat...
Large scale impact in deprived communities<br />Our impact<br />1,250,000 youth and adults<br />Profile *<br />65% between...
3 core elements of success<br />What we have<br />Learn by solving social problems (informal education)<br /><ul><li>Devel...
Local innovation and delivery; but central quality management, support and evaluation across network</li></ul>Sustainable ...
How can CDI contribute to a Digital Britain, in order to be:<br />Our challenge in UK<br /><ul><li>Innovative
Inspiring
Inline with UK leadership position on digital inclusion & technology
Not duplicating, but learning from & complementing existing work
Helping to build Digital Britain of the future</li></li></ul><li>UK Internet adoption far ahead of other CDI countries<br ...
Unemployment is rising among young people<br />Economic challenges in the UK<br />Jobless aged 18-24 (02/09)<br /><ul><li>...
928,000 under-25s unemployed in 06/09  (700,000 in 02/08)
19.1% 16 -24 year olds seeking work compared to 7.8% adults
31.7% 16-17 year old school leavers officially unemployed
Autumn 2009: 300,000 new graduates & 400,000 school leavers need to find work
Unemployment in early work years has important long-term effect on self-esteem and earnings</li></ul>Source: BBC 2009, UK ...
Deprivation has an impact on aspirations of young people<br />Education challenges<br />Young people’s beliefs in abilitie...
Young people in deprived areas tend to have lower educational aspirations
Aspirations are linked to sources of inspiration – who you know and your knowledge of what’s out there
Lack of role models and opportunities</li></ul>Abilities belief scale measured at ages 8 / 13<br />Points<br />Source: Avo...
Agenda<br />CDI<br />Digital Inclusion in the UK<br />UK Pilot Programme <br />1<br />2<br />3<br />
CDI’s learning plan about the digital inclusion landscape<br />What did we do<br />45 interviews<br /><ul><li>experts in d...
Timeline<br />A decade of policy initiatives<br />2009<br />Informal Adult Learning whitepaper (DIUS) & Informal Learning ...
School pupils per computer in 2007 - 6:1 in primary & 3.6:1 in secondary education</li></li></ul><li>% of adults, Great Br...
% of non-Internet users<br />Reasons of household for no Internet<br />Internet non-usage UK<br />Lack of interest and no ...
UK consumer-only smartphone sales<br />New technology trends<br />Mobile Internet and mobile application usage are major a...
Q1 ’09: 8 million people accessed the Internet via their mobile phones compared to 5.7 million in Q1 ’08
Increasing take-up of smartphones drives mobile Internet usage
Smartphones defined by Ofcom as handset running an full operating system (e.g. Symbian, Android, iPhone)</li></ul>Source: ...
Digital Inclusion value chain<br />Successful digital inclusion players adapt and expand into new areas<br />Safety & secu...
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Digital Inclusion in the UK - From Desktop Computers to Mobile Phone Apps for Social Change

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After months of research and interviews the Centre for Digital Inclusion (CDI) recently finished its study of digital inclusion & community engagement in the UK. In this presentation we share our results and present our vision and plans for the future:
To enable people in low-income communities to use, design and develop mobile apps for social change and community action.

Published in: Education, Business, Technology

Digital Inclusion in the UK - From Desktop Computers to Mobile Phone Apps for Social Change

  1. 1.
