An investigation of the second-level digital divide in the South African education and training sector

Abstract

This research investigates the second-level digital divide in education and training within the Media, Information, and Communication Technology (MICT) sector. The primary objective is to identify the factors contributing to this divide, analyse its ramifications on education and training, and suggest targeted interventions to enhance digital access and literacy. A qualitative approach was employed, integrating interviews with MICT professionals and an extensive literature review. The research draws upon insights from key strategic documents in South Africa to offer a comprehensive understanding of the second-level digital divide within the MICT sector. The participants comprised MICT professionals representing diverse generational cohorts. The sample was carefully structured to encompass various experiences and viewpoints within the sector. Socioeconomic status, educational opportunities, and access to resources significantly impact the acquisition of digital skills, leading to generational inequalities. The digital divide impedes the effective implementation of digital literacy initiatives, restraining the education and training sector's capacity to fully leverage its potential. Generational distinctions are pivotal in digital competency, influencing skills acquisition and educational outcomes. Strategic initiatives, as delineated in crucial strategic documents, underscore the importance of infrastructure development, skills augmentation, and inclusive policies. Collaborative endeavours involving governmental entities, private institutions, and educational stakeholders are imperative for bridging the second-level digital divide in the MICT sector.