The influence of digital literacy initiatives in South Africa. A Nemisa case study Letlotlo Kenneth Moleko 0506872T 0506872T@students.wits.ac.za 0731362535 A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management in the field of Digital Business Johannesburg, 2022 mailto:0506872T@students.wits.ac.za ii ABSTRACT The aim of the study the Influence of digital literacy initiatives in South Africa. The study focuses on the National Electronic Media Institute of South Africa (NEMISA which was initiated in 1998 with the core purpose of being an education, learning and technical skills centre for the Television, Radio and Broadcasting industries. Studies on the influence of digital literacy initiatives in South Africa are limited. Therefore, a need exists for a thorough understanding of these digital literacy initiatives' influence in improving economic and job opportunities for the target user groups. A qualitative case study research methodology was used to establish deeper insights and perspectives from multiple stakeholders to ensure a holistic and in depth view of these initiatives within their natural context. 14 individuals were interviewed and 6 of the of the respondents were current and former students of NEMISA. The research study adopted the Multiliteracies framework as a means for understanding how the evolution of technology impacts the learning context and identify ways to improve digital literacy in the cultural context of South Africa. The research study uncovered six key themes which comprised namely accessibility, e-learning, economic viability, future Skills, lifelong learning and partnerships. The results from this research revealed that digital literacy training provided by NEMISA improved the opportunity to gain job opportunities for students, improved access to institutions of further learning, and aided in motivating lifelong learning. The researcher recommends digital literacy to be introduced at basic, secondary and tertiary education levels. iii KEYWORDS Digital literacy, multiliteracies, digital skills, e-learning, lifelong learning. iv DECLARATION I, Letlotlo Kenneth Moleko, declare that this research report is my own work except as indicated in the references and acknowledgements. It is submitted in partial fulfilment of the requirements for the degree of Master of Management in the field of Digital Business at the University of the Witwatersrand, Johannesburg. It has not been submitted before for any degree or examination in this or any other university. Name: Letlotlo Kenneth Moleko Signed at: Johannesburg On the 28 day of February 2022 v DEDICATION I am thankful for the love, prayers, support and patience of my family, and I am forever grateful for their understanding, inspiration and patience in this highly rigorous process of undertaking this research. vi ACKNOWLEDGEMENTS I would like to thank God for the strength to press on from start to finish. I would like to thank my family for providing the support structure for me to focus on my studies and taking on the strain of seeing me through this course either by encouragement, offering resources and sometimes taking on my other responsibilities. I would like to acknowledge my management for giving me the impetus to begin, your support has been life-changing for me. I would like to acknowledge and appreciate my Supervisor. Thank you for the guide rails for the coaching and the encouragement. Thanks also go to my friends who kept motivating me during this course and kept offering advice that always moved me a step forward. I also want to send my gratitude to the respondents that participated in this interview as I would not have been able to get as much rich insights as you have provided. vii TABLE OF CONTENTS DECLARATION ............................................................................................ iv DEDICATION ................................................................................................. v ACKNOWLEDGEMENTS ............................................................................. vi LIST OF TABLES ........................................................................................... x LIST OF FIGURES ........................................................................................ xi LIST OF ACRONYMS .................................................................................. xii CHAPTER 1. INTRODUCTION .................................................................. 15 1.1 PURPOSE OF THE STUDY ...................................................................................... 15 1.2 BACKGROUND OF THE STUDY .............................................................................. 15 1.2.1 NEMISA BACKGROUND ........................................................................................................................... 15 1.2.2 SOUTH AFRICAN CONTEXT ....................................................................................................................... 17 1.3 RESEARCH PROBLEM ............................................................................................ 24 1.3.1 DIGITAL ILLITERACY IS A BARRIER TO EMPLOYABILITY ................................................................................. 25 1.3.2 DIGITAL LITERACY IMPROVES EMPLOYMENT VIABILITY ................................................................................ 26 1.4 RESEARCH QUESTIONS ........................................................................................ 28 • WHAT HAS BEEN THE INFLUENCE OF NEMISA’S DIGITAL LITERACY PROGRAMMES IN BENEFICIARY COMMUNITIES? .................................................................................................................................................. 28 1.5 SIGNIFICANCE OF THE STUDY .............................................................................. 28 1.6 DELIMITATIONS OF THE STUDY ............................................................................ 30 1.7 DEFINITION OF TERMS .......................................................................................... 30 1.8 ASSUMPTIONS ........................................................................................................ 32 1.9 CONCLUSION .......................................................................................................... 32 CHAPTER 2. LITERATURE REVIEW ........................................................ 35 2.1 INTRODUCTION ...................................................................................................... 35 2.2 DEFINITION DIGITAL LITERACY ............................................................................. 35 viii 2.3 WHAT HAS BEEN THE INFLUENCE OF NEMISA’S DIGITAL LITERACY PROGRAMMES IN BENEFICIARY COMMUNITIES? ....................................................... 42 2.3.1 FACTORS CONDUCIVE TO THRIVING DIGITAL LITERACY IN SOUTH AFRICA ..................................................... 42 2.3.2 CHALLENGES FACED BY DIGITAL LITERACY USERS IN AN EDUCATIONAL CONTEXT ......................................... 44 2.4 HOW HAS ACCESS TO NEMISA’S DIGITAL LITERACY PROGRAMME IMPROVED ECONOMIC AND JOB OPPORTUNITIES? ....................................................................... 49 2.4.1 CHALLENGES IMPACTING DIGITAL LITERACY ............................................................................................... 49 2.4.2 SOUTH AFRICAN DEVELOPMENT CHALLENGES .......................................................................................... 50 2.5 WHAT FURTHER DIGITAL LITERACY LEARNING HAS BEEN ACTIVATED BEYOND NEMISA PROGRAMMES IN BENEFICIARY COMMUNITIES? ......................... 50 2.5.1 PROVISION OF NEW LEARNING OPPORTUNITIES .......................................................................................... 50 2.5.2 CONCEPTS IN ENABLING DIGITAL LITERACY ................................................................................................ 51 2.6 MULTILITERACIES THEORETICAL FRAMEWORK ................................................ 52 2.7 CONCLUSION OF LITERATURE REVIEW .............................................................. 58 CHAPTER 3. RESEARCH METHODOLOGY............................................. 61 3.1 RESEARCH APPROACH ......................................................................................... 61 3.2 RESEARCH DESIGN ............................................................................................... 62 3.3 DATA COLLECTION METHODS .............................................................................. 63 3.4 POPULATION AND SAMPLE ................................................................................... 64 3.4.1 POPULATION ............................................................................................................................................ 64 3.4.2 SAMPLE AND SAMPLING METHOD .............................................................................................................. 64 3.5 THE RESEARCH INSTRUMENT .............................................................................. 66 3.6 PROCEDURE FOR DATA COLLECTION ................................................................. 66 3.7 DATA ANALYSIS AND INTERPRETATION .............................................................. 67 3.8 LIMITATIONS OF THE STUDY ................................................................................. 69 3.9 THE TRUSTWORTHINESS OF THE STUDY ........................................................... 69 3.9.1 TRANSFERABILITY .................................................................................................................................... 69 3.9.2 DEPENDABILITY ....................................................................................................................................... 70 3.9.3 CREDIBILITY ............................................................................................................................................ 70 ix 3.9.4 CONFIRMABILITY ...................................................................................................................................... 71 3.10 ETHICAL CONSIDERATIONS ........................................................................................... 72 3.10.1 PRIVACY AND ANONYMITY ....................................................................................................................... 72 CHAPTER 4. PRESENTATION OF THE FINDINGS .................................. 74 4.1 FINDINGS ................................................................................................................. 74 4.1.1 PARTICIPANTS ......................................................................................................................................... 74 4.2 BACKGROUND OF THE PARTICIPANTS ................................................................ 81 4.3 THEMES FROM NEMISA RESPONDENT INTERVIEWS ........................................ 83 4.4 CONCLUSION .......................................................................................................... 95 CHAPTER 5. DISCUSSION ....................................................................... 98 CHAPTER 6. CONCLUSIONS AND RECOMMENDATIONS ................... 107 6.1 SUMMARY ............................................................................................................. 107 6.2 CONCLUSIONS...................................................................................................... 107 6.3 RECOMMENDATIONS ........................................................................................... 110 6.4 FUTURE STUDIES ...................................................................................................... 112 REFERENCES ........................................................................................... 