Introduction

Reading, writing, and numeracy: these are foundational skills people learn at school and continue using throughout their lifetimes. But as societies evolve and technology progresses, the learning needs and demands of one generation change for the next. Curriculums in educational institutions must keep up with these changes to reflect the new realities. They do so by removing outdated content, incorporating new disciplines, and innovating with new educational tools and techniques. While previous American generations learned Latin and shorthand, current generations learn Spanish or French and practice typing. In many public schools across the United States, cursive handwriting is no longer taught. Children now practice writing and typing using new technology such as tablets and computers, not typewriters. In advanced countries, educational equipment such as blackboards, chalkboards, and even whiteboards have been replaced with high-tech tools such as Promethean boards.

Beyond basic literacy, digital skills have become indispensable for every global citizen, whether to communicate, find employment, receive comprehensive education, or socialize. More than 90 percent of professional roles in across sectors in Europe require a basic level of digital knowledge and understanding. This need has become even more evident during the COVID-19 pandemic, making it more urgent for countries to embrace digital technologies and their associated skills.

The Skills Toolkit for the Twenty-First Century

To keep up with technological advancements, companies need to hire employees that have the right skills. However, workforces are not always equipped with the requisite digital skills, and businesses often struggle to find qualified talent. Digital skills are at a premium, even in advanced economies. Women are particularly underrepresented in tech-related professions; only one in six information and communications technology (ICT) specialists and one in three science, technology, engineering, and mathematics (STEM) graduates are women.

However, acquiring the right set of digital skills is not only important for learning and workforce readiness: digital skills are also vital to fostering more open, inclusive, and secure societies. When people interact with digital infrastructure, they need to be aware of the privacy and data risks as well as cybersecurity challenges (e.g., ransomware and phishing attacks). Thus, digital literacy also includes handling security and safety challenges created by technology.

Digital Literacy in a Continuum

What exactly does “digital literacy” entail? There are many competing definitions, but it can be thought of as the ability to use digital technologies—both hardware and software—safely and appropriately. According to the UN Educational, Scientific, and Cultural Organization (UNESCO), this includes competencies such as using ICT, processing information, and engaging with media. However, digital skills do not exist in a vacuum and interact with other capabilities such as general literacy and numeracy, social and emotional skills, critical thinking, complex problem solving, and the ability to collaborate.

Intermediate digital skills comprise the ability to critically evaluate technology or create content; they are characterized as “job-ready skills” and include desktop publishing, digital graphic design, and digital marketing. Finally, specialists use advanced digital skills in ICT professions such as computer programming and network management. Many technology-sector jobs now require advanced digital skills related to such innovations as artificial intelligence (AI), big data, natural language processing, cybersecurity, the Internet of Things (IoT), software development, and digital entrepreneurship.

The Digital Skills Continuum

Digital literacy, like other competencies, should start at school. But many education systems are not equipped to teach children these skills because they lack the proper infrastructure, technological equipment, teacher training, curriculum, or learning benchmarks. This gap is further pronounced in developing countries. A 2020 study conducted in Chile, Ecuador, Mexico, and Peru assessed teachers’ digital skills and readiness for remote learning, finding that 39 percent of teachers were only able to execute basic tasks, 40 percent were able to perform basic tasks and use the internet to browse or send email, and only 13 percent of teachers could do more complex functions.

Moreover, enhancing digital literacy goes beyond providing access to computers, smartphones, or tablets. Although nearly half of the world is still offline, supplying hardware alone will be insufficient to acquire digital literacy. That is, beyond the estimated $428 billion in investment required to close the digital coverage gap, there is little information on the total investment or demand for addressing this issue. There are alternative models for delivering digital literacy—particularly to vulnerable and under-connected communities—including interactive voice response (IVR), solar-powered devices, downloadable learning, and feature phones. Despite the many innovations in this space, there is scant evidence of what works or what can be scaled.

Multilateral Efforts on Digital Literacy

The need to equip current and future generations with the necessary skills is captured in the United Nations’ sustainable development goals (SDGs). Under target 4.4, the United Nations nudges countries to increase the proportion of youth and adults who have skills relevant for the job market. More specifically, indicator 4.4.1 calls on governments to measure the proportion of youth and adults with ICT skills.