  2. 2. Centre for Digital Inclusion<br />Transforming lives through technology, education and citizenship<br />Contributing to a Digital Britain<br />From desktop computers to mobile phone apps for social change<br />
  3. 3. Agenda<br />CDI<br />Digital Inclusion in the UK<br />UK Pilot Programme <br />1<br />2<br />3<br />
  4. 4. One of the leading social enterprises in the world<br />Who we are<br /><ul><li>Founded in 1995 by Rodrigo Baggio
  5. 5. Pioneer of digital inclusion in emerging economies
  6. 6. 753 CDI Communities in 12 countries
  7. 7. 1,250,000 youth and adults trained
  8. 8. 2,000 educators trained
  9. 9. More than 60 international awards including Ashoka, Avina, Clinton Global Initiative, IDB, Schwab Foundation, SkollFoundation, Time Magazine, Unicef, Unesco</li></ul>CDI global operations<br />Full operations<br />Institutional development<br />
  10. 10. Large scale impact in deprived communities<br />Our impact<br />1,250,000 youth and adults<br />Profile *<br />65% between 10 and 18 years <br />56% are women <br />63% have no source of income<br />Outcomes+<br />78% improved understanding of local community<br />75% improved reading and writing skills<br />47% found a new job<br />34% increased their income<br />23% re-enrolled in formal education<br />12% opened their own business<br />* Based on CDI impact monitoring system<br />All based on data by INGAP (2006 & 2007) and Fonte Institute (2007) <br />
  11. 11. 3 core elements of success<br />What we have<br />Learn by solving social problems (informal education)<br /><ul><li>Develop agents of change in communities through 5-step methodology inspired by critical pedagogy (Paulo Freire)</li></ul>Work with local partners<br /><ul><li>Thorough due diligence process of partners
  12. 12. Local innovation and delivery; but central quality management, support and evaluation across network</li></ul>Sustainable business model<br /><ul><li>CDI Community as a local point of reference (no hands-out approach, enterprise and services)</li></li></ul><li>CDI’s 5-step methodology framework<br />Beyond pure technical skills<br />Step 4<br />Step 5<br />Step 2<br />Step 3<br />Step 1<br />Solution delivery<br />Impact assessment<br />Community analysis<br />Problem definition<br />Solution design<br />“Read the world”<br />“Research data”<br />“Plan action”<br />“Take action”<br />“Evaluate path taken”<br />
  13. 13. How can CDI contribute to a Digital Britain, in order to be:<br />Our challenge in UK<br /><ul><li>Innovative
  14. 14. Inspiring
  15. 15. Inline with UK leadership position on digital inclusion & technology
  16. 16. Not duplicating, but learning from & complementing existing work
  17. 17. Helping to build Digital Britain of the future</li></li></ul><li>UK Internet adoption far ahead of other CDI countries<br />Internet penetration (2008)<br />% of population<br />Source: Internet World Stats 2009<br />Internet penetration benchmark<br />
  18. 18. Unemployment is rising among young people<br />Economic challenges in the UK<br />Jobless aged 18-24 (02/09)<br /><ul><li>A growing challenge:
  19. 19. 928,000 under-25s unemployed in 06/09 (700,000 in 02/08)
  20. 20. 19.1% 16 -24 year olds seeking work compared to 7.8% adults
  21. 21. 31.7% 16-17 year old school leavers officially unemployed
  22. 22. Autumn 2009: 300,000 new graduates & 400,000 school leavers need to find work
  23. 23. Unemployment in early work years has important long-term effect on self-esteem and earnings</li></ul>Source: BBC 2009, UK government employment statistics June 2009<br />
  24. 24. Deprivation has an impact on aspirations of young people<br />Education challenges<br />Young people’s beliefs in abilities<br /><ul><li>Communities and social context matter:
  25. 25. Young people in deprived areas tend to have lower educational aspirations
  26. 26. Aspirations are linked to sources of inspiration – who you know and your knowledge of what’s out there
  27. 27. Lack of role models and opportunities</li></ul>Abilities belief scale measured at ages 8 / 13<br />Points<br />Source: Avon Longitudinal Study of Parents And Children by Indices of Multiple Deprivation published by Cabinet Office December 2008<br />
  28. 28. Agenda<br />CDI<br />Digital Inclusion in the UK<br />UK Pilot Programme <br />1<br />2<br />3<br />