115 APPENDIX A: REQUEST TO PARTICIPATE IN THE RESEARCH STUDY ................................................................................................................... 134 APPENDIX B: RESEARCH INSTRUMENT ............................................... 136 APPENDIX C: CONSISTENCY MATRIX ................................................... 137 x LIST OF TABLES Table 1.1: Digital Literacy Programme Table 1.2: Stakeholders and significance of the study Table 1.3: Definition of Terms Table 4.1: Demographic Details of Respondents Table 4.2: Classification of interviewees – Students Table 4.3: Student Location Classification Table 4.4: Proficiency in Digital Literacy xi LIST OF FIGURES Figure 1.1: SA Employment Statistics 1994-2018 Figure 1.2: List of increasing and decreasing demand job roles Figure 1.3: Institutional design for the digital skills development programme implementation Platform Figure 1.4: Growing demand for skills by 2025 Figure 2.1: The Evolution of Literacy Figure 4.1: Categories of Participants Figure 4.2: Students’ Provincial Location Figure 4.3: Industry Employees' Participation xii LIST OF ACRONYMS 4IR The Fourth Industrial Revolution ADIA Australian Digital Inclusion Alliance AI Artificial Intelligence COVID-19 Corona Virus CV Curriculum Vitae DBE Department of Basic Education DHE Department of Higher Education DHET Department of Higher Education and Training DCDT Department of Communication and Digital Technologies DoC Department of Communication DoL Department of Labour DSI Department of Science and Innovation EDUNET Education Network FET Further Education and Training GCIS Government Communication Information System GDP Gross Domestic Product GNP Gross National Product HRD Human Resource Development ICT Information Communication Technology ICT4D Information and Communications Technologies for Development IBM International Business Machines ITU International Telecommunications Union JISC Joint Information Systems Committee JIST Journal of Information Systems and Telecommunications KPI Key Performance Indicator MICT Media, Information and Communication Technologies MPCCs Multi-Purpose Community Centres MTSF Medium Term Strategic Framework NEMISA National Electronic Media Institute of South Africa NDP National Development Plan NGO Non-Governmental Organisation xiii NPO Non Profit Organisations SA South Africa SDG Sustainable Development Goals SEDA Small Enterprise Development Agency SETA Sector Education and Training Authority SME Small and Medium Enterprises Stats SA Statistics South Africa TV Television TVET Technical and Vocational Education and Training UN United Nations UNICEF United Nations Children’s Fund UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organisation UNSDGs United Nations Sustainable Development Group UN SDG 8 United Nations Sustainable Development Goal 8 UoTs University of Technologies USAID United States Agency for International Development USSASA Universal Service and Access Agency of South Africa WEF World Economic Forum xiv 15 CHAPTER 1. INTRODUCTION 1.1 PURPOSE OF THE STUDY This master's research is a qualitative study using the case study method to explore the influence of the National Electronic Media Institute of South Africa (NEMISA)’s digital literacy as part of a skills programme and its effectiveness in targeted marginalised communities. The next section of this research study will focus on the background and context of this study. 1.2 BACKGROUND OF THE STUDY 1.2.1 NEMISA Background The study focuses on the National Electronic Media Institute of South Africa (NEMISA). This not-for-profit institution established in 1998 was initiated by government with the core purpose of being an education, learning and technical skills centre for the television, radio and broadcasting industries. It was primarily a dedicated institution of the previously named Department of Communication (DoC) and subsequently derives its mandate from now named the Department of Communication and Digital Technologies (DCDT).The aim of this institution upon inception was to train previously disadvantaged individuals and to equip them to participate meaningfully in the broadcasting media landscape. Disadvantaged individuals included those who are negatively impacted economically, with a disability or excluded due to gender (NEMISA, 2022). NEMISA (2007) Strategic plan outlines the important role NEMISA should play: To make NEMISA the South African Government’s electronic content development centre. NEMISA’s mission is to contribute to socio-economic development by leveraging modern Information Communication Technology (ICT) while improving service delivery and competitiveness through ICT and they aim to advance human capacity in e-skills (National Government, 2021). It has received support from national departments in the fulfilment of 16 digital literacy and ICT capacity-building programmes, hence the reason why this topic was chosen as a case study. NEMISA has various academic research hubs, attached to universities/universities of technology (UoTs) that engage in research projects on ICT literacy in their regions and communities. NEMISA also runs multiple courses focused on film, production, radio, interactive media, animation and graphic design. According to Vaal University of Technology (2022), NEMISA aims to empower 21 million citizens with basic e-literacy skills by 2030. Vaal University is one of the seven Collaborative Laboritries (CoLabs) and their specific focus is e-Skills while the other CoLabs across the country focus on other subjects of research. Digital literacy, as the key focus of this study, is delivered over five days with the following objectives: • Knowledge and skills for people entering the digital space; • Empowering people entering the digital space comfortably and confidently to operate in the digital space; and • Respond to the challenges of the economic environment. The Digital Literacy Programme has the following as key curriculum items and key outcomes: Table 1.1: Digital Literacy Programme Structure of Programme Delivery Mode Purpose Outcomes Cost Five Day Training Face to Face Online Delivering knowledge and skills to enter the Digital Literacy space. The Internet Cloud Storage Social Media & Blogging Mail & Messaging Digital Awareness: Information Ethics Free Empower participants with knowledge comfortably and confidently to operate in the Digital Literacy Environment SA. 17 Respond to the challenges of the economic environment 1.2.2 South African Context South Africa is a country characterised by a growing digital divide in the fourth industrial revolution caused by legacy issues of apartheid and this has an impact on the future of the residents in terms of the future of work in this digital economy (UNDP, 2019). High poverty at 40 per cent and unemployment at 29 per cent (Stats SA, 2020) illustrate the constraints currently faced by South Africa within a spiralling rate of change in technology in the global context which makes it a much more complex exercise to ensure that the necessary measures are in place to upskill citizens to participate meaningfully in the new digital economy (UNDP, 2019). Unemployment is influenced by multiple factors with one of these factors being an oversupply of low-skilled labour which is due to low investment in education (GCIS, 2022). This further elucidates the mismatch between the demand for skills in the marketplace versus the availability of resources to employ. The cause of low levels of skills to match demand also illustrates the misalignment between education institutions, policymakers and employers to ensure a sturdy pipeline to meet the skills demand for a changing skills environment. According to the Government Communication Information System (GCIS) (2022), to close the skills gap that exists Government has intervened by instituting Technical and Vocational Education and Training Institutions (TVETs) and colleges to expedite the closure of this gap. The objective is aligned with the National Development Plan (NDP) 2030 to decrease unemployment by 6 per cent which also aligns with Priority 2 of MTSF 2019-2024 IN the NDP Vision 2030 (DSI, 2021): • To increase the contribution of the digital economy to Gross Domestic Product (GDP) through 4IR. 18 The current overall labour supply is more than the demand, leading to the perception that there can never be sufficient work in the formal economy to accommodate all the unemployed (GCIS, 2022). This means that even if you increase the number of graduates through various tertiary institutions such as universities, colleges and TVETs, the viability of the graduates is limited by the number of opportunities that exist in the marketplace. Therefore, the curricula that students undergo must be geared towards equipping them to take advantage of the opportunities presented by digital technologies and furthermore the i entrepreneurial opportunities they present. They can thereby become employers and leverage various digital platforms that have changed models of generating income in the digital economy. Figure 1.1 below depicts South Africa’s (SA) employment statistics between 1994 and 2018. Figure 1.1: SA Employment Statistics 1994-2018 Source: Statistics South Africa According to Statistics SA (2018), South Africa’s unemployment rate has increased from 1994 to 2018. This is an alarming statistic given that post the apartheid era, more people have had more opportunities to study than before. Many students have gone through tertiary institutions and global organisations have also been investing in setting up local representation. According to NEMISA (2017), 59 per cent of unemployed youths in South Africa had an education level below matric. As these figures indicate, the widening gap between those 19 educated with basic literacy skills versus those that drop out of the educational system places further pressure on the education system to produce graduates that are prepared for the world of work. Furthermore, the workplace of the future which the new entrants into the workforce are being prepared for is laden with technological advancements and trends which are constantly evolving. A study conducted by Alexander et ,al. (2011) for students enrolled in technologies studies found that liking of the subject influenced the choice of professional endeavour. New technologies have impacted the type of career choices that people can select due to either newer technologies being introduced for better efficiencies and productivity or entirely new occupations. Most of the work environments in every industry use technology to leverage these efficiencies, in particular, bridging the communication barriers. This is through applications such as e-mails, instant chats and other virtual communications platforms. Due to the impact of Corona Virus (Covid-19), Governments had to enforce school closures leading countries off track from achieving the anticipated learning goals (WEF, 2020). Covid- 19 has also had an impact on how individuals have embarked on learning in this environment. Data retrieved from the online platform Coursera reveals that there is increased demand for learner reskilling and upskilling and content such as personal development and self-management skills are pivotal post-COVID-19 (WEF, 2022). A clear distinction is made between employed learners and the unemployed as those in employment have a preference for personal development courses and the unemployed prefer learning digital skills such as data analysis, computer science and information technology (WEF, 2021). There is an increasing realisation that to improve one’s economic viability, ongoing and self-directed learning will hold the key to a prosperous economic future. Platforms such as Coursera have accelerated access to educating oneself outside of the normal classroom context and broaden the possibility for ongoing lifelong learning. The democratisation of learning