In this regard, international organizations, the private sector, and national governments have established initiatives on digital literacy (see text box). For example, frameworks that measure digital skills target different societal sectors, including primary and secondary schools, government structures, and specific industries. The most relevant frameworks include the ITU’s Digital Toolkit, the Eurostat digital skills indicator survey, and the European Union’s Digital Competence 2.0 Framework for Citizens. In addition, the DQ Framework aggregates 24 leading international frameworks to promote digital literacy and digital skills around the world.

Digital literacy is both an international and local issue. Countries and regions will require tailored approaches to meet their unique needs and contexts. Some governments are putting together strategic plans to increase citizens’ digital literacy, albeit for different purposes.

The Role of the United States in Digital Literacy

The Covid-19 pandemic has made evident the need to increase the adoption of innovative digital solutions and, in turn, build the skills that can accompany this wave of digitization. While the impact of the pandemic has increased opportunities for digital payments, e-services, and telework, digital technologies will not foster development and inclusion on their own. Effective strategies to address digital literacy and skill-building will require public and private investments in digital infrastructure, policy and governance frameworks, and training in the use of digital technologies.

In this regard, the U.S. government—particularly through the work of USAID, its premier development agency—can partner with the private sector, local organizations, and civil society to lead and support an international coalition on digital skills.

First, the United States should convene a multistakeholder working group on digital skills. Although many important institutions are working in this sector (including UNESCO, the ITU, the OECD, and the World Bank), USAID can play an important role in supporting a values-based approach to digital transformation and digital literacy. Donors need to think carefully about the principles and values being embedded into digital systems. Without strong guiding standards (such as the Principles for Digital Development) and values for these systems, we risk empowering malign actors instead of lifting people out of poverty; we risk enabling surveillance, disinformation, and digital authoritarianism instead of personal freedom and financial inclusivity; and we risk the

wrong kind of systemic change by destabilizing the financial system and entrenching existing inequalities.

Second, the United States and its partners should learn from previous digital-transformation approaches and elevate and invest in skills development among vulnerable and excluded populations such as women and girls. In low- and middle-income countries, fewer than 50 percent of women have access to the internet, and far fewer have the skills to effectively and safely interact online, thus impeding their social and economic opportunities. Investment in general education, in addition to digital education, will also be critical to developing twenty-first-century literacy and skills. Digital literacy is a very nuanced topic with many different elements, but research on related programming and interventions is not as robust. USAID can promote and facilitate evidence-based learning around what types of interventions work best for digital literacy—for now there is a large amount of innovation in this field, but there is also a lack of scale.

Third, in partnership with the donor community, USAID should work to enhance digital skills in basic curriculums and identify critical gaps in education systems. The earlier digital education begins, the more attainable a high degree of digital literacy is. Digital Education would improve the overall quality of life in low- to middle-income countries and equip future workforces with necessary skills in a rapidly digitizing world. Where possible, integrating technology and digital skills into curriculums will allow for early development of digital literacy, allowing students to familiarize themselves with modern methods of communication and accessing information. These initiatives will need to be adapted to different countries’ and communities’ local and cultural contexts to maximize learning impact and ensure minimal exclusion. USAID can also assist governments in establishing upskilling initiatives to train older workers and employers in how to integrate digital technologies into businesses and sectors. These initiatives should emphasize preventing “brain drain” and retaining local digital talent. Improving ICT infrastructure will also increase the ability for people to access programs and integrate digital skills into their daily lives.

 

Digitalization is no longer a sectoral issue but is all-encompassing across sectors and actors. In that regard, “the future is already here”—and investing in digital-literacy programs will be critical to establishing global leadership in the digital age. Meeting digital demands and supporting digital transitions worldwide will be essential for global development programming and progressing toward a free, sustainable, and equitable future. In a world that is increasingly online, accessing technologies and the proper digital skills will be critical for countries’ development, security, and inclusion.