  29. 29. CDI’s learning plan about the digital inclusion landscape<br />What did we do<br />45 interviews<br /><ul><li>experts in digital inclusion, youth, entrepreneurship, community & social media, community development & regeneration, informal learning and citizenship education</li></ul>9site visits<br /><ul><li>UK Online Centres and community organisations in London (Hackney, Lambeth, Victoria), Nottingham, Shipley, Manchester, Cambridgeshire, Black Country and Birmingham</li></ul>2 informal discussion groups<br /><ul><li>young unemployed people in Hackney and Southampton</li></li></ul><li>Definition<br />Digital Inclusion means different things to different people:<br />giving people the basic ICT skills to participate in the knowledge economy<br />closing the Digital Divide<br />making technology & electronic services accessible for disabled & elderly<br />giving people broadband Internet access<br />preventing economic exclusion from electronic commercial & public services<br />preventing social exclusion from digitally connected communities<br />using any digital technology to tackle social exclusion<br />using any digital technology in communities to tackle area-based deprivation<br /> “The use of technology either directly or indirectly to improve the lives and life chances of disadvantaged people and the places in which they live” <br />(Digital Inclusion Team)<br />
  30. 30. Timeline<br />A decade of policy initiatives<br />2009<br />Informal Adult Learning whitepaper (DIUS) & Informal Learning Transformation Fund<br />1998-2003<br />Tools for schools & capital modernisation fund (Big Lottery)<br />1999-2004<br />Office of the e-Envoy (Cabinet office)<br />2004-2007<br />E-Government Unit (Cabinet office)<br />2007<br />Digital Challenge DC10+ Network<br />(CLG)<br />2008<br />Minister for Digital Inclusion (Cabinet)<br />2009<br />Digital Britain report (BERR/DCMS)<br />2000<br />UK Online Centres created (DfES)<br />2000-2003<br />Wired-up Communities (DfES)<br />Computers Within Reach <br />2005<br />Inclusion through Innovation & Digital Strategy<br />(Cabinet Office/ DTI)<br />2008<br />Digital Inclusion Action Plan Consultation (CLG)<br />2009<br />Martha Lane Fox appointed <br />Digital Champion <br />2006<br />Digital Inclusion Team<br />2008<br />Communities in Control Whitepaper & Digital Mentors Programme (CLG)<br />2009<br />Aspirations & attainment in deprived communities Whitepaper (CO, DCSF, CLG)<br /><ul><li>£5 billion invested in formal & informal educational ICT infrastructure 1997-2007
  31. 31. School pupils per computer in 2007 - 6:1 in primary & 3.6:1 in secondary education</li></li></ul><li>% of adults, Great Britain<br />% of adults, Great Britain<br />Source: Office of National Statistics 2008<br />Adults who have never used Internet<br />Internet access & educational qualification<br />Internet usage UK <br />A glass half full or half empty?<br />% of adults, Great Britain<br />% of adults, Great Britain<br />
  32. 32. % of non-Internet users<br />Reasons of household for no Internet<br />Internet non-usage UK<br />Lack of interest and no need are becoming more important<br />Internet adoption is flattening out and non-users are late or non-adopters <br />Source: Office of National Statistics 2008<br />
  33. 33. UK consumer-only smartphone sales<br />New technology trends<br />Mobile Internet and mobile application usage are major areas of growth<br /><ul><li>Mobile broadband sales grew from 76,000 in 02/08 to 263,000 in 05/09
  34. 34. Q1 ’09: 8 million people accessed the Internet via their mobile phones compared to 5.7 million in Q1 ’08
  35. 35. Increasing take-up of smartphones drives mobile Internet usage
  36. 36. Smartphones defined by Ofcom as handset running an full operating system (e.g. Symbian, Android, iPhone)</li></ul>Source: Ofcom The Communications Market Report 2009 <br />
  37. 37. Digital Inclusion value chain<br />Successful digital inclusion players adapt and expand into new areas<br />Safety & security<br />Computer recycling <br />& procurement<br />Basic IT skills<br />Access to IT<br />IT outsourcing & data base design<br />IT maintenance & support<br />Internet cafe <br />& printing services<br />Programming & advanced skills<br />Website design <br />& other services<br />Digital media skills<br />High value offer in UK<br />1999-2000<br />2001-2003<br />2003-2005<br />2006-2009<br /><ul><li>Wired-up communities
  38. 38. Community networks</li></ul>Examples of initiatives<br /><ul><li>UK Online Centres
  39. 39. Easy Internet cafes
  40. 40. Recycle IT
  41. 41. Cosmic in Devon
  42. 42. WiseKids
  43. 43. CHC BIT
  44. 44. 4iP
  45. 45. Talk About Local
  46. 46. People’s Voice Media</li></ul> Current economic value<br />
  47. 47. CDI focus vs. UK market focus<br />Most of CDI’s existing activities are no longer priority areas for the UK<br />Safety & security<br />Computer recycling <br />& procurement<br />CDI<br /><ul><li>Focus on access, basic skills & recycling
  48. 48. Expansion into services, maintenance & support</li></ul>Basic IT skills<br />Access to IT<br />IT outsourcing & data base design<br />IT maintenance & support<br />Internet cafe <br />& printing services<br />Programming & advanced skills<br />Website design <br />& other services<br />Digital media skills<br />Safety & security<br />Computer recycling <br />& procurement<br />Basic IT skills<br />Access to IT<br />UK market<br /><ul><li>Focus on programming skills and digital media