and education, evolution of technologies and the ability to learn new skills in a short span has led to the redefinition of roles in some instances and new career paths which were not there before (WEF, 2020). ICT is leveraged for faster processing of manual tasks, people are also needed for the human interaction element to supplement the technology efficiencies. However, these exist in tandem and some cases human intervention is required; thereby emphasising technical abilities as well as people 20 skills to be astute in this new world of work.. Figure 1.2 below depicts the roles that are impacted by ICT and whether there is increasing demand or decreasing demand due to this effect. Figure 1.2: List of increasing and decreasing demand job roles Source: World Economic Forum: The Future of Jobs 2020 According to the World Economic Forum (WEF) (2020) as illustrated in the graphic above, the top 20 job roles in the digital economy are increasing in demand not only globally but this is also the case in South Africa. Most of these roles are dependent on new technologies which are prevalent in the workplace and thus new entrants in the workplace must be digitally literate to take advantage of these opportunities or risk the chance of not being employable due to mismatching the skills demand in the workplace. According to the UN Social Development Goals (UNDP, 2022), ICT can contribute to the development goal by accelerating SDG target 4.4 digital literacy, which focuses on relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship among the youth and adults. Countries are urged to track the percentage 21 of youths and adults who have achieved at least a minimum level of proficiency in digital literacy skills (UNESCO, 2018). South Africa’s youth unemployment rate for youths between the ages of 15 to 34 years is 36.1% (GCIS, 2022). This statistic highlights the loss of a viable workforce who are either unable to participate in the economy or not skilled enough to take advantage of opportunities presented by developments in ICT. With the older generation of people harder to train in new skills, there is an untapped potential to leverage the unutilised strengths and creativity that are latent in this group between the age of 15-34, who generally pick up skills faster. According to Comptia (2022), the following are the top five ICT skills required for the year 2022: • Networking • Cloud Computing • Technical Support • Linux • Programming Languages The National Digital and Future Skills Strategy (Department of Communication & Digital Technologies, 2020) was published in 2020 as a guide and vision statement for addressing South Africa’s digital literacy and advancing digital skills to meet the changes in the job market due to technological evolution. It aims to build a coherent and nationwide approach and definitive goal with regard to a diverse digital skills base. This is aimed at creating an equal society and driving job creation and most importantly to stimulate better economic conditions (Department of Communications & Digital Technologies, 2020). This strategy document is focused on three strategic pillars that will underpin the targeted direction that government wants to embark on, and these are as follows: 1. A diverse skillset; 2. Priority skills area; and 3. Convergence of digital skills with subject matter experts. South Africa’s Broadband Policy, called SA Broadband Connect, was launched in 2016, aimed at the achievement of the NDP objective of leveraging ICT to create an inclusive and 22 equal society. It is based on a vision to model and plan toward a world-class open-access national broadband network and harnessing public and private sector (Department of Communication, 2014) contributions, capabilities and resources which were adopted to drive the use of ICT for creating a society that not only benefits from ICT but drives South Africa to be an active player in the knowledge economy. Its pillars were to achieve the following key objectives: 1. Affordable and ubiquitous broadband access; 2. Policy and regulatory conditions that enable investments; 3. Efficient public sector service delivery; 4. Public and private sector exploitation of ICT for innovative solutions; 5. Strong national skills base focused on skills and institutional capability; 6. Research and development, innovation and entrepreneurship as well as content and applications; and 7. Vibrant creative software industry. South African government stakeholders commitment to achieving the goals that are expected for a digitally literate society and to expanding the skills to leverage the fourth industrial revolution include NEMISA, the Department of Basic Education, Department of Communication, Department of Labour and the Sector Education and Training Authorities (SETAs). The underpinning principles of aligning these entities are to enhance the quality of life, improve education and achieve higher economic growth. 23 FIGURE 1.3 Institutional design for the digital skills development programme implementation platform Source: Digital Skills Forum Terms of Reference Figure 1.3 Above illustrates an innovative approach for the National Digital and Future Skills Strategy Programme, to utilise a data-driven platform that can access data from various databases and draw insights into the needs of young people from a skills perspective (South African Government, 2022). The multi-stakeholders involved in this programme are also depicted and the anticipation is that there will be cross-pollination and visibility of data across the various stakeholders to ensure holistic data-driven decisioning on the needs of the youth. ICT inclusivity and equity will enable connectedness that permeates economic relations in trade, finance, investment and global organisations of production (Wangwe, 2007). Furthermore, these lead to vast economic productivity due to rapid technological advances across industries and countries because of the efficiencies provisioned by ICT. Wangwe (2007) explains that the ability of ICT to be customisable to the local needs of society as ICT strategy could align with the objectives of achieving the national objectives. In Education benefits such as methods and speed of acquiring information and knowledge, e-education and new ways of learning across countries and sectors; Economic benefits such as production and the organisation of the production process and thereby resulting in wealth creation (Wangwe, 2007). 24 Digital literacy and skills remain a challenge as the introduction of programmes to upskill those who are teachers or skills centres are usually lagging behind developmental needs. In some cases, the trainers also still need basic training to be able to then train others. Skills centres are unable to cater for a growing population and can cater only for a few people in a community, meaning the intended impact of these is not always enjoyed by all. COVID-19, a pandemic that hit global society in March 2020, challenged many governments, private companies, livelihoods, education institutions and lives. The impact of this pandemic led to the acceleration of digital tools to deliver learning in the education sector and due to lockdown restrictions, attendance at schools, lectures and conferences was disallowed. This led to alternative means of delivering classes, course content and educational seminars through various means of technology. Various factors impacted the effectiveness of this method and amongst those is accessibility to the internet and digital literacy to be able to utilise the technology solutions provisioned to deliver this solution at such a critical time in the global economy. According to Hanekom (2020), 68.4% of students reported experiencing difficulties adapting to online learning. ICT can have a direct impact on efforts to improve people’s lives through better information flows. Literacy enables individuals to achieve their goals and develop their knowledge and potential, and participate fully in their community and wider society (UNESCO, 2005). Abdel- Aziz et ,al. (216) asserts that digital communication has become essential for people to earn a living and learn, and access other services such as spending and saving, while it is also used to stay informed, and connected and to access health, welfare and other public services. 1.3 RESEARCH PROBLEM The World Economic Forum’s (2016) ranking of the education systems globally ranks the South African education system in its entirety as the third lowest. According to the African Digitalisation Maturity Report (2017), South Africa has been ranked as the country with the highest digital literacy in Africa when compared to Nigeria, Kenya and Ethiopia; however, this report goes on to state that the indices used, South Africa scored lowest in terms of Digital Training . 25 This represents a critical challenge to the country’s desire to be a leading economy in Africa and overcome the legacies of inequality that pervades society, to eradicate access barriers to basic services, skills training and employment opportunities due to the apartheid era legacy (Groener, 2014). On the one side, South Africa is a colossus on the African continent as an information-integrated society (Bornman, 2015), however having to deal with a populace that is not digitally literate means that in certain learning contexts, learning may not be optimal (Barlow-Jones & Van Der Westhuizen, 2011). 1.3.1 Digital illiteracy is a barrier to employability According to Statistics South Africa (2021), the employment rate in South Africa for the first quarter was 32.6%. The evolution of industries and how this has impacted the world of work and the future of work cannot be underestimated. Chetty et al. (2017) postulate that digital literacy has become a minimum requirement in this new world of work. Unemployment is prevalent in rural and township areas in South Africa as the residents do not have skills in utilising ICT and this means they and others who are not in education, employment or training, cannot effectively participate in economic activities (Matli & Ngoepe, 2020). The Statistics of South Africa General Housing Survey (2020) reports that 12 per cent of the population below the age of 60 and between the ages of 20-60 are illiterate. This signifies the extent of the working-age population who are not empowered to be successful in the digital economy. Statistics SA (2021) shows that while unemployment for unskilled labour increased, jobs in technical fields and professional roles have actually increased in terms of employment uptake. Nevertheless, of greater concern is the continuous average increase of 2.5% annually in the country’s unemployment rate (Statistics South Africa, 2021). UNESCO (2018) defines digital literacy as the ability to access, manage, understand, integrate, communicate, evaluate and create information safely and appropriately through digital technologies for employment, decent jobs and entrepreneurship. It includes competencies that are variously referred to as computer literacy, ICT literacy, information literacy and media literacy (UNICEF, 2019). 26 Technology rates of change and the growing use of ICT in the mainstream economy of countries have implications on the business opportunities, jobs and skill sets that citizens are able to pursue. Governments need to implement plans that ensure that their citizens are well equipped to handle this digital future to remain competitive as a country but also ensure that people’s livelihoods are sustainable, and opportunities caused by technological change are used effectively. 1.3.2 Digital literacy improves employment viability Digital literacy is being recognised as a keystone for civic engagement, educational success, and economic growth and innovation (Clark &Visser, 2011). One of the key milestones is the NEMISA and Coursera online training opportunity which will offer 60 000 individuals e- learning opportunities to further their growth (Ndabeni-Abrahams, 2021). While this aligns with the developmental goals of upskilling more people digitally, the ability to have access to these sorts of programmes for the four million unemployed means that only those with the economic means of procuring data and having access to computers were able to participate in such programmes. According to UNESCO (2011), digital literacy improves employability as employers are looking for candidates who demonstrate basic ICT skills. The value in ICT can only be derived if people acquire the knowledge and skill to be able to use it but more importantly to be able to access it. Employers are looking for employees who will easily adapt to a digital environment and who can keep up with the changes and speed of delivery required to remain competitive in this digital economy. Figure 1.4 below illustrates the key skills that employers value in the workplace. As depicted critical thinking and analysis is a key skill supplemented by problem solving in contrast physical activities are diminishing in terms of demand as technology has replaces more physical labour type of work (WEF, 2020). 27 Figure 1.4: Growing demand for skills by 2025 Source: World Economic Forum: The Future of Jobs Report 2020 Without digital literacy, individuals are unable to take advantage of the opportunities presented by ICT developments. South Africa ranks 88th on the WEF Human Capital report out of 130 countries (WEF, 2017). This report measures how countries are developing human capital resources. South Africa, therefore, faces the challenge of producing students and learners who are not matching the quality of skills required for the workplace or graduates who lack the practical experience required to thrive in the workplace. This research aims to unpack and diagnose whether the efforts of the South African Government’s ICT initiatives in the communities are yielding the expected effect on ICT digital literacy, usability and appropriation. The research also aims to explore how the government-led initiatives can be better leveraged to include other non-mainstream skills development opportunities using ICT. Another outcome of this research should be to 28 understand how Government-led initiatives can stimulate community-led ICT intervention initiatives. 1.4 RESEARCH QUESTIONS Based on the research problem above the following research questions were explored: • What has been the influence of NEMISA’s digital literacy programmes in beneficiary communities? • How has access to NEMISA’s digital literacy programme improved economic and job opportunities? • What further digital literacy learning has been activated beyond NEMISA programmes in beneficiary communities? 1.5 SIGNIFICANCE OF THE STUDY The development of advanced digital skills involves a range of areas of activity and multi- stakeholder collaboration which includes the Department of Higher Education and Training, TVET institutions, universities and other institutions involved in post-school education, technology and innovation; and the Department of Communications and Digital Technologies to promote the digital and future skills strategy (Department of Communications and Digital Technologies, 2020). Digital literacy for all the citizens of South Africa to participate in the digital age is required as an elaborate drive for skills development. This research thus aims to provide a practical contribution to the vision of the Department of Communication and Digital Technologies. 29 Table 1.2: Stakeholders and significance of the study Stakeholder Role and Significance of the study Students Increasing uptake of digital literacy course and further digital skills development through lifelong learning. Employers Align uptake of interns, internships and employees in line with the digital skills development plan as outlined in the DCDT Future skills strategy Policy makers Policies that foster collaboration in the roll out of digital literacy initiatives and coordinated projects approach across all stakeholders that improve the impact in marginalised communities . Training Institution Development of curriculum that is agile to changing needs and adoption of tools that are accommodative across differing economic levels, cultures and languages of learners. Skills Centres Development of ecosystems and hubs that can assist with localised access to information, tools and training to improve economic opportunity for learners. Educators Development of well-trained educators who are able to be fully engaged to deliver key digital skills through multi modal mediums that meet the future skills gap. Private Sector Collaborating effectively with Government to address skills shortage, develop digital literacy initiatives and provisioning on the job training, apprenticeships and learnerships that will achieve Digital Literacy initiatives. International Organisations Providing a guideline for effective roll out of digital literacy initiatives and alignment with national initiatives and programmes. Table 1.2 Above illustrates the significance of the proposed research and the value to the education sector as it pertains to students, training institutions, educators and policy makers 30 with insights into rolling out of well-designed digital literacy programmes and then developing digital competencies students and educators effectively. This will also ensure that curriculum designed for the uptake of digital literacy curriculum can take into considerations the effectiveness of training and development programmes in economic development and lifelong learning. The benefit to policy makers involved in education across the various levels is that additional insight will be derived for effective ICT and education policies, alignment of various stakeholders involved in the roll out similar initiatives and to improvement learning quality through a coherent ecosystem that is aligned with the corporate and public sector needs. Other stakeholders such as the private sector can benefit with ensuring that the demands of the fourth industrial revolution are articulated for training institutions, education institutions and potential employment candidates so that there is alignment between industry requirements as well as the pipeline of potential employees. Private sector can also assist with on the job training, learnerships and internships that can extend the impact of digital literacy initiatives in alignment with the DCDT future skills strategy. 1.6 DELIMITATIONS OF THE STUDY The proposed research study has the following delimitations: 1. This study is limited to a South African context and the scope of students based in South Africa. 2. A qualitative research method was utilised, due to its merit of being used to provide more depth and breadth to the proposed topic. 3. The South Africa e-skilling initiatives are limited to projects run by NEMISA and not any other entity. 1.7 DEFINITION OF TERMS The table below defines the relevant terms for the study. 31 Table 1.3: Definition of Terms ICT4D – Information Communication Technology for Development. (Heeks, 2010) Co-Labs Collaborative Labs are entities aligned to aligned to an entity to provide dissemination transmission of knowledge by focusing on own agends (Agencia Nacional De Inovacao, 2022) Digital literacy- Those capabilities which fit an individual for living, learning and working in a digital society (Jisc, 2014) e-Citizenship The competent and positive engagement with digital technologies (Council of Europe Portal, 2022) e-Learning /e-Education Learning conducted using technological platforms such as web application (WEF, 2021). eGovernment The provisioning of government services using ICTs (The World Bank, 2015) eCommerce Economic Activity conducted using electronic connections( Wigand, 1997) Gig economy Exchange of labour for money between individuals or companies using digital platform (WEF, 2021) Digital Skills/e-Skills A range of abilities to use digital devices, communication, applications and networks to 32 access and manage information (UNESCO, 2018). Digital Divide Term use to describe difference between those with access to the internet and digital technologies versus those who do not. (UNESCO, 2018) 1.8 ASSUMPTIONS The following assumptions were made by the researcher in the proposed study: 1. The study can provide insight to NEMISA authorities and the national government to enhance digital literacy and digital learning programmes for students and the general community. 2. Users could be biased in their responses, given that the questions may pertain to areas where they wanted to feel socially included. 3. The sample of students crosses diverse ethnic backgrounds, inclusive of both genders and different socio-economic standings. 4. All respondents are proficient in the English language. 1.9 CONCLUSION NEMISA has been essential in the provision of educational opportunities in the media and television industry for previously disadvantaged communities. With the evolution of and convergence of technologies in the fourth industrial revolution, traditional industries such as television and radio are evolving and newer industries are becoming preeminent in particular the ICT industry. NEMISA’s mandate has thus evolved to ensure that the marginalised are offered equal opportunities to participate and benefit from the opportunities provided by the digital revolution. To facilitate access for the marginalised NEMISA delivers a 5-day digital literacy programme as an access opportunity to expose learners to opportunities that technology provides. South Africa is faced with multiple challenges as it relates to poverty and unemployment and the velocity at which technology is evolving neither of the two is likely to decrease unless 33 the necessary measures are in place to upskill citizens to participate meaningfully in the new digital economy. Unemployment due to low-skilled labour as well as deteriorating education levels further widens the gap in terms of demand for skills in the marketplace versus the availability of skilled resources to deliver on this demand. The South African Governments response to this has been the National Digital and Future Skills Strategy Programme aimed at ensuring the Future Skills development of the country is aligned with the evolving technologies and needs for skilled labour in particular for the youth. Digital literacy as a point of entry can provide for citizens to access, manage, understand, integrate, communicate, evaluate and create content safely through digital technologies which can assist with the application for employment and entrepreneurship. With the growing use of ICT in various industries of the economy, the implications on the business opportunities, jobs and skill sets are that people need to be able to use technology effectively. Ensuring that citizens are well equipped to handle the evolution of technologies is essential for all stakeholders in ensuring the competitiveness of a country. 34 35 CHAPTER 2. LITERATURE REVIEW 2.1 INTRODUCTION According to Ramdhani et al. (2014), the purpose of a literature review is to address the need to critique, reconceptualise or expand a diverse knowledge base as the topic undergoes further development. A literature review assists the researcher in relating the subject being studied to existing knowledge. This can provide a composite view of the depth and content of study that the subject has received from previous research and also assist in identifying what the existing gaps in knowledge are thereby ensuring that the researcher can be more definitive in terms of what areas are still to be addressed (Snyder, 2019). The researcher undertook this literature review to map out and analyse existing theory in order to provide motivation for this study to be undertaken. This chapter will cover the depth of digital literacy, its definition and trends. The studyalso be focused on sharing existing knowledge as it related to the influence of digital literacy as it alignment to research objectives and identify any possible gaps, in theory, to therefore inform any future research that can be undertaken. 