  49. 49. Decline of recycling, Internet cafes & support</li></ul>IT outsourcing & data base design<br />IT maintenance & support<br />Internet cafe <br />& printing services<br />Programming & advanced skills<br />Website design <br />& other services<br />Digital media skills<br />Heavy focus<br />Medium focus<br />Low focus<br />Very low or no focus<br />
  50. 50. The next bounce of the ball?<br />New technologies will expand the digital inclusion value chain further<br />Safety & security<br />Computer recycling <br />& procurement<br />Basic IT skills<br />Access to IT<br />Universal high-speed broadband<br />IT outsourcing & data base design<br />?<br />IT maintenance & support<br />Internet cafe <br />& printing services<br />Programming & advanced skills<br />Mobile Internet skills<br />Website design <br />& other services<br />Digital media skills<br />2010-?<br />1999-2000<br />2001-2003<br />2003-2005<br />2006-2009<br />Mobile Internet skills will be more important as mobile Internet and smartphone markets grow <br /> Fixed broadband is likely to become seen as an essential utility with universal access<br />
  51. 51. Digital inclusion & Social Change Theory<br />Different theories of social change used for digital inclusion<br />Learn social entrepreneurship<br />Support social entrepreneurs<br />No explicit social focus<br />Document social issues<br />Activities<br /><ul><li>None
  52. 52. Sole focus on learning technical skills
  53. 53. “Give people a voice”
  54. 54. Train people to express their thoughts and to document their life realities
  55. 55. Identify people who are already involved in community
  56. 56. Teach them to use technology, so they can be more effective
  57. 57. Structured process to make people conscious of their environment
  58. 58. Train people in social mobilisation </li></ul>Theory of social change<br /><ul><li>New voices will attract attention and other people will act
  59. 59. Existing community activists achieve more social change
  60. 60. New networks are created in community and people become social entrepreneurs
  61. 61. None
  62. 62. Only individual</li></ul>Issues<br /><ul><li>No social change
  63. 63. Tech skills irrelevant to people
  64. 64. Unclear link between voice and action
  65. 65. No new people
  66. 66. Small target market
  67. 67. People might not want to become active in community</li></li></ul><li>Competitive Map by Social Change Theory<br />Social entrepreneurship learning program as gap in digital inclusion field<br />Talk About Local<br />Citizens Online<br />Moving IT Forward<br />We Share Stuff<br />People’s Voice Media<br />Social by Social<br />UK Online Centres<br />Podnosh<br />ELATT<br />CDI<br />CMA<br />IT in schools<br />UK Villages<br />Cambridge Archive Network<br />Learn social entrepreneurship<br />Support social entrepreneurs<br />No explicit social focus<br />Document social issues<br />CDI’s 5-step pedagogy enables people to achieve social change in their communities is unique in the UK and offers an opportunity<br />
  68. 68. CDI mobile addresses technology and social change gap in UK market<br />Technology & Social Change Matrix<br />CDI Mobile<br />Fix My Street<br />Mobile Internet skills<br />Handheld learning in schools<br />We Share Stuff<br />People’s Voice Media<br />Talk About Local<br />CDI 2.0<br />Social & digital media skills<br />Social by Social<br />Podnosh<br />CMA<br />UK Villages<br />Moving IT Forward<br />IT in schools<br />Cambridge Archive Network<br />CDI 1.0<br />ELATT<br />IT & Internet skills<br />UK Online Centres<br />Citizens Online<br />No explicit social focus<br />Document social issues<br />Support social entrepreneurs<br />Learn social entrepreneurship<br />CDI has the opportunity to become a market leader in the emerging mobile Internet space and to expand the concept of digital inclusion further<br />
  69. 69. Agenda<br />CDI<br />Digital Inclusion in the UK<br />UK Pilot Programme <br />1<br />2<br />3<br />
  70. 70. Income through services<br />Up-to date skills<br />Valuable to community partners<br />Technology pull<br />Technology attractive to CDI students<br />CDI’s core target group: young people<br />Criteria for pilot program options<br />Based on the historical success of CDI’s model in Latin America<br />Community partners and students have potential to earn additional income<br />Clear benefits for partners to engage <br />Access to expensive technology<br />Contacts to companies or new resources<br />Offers students leading skills to leap-frog into education, employment, entrepreneurship<br />CDI’s successful model can only be replicated when all of these criteria are fulfilled<br />
  71. 71. What technologies are attractive to young people in deprived communities?<br />Sources of inspiration<br /><ul><li>Smartphones: iPhone, Blackberry Storm, etc.