2.2 DEFINITION DIGITAL LITERACY Voogt et al.’s (2011) view of digital literacy is that it is an interplay between technology and society to understand the technological principles needed to develop a relevant solution and achieve goals. Martin (2006) elaborates thatthat digital literacy is the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesise digital resources, construct new knowledge, create media expressions and communicate with others in the context of specific life situations, in order to enable constructive action, and to reflect upon this process”. Joint Information Systems Committee (JISC) (2014) postulates that digital literacy is beyond just the use of digital tools; rather its depth includes the behaviours and practices in digital settings. According to JISC (2014), the following capabilities are the seven elements of digital literacies: 36 1. Communication and collaboration 2. Career and identity management 3. ICT literacy 4. Learning skills 5. Digital scholarship 6. Information literacy 7. Media literacy Martin (2006) elucidates on digital literacy, building on the foundational skills of reading and general literacy in order to provide people with an understanding of digital technology and its effective use. Skills sets such as critical thinking, assessment of information and the ability to use various devices and the ability to assimilating topics such as data privacy, are key in the digital society we now live in. ICT is an enabler for access to information (Heeks, 2010) and thus this makes it central to the digital literacy theme. According to Heeks (2010), it is also a driver of participation, a feeling of involvement and active engagement. It helps people feel connected to the world through the gathering and assimilation of news and events. Information is consumed in multiple ways via television, radio, mobile devices, internet browsing and social media. Heeks (2010) supports this statement by positing ICT as a valuable vehicle for various employment opportunities for the poor and to promote sustainable human development. ICT is an enabler for the transfer and absorption of knowledge. Martins (2006) assert that access to ICT is a requirement for social and economic development. ICT has had a profound effect on all phases of life, can assist with improving educational systems and has impacted everything we do at work, at home or at school (Alhumaid, 2019). Gilster (1997), a notable contemporary on the subject of digital literacy, positioned digital literacy as being about the mastering of ideas and not of keystrokes. He defined digital literacy as the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers. Moreover, Hull (2003) notes new technologies as new types of literacies. Bawden (2008) on the other hand has the view that digital literacy can be observed on a continuum, evolving from computer literacy to newer forms of literacies such as information literacy, internet literacy, web literacy and digital literacy. UNESCO’s (2013) definition of digital literacy states that it is the ability to use digital 37 technology, communication tools or networks to locate, evaluate, use and create information. It also refers to the ability to understand and use information in multiple formats from a wide range of sources when presented via computers, or a person’s ability to perform tasks effectively in a digital environment (McGuiness & Fulton, 2016). Other scholars such as Pangrazio (2014) on the topic of digital literacy, note the difficulty of defining digital literacy indefinitely due to the evolving nature of technology while others such as Lankshear and Knobel (2008) elucidate the dichotomy of skills or a broader competence- related view. Digital literacy can be seen as an combination of information and technology literacies. Lynch (2017) presents four pillars that make digital literacy principles; that is the technology skills to be able to use ICT technology, the authorship skills which are based on the ability to use ICT to create, representation rules and online social responsibility which includes the ability to understand the threats that are posed by usage of ICT technology and accessing the internet. Digital literacy is an important skill in this digital era for people to live, learn and work due to information increasingly being accessed using newer technology platforms such as the internet, social media platforms and mobile devices (JISC, 2014). Concepts such as globalisation, information society, eGovernment, and eCommerce are major proponents of digital literacy and the empowerment of the masses to generate a workforce for economic development and other social development. Applying key skills such as critical thinking, communication, practical skills as well as professional skills in an evolving digital workplace are key skills in the digital era. Pangrazio et al. (2021) posit that digital literacy is foundational in digital citizenship. Technology has enabled mobility and a more conducive civic engagement. With the development of e-government platforms, citizens are able to access government services much more easily and keeping abreast of any civic matters is also easier. However,, the value that can be derived poses a risk for those not well attuned with digital literacy skills as they may either be left out or exposed to dangers such as data privacy, or copyright infringements. Irresponsible use of technologies, for example, cyberbullying on social media is a testament to the digital literacy gaps that still permeate our society. 38 Cole (2019) posits that the value of digital literacy is a vital cog in driving lifelong learning which is an essential life skill in a digital society driven by massive data generation and having to navigate this data to keep abreast of changes and remain relevant. The use of video, infographics and social media has become prevalent due to digital evolution and that means that beyond reading literacy, these technologies can extend learning beyond the classroom. Other life skills that digital literacy facilitates include critical thinking skills demonstrated by the ability to evaluate credible digital sources and over and above this collaborate with others via collaborative platforms such as Google Docs which in turn helps users to become better communicators (Cole, 2019). Digital literacy is critical in informing how learning and assessment are administered (Nawaz. Due to the influence of technology in the classrooms, students learning experiences has changed due to the infiltration of digital classrooms (Nawaz & Kundi, 2010) . This has led to students having to be independent when the application of tablets and the ability to have one on one access to teachers leads to a personalised learning experience. The result of this is an increase in independence leading to improved motivation. The students and learner environment would lead to better collaboration between the students and the teachers (Nawaz & Kundi, 2010. The impact of learning and assessment brought about by technology development has an impact in that policies that influence curriculum definition as the considerations influence learning designand mediums of delivery of learning and education. The challenges include teachers' ability and willingness to use technology to deliver their lessons. Digital literacy becomes very important as without this the anticipated benefits such as better and personalised learning experience will not be yielded. Furthermore, students with limited access and limited connectivity would be impacted negatively as compared to their peers who may have access to these technologies at home giving such students advantage over others. Technology has also revolutionised the workplace and the evolution of these technologies will have an impact on the future of work. Technologies such as AI, Automation, Robotics and Machine Learning are constant themes in today’s world of work (WEF, 2021). Collaboration platforms such as Microsoft Teams, Zoom and others are now the de-facto standard for the hosting of meetings. The ability to use and interact with these technologies 39 is a requirement by most employers. Even traditionally non-technology-driven jobs are impacted by newer technologies as most businesses strive to become software businesses and thus manual work is slowly being replaced by technology. Digital literacy is thus an important skill to have in order to be able to confidently navigate this new world of work and to be able to upskill to meet future work demands that require interaction with technology so as not to become redundant. Schwab (2016) states that the world in the fourth industrial revolution has seen a convergence of various components of human existence. This is exemplified in the automation of manual labour and this has disrupted multiple industries and traditional business models. Technology proliferation in the fourth industrial revolution has been aided by the proliferation of the internet. The ability to use and process digital information to gain valuable insights using the internet is important. This is due to the fact that technologies such as Big Data, Cloud Computing, Artificial Intelligence and Machine Learning have filtered into every area of human existence. Exposure to these technologies impacts every human life which makes it that much more important for individuals to be empowered with digital literacy skills to not only navigate but competently use these technologies to ensure participation in this world. Mwakatumbula and Moshi (2020) assert that the Gig economy has presented new avenues for job opportunities and entrepreneurship. Unemployment can be attributed to multiple factors however one major contributor is low education levels and skills. Digital technologies provide an alternative to new career opportunities. Platforms such as Uber, have created opportunities for people to make a living by participating in such initiatives even without the limitations of not having academic qualifications. These digital platforms however require a certain level of digital competence in order to be able to perform certain tasks. Digital literacy would provide the foundational skills to be able to take the opportunities presented by the Gig economy ecosystem thereby alleviating the effects of unemployment (Mwakatumbula and Moshi, 2020). This would lead to enhanced economic participation to ensure that economic participation is accessible to most citizens. Parschau and Hauge (2020) posits that the prevalence of job losses in Africa is due to the impact that the fourth industrial revolution has had. Africa is lagging behind developed 40 countries in terms of internet access and digital skills . To curb the negative trajectory of the impact of the fourth industrial revolution it is important to improve digital literacy initiatives. Developed countries' approaches to digital literacy initiatives can provide some insight as to the approaches that can be adopted. In Norway, digital literacy is embraced in their educational policy (Erstad, 2007) and a strong focus on research initiatives on digital technologies has been capacitated extensively. Gundersen (2016) outline the national programme Digidel 2017 with a strong focus on ensuring all citizens spite of their age, gender, location, education or labour participation. The vision of this initiative is to decrease the number of nonusers of the internet and digital tools and increase participation in the fourth industrial revolution. Libraries were seen as central to driving the digital agenda where a citizen could develop their digital literacy skills. In Norway, libraries are being capacitated to promote information proliferation and with the digital revolution, these arenas are seen as vital conduits to drive digital skills. Some of the Digidel 2017 results include a dedicated website for training resources and guidance for targeted user groups. There are also regional-driven initiatives which gather targeted at training resource providers. One of the other specific outcomes includes a Magazine which is targeted at older citizens to inspire them further in learning digital skills Gundersen (2016). In Australia, the Australia Qualification Framework has enacted a digital literacy post a review completed in 2019 as an essential skill (Coldwell-Neilson, 2020). This placed digital literacy on par with other literacies ensuring that it is included as a learning outcome to improve graduates' future work prospects. Australia has a national programme called Be Connected aimed at increasing the confidence, digital skills and safety of citizens between the ages of 50 years and older (Australian Government, 2022). This programme has a dedicated website with free resources for support and mentoring. Through the Australian Digital Inclusion Alliance (ADIA), which held its first confinement in 2016, with the aim of creating a collaborative approach between business, government, academia and community organisation. This initiative aims to reduce the digital divide and enable social and economic participation for all Australian Citizens. (AIDA, 2020). This forum has created an overarching roadmap with Government as a key stakeholder focused on three key deliverables: 41 1. Creating a digital capabilities framework to provide a common understanding of what it means to be a digitally capable individual. 2. Assessing which affordability measures are taken in the immediate response to COVID- 19 can be retained going forward. 3. Move towards all federal, state and local government websites being compliant with the latest accessibility standards. Central to the digital literacy agenda however is the pillar toward digital capabilities. ADIA (2020, p. 8). has focused on having a singular understanding of what it means to be digitally capable and summarising this is the statement below: “Having the knowledge and confidence to safely, securely and discerningly navigate different devices and the internet. It is a commitment to lifelong learning and adapting to new technologies and platforms.” Though with such progress made ADIA is propositioning a government-led approach whereby all stakeholders can be driven towards a singular driven goal. Nigeria has also embarked on a programme called School Net (Igbunu, 2020). This project entailed ICT infrastructure roll-out in primary and secondary schooling. However, there are various challenges in ensuring that this project gains the expected results. In one of the findings, Igbunu (2020) found that despite the policy directive by the federal government, financial prioritisation remains an obstacle from a budgeting perspective.Igbunu (2020, p. 17) provides evidence of inconsistent certification requirements for educators being prevalent as per the statement below: “Most of the states of the nation developed their own ICT education requirements that vary slightly from the Federal Government’s, creating disharmony in the education system.” This can be a symptom of non-clear digital literacy objectives and drive and thus leading to various interpretations which further lead to inconsistent application of the intended outcome (Igbunu, 2020). Through one of the initiatives called Feed the Future All-In projects, digital literacy is being taught to rural farmers to improve market access. This project aims to assist farmers in using their mobile phones to access e-commerce. 42 2.3 WHAT HAS BEEN THE INFLUENCE OF NEMISA’S DIGITAL LITERACY PROGRAMMES IN BENEFICIARY COMMUNITIES? 2.3.1 Factors conducive to thriving digital literacy in South Africa South Africa ICT in education policy framework which has been in existence since 1996 with the aim of: • Promoting economic growth, job creation, social development and global competitiveness, • Linking with Pan African countries to promote e-schooling for Africa’s development, • Education and skills development adaptation at all levels of society, • Transformation of learning and teaching using ICT formal school and FET college sectors (Isaacs, 2007). This evolution of the ICT in education policy has seen various initiatives (Isaacs, 2007) such as EDUNET, and e- Education White Paper. Through the Department of Communication all ICT projects such as USSASA which is responsible for Universal access. This has progressed since the Department of Communication and the Department of Telecommunication have been consolidated into one ministry called the Department of Communication and Digital Technologies (DCDT). Through the DCDT a National Future Skills strategy was enacted by the then Minister Abrams with the objective of focusing efforts on the development of skills focused on meeting 4IR as well as future evolutions of technologies. NEMISA which is an institution reporting to the DCDT is responsible for digital skills training and has been formed initially in 1998 to introduce the marginalised into the broadcast and media industry. However,, through the evolution of technology, the focus is now on 21st-century skills (NEMISA, 2022). The digital era has brought about tremendous changes to how people interact and process information; information is what drives the era (Corish, 2019). This evolution is both complex and unique in that navigating the triage of information requires an individual to be able to synthesise constantly evolving and rapid information compared to the past. Evolving technology thus has caused digital literacy to be often assumed to only refer to technology skills such as coding and others; however, skills such as reading and writing in the modern era also form part of the digital literacies umbrella as it touches on problem-solving, critical 43 thinking, design, creation and the ability to leverage text and tools in digital format (Loewus, 2016). The evolution of literacy from traditional to digital literacy brings about its own challenges; for example, introducing technology as a means of conducting lessons and engaging students has been impacted by the reluctance of teachers to incorporate digital learning in the classroom due to unfamiliarity with technology (Frost & Sullivan, 2019). With this in mind, various initiatives by the government have been undertaken and thus ICT and digital literacy were identified as a core development area for pre-service teachers and ongoing development for practising teachers (Department of Education, 2006). South Africa is faced with a large deficit of available infrastructure to build e-skills at an education and community level. As a developing country, the legacy of apartheid and reinforced inequality has caused disparities where the wealthy are educated and have access to resources such as ICT while the disadvantaged are increasingly left behind (Van de Berg, 2007). This phenomenon is referred to as the digital divide. Ritzhaupt et al. (2013) further posit that the digital divide includes whether people have the necessary ICT Skills. The World Economic Forum (2016) ranking South Africa as the third lowest in ICT skills indicates a need to improve our education system. According to Sokolow (2020), 10 per cent of South African homes have computers at home. That leaves up to 90 per cent of homes without the ability to use computers at home and thereby limiting the opportunity to improve digital skills and literacy outside of the classroom. The statistics are synonymous with the disparate access issues due to unequal standards of living which have a negative impact on digital literacy. Manduna (2016) states more succinctly that poorer families are less likely to be digitally literate. The cycle of poverty can be broken through robust digital skills (Chetty et al., 2017) and the levelling of the playing field that can facilitate lifelong learning and economic inclusion (Papadopoulos, 2002). South Africa’s high school education plays a leading role in preparing students for the challenging higher education stream and in preparing students for lifelong learning and the world of work. However, the high schools face challenges of their own; for example, over 100 schools in Gauteng lack internet access (Sokolow, 2020). Kajee and Balfour (2011) refer to the disparate under-resourcing and lack of premeditated support for digital literacy initiatives in the schooling system. Frost and Sullivan (2017) concur with this assertion in 44 that the use of technology has not been effectively implemented in the South African schooling system. They also highlight that through e-education, South Africa could accelerate equitable literacy because it would lower the cost of access to quality education and the provision of an effective and efficient education curriculum for digital literacy. The value for those in the rural areas is that it would also ensure that they keep on par with their urban compatriots. 2.3.2 Challenges faced by digital literacy users in an educational context Basargerka and Singhavi (2020) elaborate that reluctance is but one of the two barriers identified as obstacles to adopting digital tools and resources. The other notable barrier is the lack of confidence on the part of teachers and questions about traditional teaching versus teaching in the digital era arise. UNESCO (2011) states that some of the benefits that learners gain include personalised learning and teachers can offer personalised teaching, and better learning processes, including adaptive and interactive learning environments. The other challenge identified is that policymakers have focused on providing infrastructure without training and motivating teachers to use this technology effectively in their attempt to drive the development of digital literacy (UNESCO, 2011). UNICEF (2022) proposes that innovation in teaching should be more than just new technologies but should include the adoption of newer simplified means to promote lifelong learning and equity. UNICEF identifies four areas where innovation is required: 1. Programmes; 2. Processes; 3. Products and Services; and 4. Partnerships. Some examples of innovations that can be explored include gamification which leads to immersive and deeper, more personalised and entertaining learning experiences (UNICEF, 2022). The other example is hybrid learning. Hybrid learning approaches have the potential to transform the delivery of education (Broadband Commission, 2021). Traditional classroom and lecture settings are challenged in the face of accelerated remote learning, which allows learning to happen at any location. 