  72. 72. GPS systems
  73. 73. iPod and music players
  74. 74. Gaming consoles: PSP, Xbox360, Wii</li></li></ul><li>Expand CDI approach from desktop computers to smartphones<br />Our vision<br />“Enable people in low-income communities to use, design and develop mobile apps for social change and community action”<br />“Apps For Good”<br />
  75. 75. Example of civic-minded iPhone app<br />Nascent, but growing<br /><ul><li>FixMyStreet iPhone app developed by MySociety/ UK:
  76. 76. Report local problems (graffiti, broken street lightning)
  77. 77. Record problems with iPhone, using camera and GPS & submit to local council
  78. 78. Create network of citizens interested in community problems</li></li></ul><li>Three elements will be required for CDI’ s new operating model in the UK<br />Operating approach<br /><ul><li>People come to IT-experienced community partners in deprived areas
  79. 79. Community orgs select CDI students</li></ul>1<br />2<br /><ul><li>CDI students get high-end mobile phones as part of the programme (monthly fee or volunteering)</li></ul>3<br /><ul><li>4-month CDI Mobile course working as a small team with educator on social issue while learning technology skills
  80. 80. Mobile app for social change used, designed and developed</li></li></ul><li>Upgrading CDI framework to UK education and skills context<br />Beyond pure technical skills<br />Step 4<br />Step 5<br />Step 2<br />Step 3<br />Step 1<br />Solution delivery<br />Impact assessment<br />Community analysis<br />Problem definition<br />Solution design<br />“Read the world”<br />“Research data”<br />“Plan action”<br />“Take action”<br />“Evaluate path taken”<br />Skills<br />Creative & design, <br />planning<br />Analysis<br />& research<br />Technical <br />(IT & mobile)<br />Communication & mobilisation<br />Evaluation<br /><ul><li>Re-enrol in formal education
  81. 81. Increase chances to get a new/ better job
  82. 82. Found social or commercial enterprise</li></li></ul><li>CDI’s approach looks beyond narrow course outputs<br />UK outcomes & ecosystem<br />Next step elements required<br /><ul><li>Industry certification & accreditation of training programme
  83. 83. Apprenticeship programme with companies
  84. 84. Partnership with further education institutions
  85. 85. Partnership with social enterprise seed funders & support e.g. UnLtd
  86. 86. Partnership with commercial seed funders & support</li></ul>Employment<br />Partners<br />Course<br />Pre-Course<br />Education<br />Enterprise<br />
  87. 87. Two pilot types will answer technical & educational questions <br />Multiple pilots<br />Launch<br />Refinement<br />Prototypes<br />Critical learning prototype<br />Critical learning course pilot<br /><ul><li>Take decision about core course content
  88. 88. Launch core course
  89. 89. Continue to develop advanced courses
  90. 90. Full-run 4-months course by partner
  91. 91. 4-6 weeks
  92. 92. Short run
  93. 93. Focus on pedagogy</li></ul>Mobile app development prototype<br /><ul><li>Involvement of technical experts
  94. 94. Full mobile app development
  95. 95. Coding & testing
  96. 96. 4-months course</li></li></ul><li>A learning plan<br />A12-month programme to launch<br />Launch<br />Refinement<br />Prototypes<br />
  97. 97. Million users<br />PC Internet growth 1995-2008<br />A global opportunity for growth<br />In 5 years mobile Internet will be bigger than PC Internet today<br />Broadband Internet forecast<br />Million users<br />Source: Internet World Stats, Ovum broadband forecasts 2009<br />
  98. 98. A significant opportunity for social impact<br />Strategy for global expansion<br /><ul><li>Mobile only universal infrastructure in many emerging countries
  99. 99. Many people will access Internet first time on mobile phones
  100. 100. Take learning outside the course room</li></li></ul><li>cdiukfeasibility.wordpress.com<br />mauricio@cdi.org.br<br />iris@zeitgeist-advisors.net<br />Transforming lives through technology, education and citizenship<br />

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