45 This can assist in cases where there are limitations in terms of space to accommodate a certain number of students. With hybrid learning, learners can access both face to face as well as online learning; thereby exponentially increasing the number of students who can pursue a particular programme. This transformation of education delivery also has an impact on terms of quality of education. South Africa is plagued by the differing quality of education between private institutions and public schools (Amnesty International, 2020). However, the opportunity provided by ICT is to bridge the divide by making quality educators available and accessible to all students across the board. Access to quality learning materials is a challenge that hybrid learning can solve (UNESCO, 2020). South Africa has had situations in the past where there was the late delivery of textbooks or in some cases, non-delivery This would lead to certain individuals, particularly in the public schooling system, being disadvantaged compared to their compatriots in private schools. Teachers in the public schooling system are impacted by a large number of students in the classrooms(Amnesty International, 2020). In the private schooling system, only a certain number of students are allowed per class to allow individualised attention per student. Personalised attention to students in public schools is impractical with teachers having to accommodate in some cases over 40 students per class. Hybrid learning can assist in curbing this situation and allowing personalised learning for students and more importantly, allowing teachers to assist students, especially those deemed to be performing poorly (UNESCO, 2020). Preparation of learning content can happen before the class and can make use of multimedia content such as videos, graphics and presentations. This can aid in making the learning environment much richer and thus assist students with retention and ease of assimilation of content. In terms of student-centred learning, Hazelkorn and Edwards (2019) further highlight the extent of the possibilities in stating that this presents an opportunity for problem-based learning and students as co-creators of content, making it a much more interactive experience. 46 Policymakers in South Africa have to grapple with issues of access, equity and inclusion due to the impact of the digital divide in the South African context (WEF, 2021). South Africa has differing needs across multiple provinces, rural areas and metros, gender equity, disabilities as well as issues pertaining to low-income and high-income earners. These all impact the current education at a primary, secondary and tertiary level. Introducing measures to mitigate some of the disparities of access requires user-centric strategies that solve specific use cases. The UN SDGs call for universal and affordable internet access for all. The internet has become a viable solution to bridging the information divide and has facilitated economic opportunities. To further the digital literacy agenda, it is important to leverage this powerful medium as an enabler for digital economy participation (UNICEF, 2017). South Africa can also leverage mobile phone penetration and partnerships with network providers to further drive the internet usage footprint. That would have implications for how learning using mobile technology to drive digital literacy influences curriculum design and course content. WEF (2021) further discusses the inequalities in access being caused by gaps in affordability, digital devices and bandwidth; professional development programmes failing to impart the necessary digital skills to support hybrid teaching practice; weak attention to pedagogy and poor lesson design; difficulties in maintaining engagement between teachers and students; potential biases inherent in automated tools that may not be designed with learners in mind; a lack of appropriate learning content; the alienation of educators from the learning process; the replacement of educational institutions with technological fixes; and limited use of hybrid strategies (WEF, 2021). According to UNICEF (2017) multiple barriers to access to the internet are: • Affordability due to high costs of technology; • Connectivity due to inadequate communication networks or infrastructure; • Literacy due to low levels of basic literacy, reading ability and technical skills; • Discrimination based on gender, race, ethnicity, age; and • Inclusivity due to ICT design and user interfaces and other aspects such as language, capacity or disabilities. 47 Gal-Ezer and Stephenson (2014) posits that the debate of the inconsistency in the administration of computer literacy education. This leads to ineffectiveness due to there being too much focus on technical aspects and less focus on the contextual factors. Furthermore, the computing curriculum of developing and developed countries has distinct differences with some countries focusing on instrumentation and others being more liberal (Gal-Ezer & Stephenson, 2014). Martin and Dunsworth (2007) note that with the advent of technology trends, the revisioning of courses needs to be constant in order to keep up with the evolution of technology. Nawaz and Kundi (2010) contrast two suggested roles of ICT and digital literacy as proposed by Tinio (2002). The first focuses on three dimensions: 1. Learning about ICT wherein digital literacy is the end goal; 2. Learning with ICT where technologies facilitate learning; and 3. Learning through technologies thereby integrating it into the curriculum. Sahay (2004) lists four dimensions of computer literacy: 1. ICT as an object; 2. An assisting tool; 3. A medium for teaching and learning; and 4. ICT for education management. Shahmir et al. (2010) succinctly sums up the role of ICT in digital literacy in that it can play a supplementary role as well as a central role in learning providing cognitive or adaptive tools or systems to support constructivist learning. Uskov et al. (2019) posit that all universities should become smarter in order to optimise learning. This is in keeping with changing how education and learning are administered. One such innovation of the evolutions of technology is e-learning. E-learning has become prevalent in terms of hardware, software and other varieties of applications in education for teachers, students and administrators (Nawaz & Kundi, 2010). The value of such technological innovations such as e-learning is that not only does it fit multiple applications in school or workplace settings; the use of it also facilitates the learning of both the subject as well as the use of the instrument and furthermore, it presents an opportunity for virtual learning environments serving physically dispersed learners (WEF, 2021) This is beneficial 48 within the South African context where quality education is not necessarily afforded to all and sundry and the rural settings are normally left behind due to there being few qualified administrators or teachers for technology subjects. The use of technology in teaching will not have expected value unless the objectives are clearly set and tasks are well designed. Moreover, a study by Alhumaid (2019) sought to identify ways in which technology has negatively changed education. Her study was focusing on technologies such as tablets, internet connectivity, laptops and social media. Her findings confirmed that the following outcomes were some of the impacts of technology on users in education. 1. Deteriorating students’ competences of reading and writing, 2. Dehumanizing educational environments, 3. Distorting social interactions between teachers and students Isolating individuals when using technology According to WEF (2021), hybrid learning approaches can transform the delivery of education. This is expressed in the magnified use of technology in classrooms with increased virtual learning environments which have also opened entrepreneurial opportunities and cross-border communication like never before. Other innovations include adaptive learning, immersive environments, mobile learning and flipped classrooms (WEF, 2021). Studying and taking courses on online platforms at one’s own pace is symbolic of the potential that these new learning platforms provide. This has significantly altered the relationships between teachers and learners, learners and learners leading to much more interactive experiences, personalisation, collaboration, intercultural exchanges, leading to personalised learning journeys and paths. Ways of teaching and learning as proposed by WEF (2021) include: • AI supports greater reactivity to learning challenges and more personalised learning paths, and learners can cooperate autonomously through interaction on digital platforms enabling shared online writing. • Approaches to learning, enabling customisation and providing instant, real-time and sometimes more detailed and accurate feedback to learners. • Learning content and resources open up knowledge that was once inaccessible. Therefore, traditional approaches to teaching, learning and literacy are inadequate to address the challenges of today. The cultural diversity and multi-modal platforms of today 49 require a rethink of how key life skills such as digital literacy can be taught taking into account the context of individuals it seeks to empower. 2.4 HOW HAS ACCESS TO NEMISA’S DIGITAL LITERACY PROGRAMME IMPROVED ECONOMIC AND JOB OPPORTUNITIES? 2.4.1 Challenges impacting digital literacy South Africa should focus on improving the digital literacy of people online regardless of skill level, age, gender or education. By actively facilitating them through the phases of exploring and participation, people can be turned into engaged information society citizens who gain the benefits of creating and yielding value in the new information society (Surman et al., 2014). Policymakers whose role is to yield the benefits should design digital inclusion initiatives promoting diversity in media ownership and expanding digital literacy while teaching participants to create meaningful content. South Africa ranked 33rd out of 46 countries for a f of data (Chinembiri, 2020). The report also noted that poverty can be cited as an issue as well as digital illiteracy. The digital divide due to income disparities is a growing concern with South Africa being one of the most uneven societies globally. The higher-income earners are able to access digital technologies and thus are exposed to better work and economic opportunities while on the other extreme, the low-income earners struggle with basic digital literacy. According to Manduna (2016), the poorer a family is, the less likely it is to be digitally literate. To exacerbate the digital literacy complexity, South Africa has a historical legacy of marginalisation (Martindale, 2002). The country has to consider the legacy of the unbalanced education systems of the past which has left many unskilled and illiterate, struggling with the social effects of the language policies. This has to be taken into account to ensure equitable progress into the future (Martindale, 2002). For example, ICT training materials need to be translated into local languages for those not skilled in English as a medium of instruction. Without localising ICT programmes in terms of language many of South Africa’s citizens will be excluded from the digital world. 50 2.4.2 South African Development Challenges Henry (2019) refers to what is called urban bias, which is a tendency for countries to drive development towards urban areas versus rural areas. South Africa is no different from this urban bias which has unfortunately left the rural population lower on the priority scale. Choung and Manamela (2018) argue that rural people are more likely to be disadvantaged with regard to internet access when it came to the quality of education and access to career information. Some of the challenges faced by people in rural settings include access to computers while urban citizens are reported to have a device to access the internet with. Access to electricity remains a challenge in rural areas and therefore reliance is on public facilities like clinics, libraries and schools to access the internet (Choung & Manamela, 2018). With 53 per cent broadband penetration (Broadband Commission, 2018), and mobile access of more than 100 per 100 people (ITU, 2021), South Africa has an opportunity to leverage mobile smartphone technology as a means to drive technology adoption. The opportunity to provide mobile literacy training and courses based on the depth of penetration of mobile devices is a viable option to ensure accessibility. The ITU Digital Trends Report (2021) confirms a startling implication of the figures above, however, which contradicts the supposed challenges. According to the report, many people are not connecting to the internet even with mobile infrastructure and smartphone access. However, this assertion is to be tested in the field and proven. 2.5 WHAT FURTHER DIGITAL LITERACY LEARNING HAS BEEN ACTIVATED BEYOND NEMISA PROGRAMMES IN BENEFICIARY COMMUNITIES? 2.5.1 Provision of new learning opportunities Chetty et al. (2017) note that digital skills are the perfect antidote to break the cycle of poverty and inequality in South Africa. This is only possible at the moment for privileged societies; therefore those who do not have the means can be excluded, thereby leading to endless cycles of poverty. 51 The value of such technological innovations such as e-learning is that not only does it fit multiple applications in school or workplace settings; the use of it also facilitates the learning of both the subject as well as the use of the instrument and furthermore, it presents an opportunity for virtual learning environments serving physically dispersed learners ((WEF, 2020)This is beneficial within the South African context where quality education is not necessarily afforded to all and sundry and the rural settings are normally left behind due to there being few qualified administrators or teachers for technology subjects. 2.5.2 Concepts in enabling digital literacy 2.5.2.1 ICT4D Information and Communication Technology for Human and Social Development (ICT4D) is an emerging field in research which appeared around the 1990s. The primary purpose of this field has been in identifying how ICT can be used to better the lives of people (Walsham, 2017). Heeks (2010) supports this statement by positing that ICT is a valuable vehicle for various employment opportunities for the poor and promotes sustainable human development. ICT4D has the following benefits, according to Bhatnagar (2000), to offer support in the decision-making process of public administrators for the enhancement of developmental programmes, improve public and other services to citizens and allow empowerment of citizens by creating access to knowledge and information. Access to ICT is important for the integration of all citizens into the global knowledge society. Universal access will contribute to the development of a global partnership and meet SDG 17’s objective (UNRIC, 2020 p. 6): “Strengthen the means of implementation and revitalise the global partnership for sustainable development.” ICT is seen as a powerful enabler in achieving this global partnership and the following key performance indicators (KPIs) point to the integration of activities: 1. The total amount of funding for developing countries to promote the development, transfer, dissemination and diffusion of environmentally sound technologies. 2. The number of countries with mechanisms in place to enhance policy coherence of sustainable development. 52 Research on ICT4D may contribute to developing in-depth knowledge about ICT4D, and through the practical contributions to development that research may provide, as currently, limited contributions relating to theory and methods are preeminent. One criticism of ICT4D from the industry is the lack of a methodological perspective. For example, Walsham (2017) posits a transdisciplinary methodological approach to explain ICT4D better. Heeks’ (2010) work which offers guidance on how to improve the contribution of ICT to development, supposedly lacks a proper explanation of the connection of ICT to development. ICT4D projects include multi-purpose community centres (MPCCs) or telecentres in rural and disadvantaged communities. These are to give community members alternative modes of access to ICT; for example, for the unemployed who want to draft their resumes and those who want to open businesses or need access to their emails. With the advent of online learning, others can do online courses on platforms such as Coursera, edx.org and Allison. The extent of these platforms is that courses through various technologies can be provisioned to accommodate indigenous languages. Most literature on ICT4D implementations points to its failure for projects to achieve their intended results (Pade & Sewry, 2009). ICTworks (2017) reports that the failure rate of most ICT4D projects was sitting at 40 per cent to 70 per cent. More importantly, the interdisciplinary collaboration across various streams from community, NGOs, universities and governments, is critical to achieving the expected outcome from these projects. 2.6 MULTILITERACIES THEORETICAL FRAMEWORK For individuals to live and thrive in the ever-evolving digital world, literacies are more than ever essential to the complexity of navigating this new terrain (Holloway et al., 2020). Due to technological developments literacy has to encompass multiple mediums and this has led to the development of multiliteracies to be effective across multiple domains (Olivier, 2019) as literacy was previously focused on reading and writing. One of the key drivers of this multiliteracies perspective is the prevalence of the internet as it permeates across various economic, social and global societies (Olivier, 2019) 53 Literacy as a concept was traditionally considered as an ability to read and write printed text (Nabhan, 2021). Due to its importance as a survival skill it was declared a basic human right (UNESCO,2005). In the South African context, various challenges exist which impact such as poorly resourced schools , unemployment and untrained educators . All these factors impact the fundamental human right of individuals to be literate. Low literacy levels impact the economic potential of a country and its citizens and how it competes in the global community(National Literacy Trust, 2022). The evolution of technology has impacted the traditional view of what literacy means in the 21st Century and various evolutions of literacy have emerged that impact what literacy should mean for this modern society. Learning and technology are synonymous topics in most learning environments as the worker of the 21st century needs to be able to interact and navigate using technologies. This prompted the research to take a deeper look at the evolution of literacy and how emergent theories have an impact on how learning can be administered. The below diagram depicts the evolution of literacy theories in the digital era: Figure 2.1 The Evolution of Literacy The study used the multiliteracies theory as the theoretical framework. Multiliteracies theory is one of the frameworks that is used in determining learning environments designed for either informal or informal environments The New London Group conceptualised this theory 54 in 1990 (Holloway et al., 2020). Their theory was centred on two pillars, one being the multiplicity of communication channels and secondly the cultural and linguistic diversity. According to the New London Group, literacy in its traditional sense had been boxed into a language context based on rules such as sound-letter correspondence (Harvard Educational Review, 1996). According to Harvard Education Review (1996), the New London Group argued this need for multiliteracies based on the factors such as changing technology landscapes, the widening gaps in society between the affluent and not so affluent and the affordance for such technologies. The New London Group was driven by the concern for what they term life chances as it pertains to moral and cultural literacy pedagogy. They argued that Cultural and Communication media changes are the factors that require a review of the literacy pedagogy (Harvard Educational Review,1996). The New London Group (Harvard Educational Review,1996) postulated that languages for meaning have impacted the changing world of work, citizenship and way of living which implies terms of preparation for this new language of work and way of life. Multiliteracies view learning as something that happens within the social context in which it is conducted (Holloway et al., 2020). To encourage lifelong learning and ensure students, citizens and organisations are attuned to the changes, a multiliteracies approach becomes critical. There are 5 pedagogies within the Multiliteracies framework, and these are: 1. Linguistic Meaning 2. Visual Meaning 3. Audio Meaning 4. Gestural 5. Tactile and Spatial Meaning These pedagogies help assist educators and policy in curriculum design whereby students are encouraged to apply their skills either in critique or creative application. Such approaches are crucial drivers which foster a positive association with education and encourage lifelong learning. Due to the ever-evolving technological landscape learners and 55 workers engaged in personal development and self-directed learning is therefore well attuned to benefit from this pedagogical approach. According to the Harvard Education Review (1996), multiliteracies comprise four dimensions namely, Situated Practice, Overt Instruction, Critical Framing and Transformed Practice. Situated Practice is concerned with the context of the individual students' backgrounds and experiences. These also include individual skill sets as well as lifeworlds (McKay, 2014). The value of situated practice is the real-world problem-solving context, and it empowers learners to be active participants in resolving the problem themselves. Situated practice as a dimension is an empowering catalyst to ensuring self-directed learning and real-world problem solving thereby ensuring literacies such as digital literacy not only yield value in terms of skill set but also as social empowerment. Overt instruction is the traditional classroom learning experience whereby an educator delivers the lesson (McKay, 2014). This dimension is based on the educators' imperative to develop the learners based on lesson plans, activities and assessments. The difference between Overt instruction and Situated practice is the locus of control with the onus being on the educator rather than the student. Critical Framing is the practice whereby learners continuously examine their learning and literate practices (McKay, 2014). The onus is again placed on the learner to examine in- depth multimodal and language functions. This would be beneficial in that the learners' metacognition capabilities are well developed. Whereas Situated practice focuses on real- world context, Critical framing is concerned with the historical, political, ideological and value-centred relations (McKay, 2014). Critical framing requires learners to critique against multiple dynamic established systems. Transformed practice is the final dimension which focuses on the learners not being passive consumers of knowledge (McKay, 2014). The learners are directed to produce knowledge and content in relation to their social context and to be solution-oriented within the context of their real-world situations. There real value of Transformed practice is the contextualised assessments which ensure that learners are empowered within their context. 56 According to Navehebrahim (2011) the influence of new and emerging communication technologies influences the evolution of literacy as previous understood and the impact of cultural as well as diverse languages further highlight the importance of multiliteracies. The researcher argues that the South African context presents a complex environment that requires a broader scope in how programmes aimed at digital literacy needs to be considered. Curriculum designed from a educational context and the general public needs to create unique learning experiences that cater for the multi-faceted environments and the unique environments that individuals come from. An emphasis on learning environment design which is ensures that the digitally literate individual is able to employ skills such as problem solving, critical thinking and other skills that are important in the digital era. A multiliterate individual is able to, constructing meaning draw on experiential as well as contextual, and disciplinary knowledge they have deve