Digital Technologies for Digital literacy
DT acts as the very currency that drives a wider, more global access to knowledge. Whatever the paradigm, digital literacy carries with it the potential for far wider consequences on literacy, learning, employability, skilling and professional growth. The emphasis on developing skills in the workplace has predominantly been centered around or restricted to developing physical infrastructure or fine tuning specific skill sets. Developing information literacy and critical thinking skills through domain knowledge have often been poorly understood and not well recognized. Acknowledging this vacuum, multiple initiatives have been launched from academic institutions, corporate entities and government bodies to specifically address the digital divide that exists. While the standard digital literacy curriculum is developed by Government of India, the implementation modalities, differences in the infrastructural conditions, technical and language capabilities (to explain across English, Hindi and other Indian vernacular languages) across training partners and volunteers across various regions are expected to contribute to systematic differences especially in the quality of training received by citizens across centers.
 
Impact assessment study of Common Service Centres 2.0 Scheme
Research Partner- CSC e-Governance Services
The Government of India’s National eGovernance Plan (NeGP), since 2006, identifies Common Service Centres (CSCs) as the key access points for delivery of various e-governance and business services to citizens in rural and far-flung areas of the country. We conducted an impact assessment of the CSC e-governance Services scheme on rural communities collecting data from 1000+ Village Level Entrepreneurs (VLEs) and 5000+ citizens. The evaluation spanned CSCs across 10 Indian states in the four regions in the country and comprised of analysis of archival VLE performance data, surveys and qualitative interviews to assess the impact as manifest in the financial viability and social impact of CSCs. Our results emphasise three significant findings:
  • We find that entrepreneurial traits, notably, achievement motivation, social orientation and belief in self significantly impact the performance of the VLE. Furthermore, we show that the intrinsic traits also determine these strategies chosen by the VLEs to drive the CSC operations and thereby the impact on the local communities
  • The entrepreneur’s perception of her environment influences her achievement motivation and social orientation. These perceptions also systematically vary across states
  • We study the effect of VLE strategies, including service mix, training provided to employees, funding model, hours of operation and marketing, and find it to impact sales performance.
  • Entrepreneurial traits determine the strategies employed by the entrepreneur’s achievement motivation positively impacts marketing investments; while social orientation and self-belief have a negative effect.

 
Impact Assessment of Digital and Entrepreneurial Literacy Trainings
Research Partner- CSC e-Governance Services
Digital literacy carries with it the potential for far wider consequences on literacy, learning, employability, skilling and professional growth. The emphasis on developing skills in the workplace has predominantly been centred around or restricted to developing physical infrastructure or fine tuning specific skill sets. However, the role of investments in social infrastructure / human capital development in bridging the digital divide is less investigated. While there are numerous pockets of small-scale initiatives that invest in ICT-enabled education, there is limited evidence in the effectiveness of such interventions or significant policy imperative, given the magnitude of the digital divide in India. In partnership with Government of India, CSC e-Governance Services and their skill-development arm CSC Academy, SRITNE aims to leverage the large-scale 2,50,000 plus Village Level Entrepreneurs (VLEs) network across India for imparting two key training programmes focusing on:
 
  • Digital Literacy
  • Entrepreneurial Literacy
As part of the impact assessment study, the researchers will rigorously assess the effects of these two large-scale and distinct training interventions on citizen demographics (age, gender, education, location, occupation, income, etc.) and the tangible and intangible costs and benefits (Baseline and ex-post 6 and 12 months since training).
 
We seek to assess the effects and benefits of the digital literacy program on entrepreneurs.
Specifically, SRITNE has worked with the CSC Academy to design a digital literacy program that provides training on a broad range of topics – fundamentals of IT, the Internet, Social, Mobile and Digital Media, Introduction to Productivity Programs, Digital Citizen Services, Digital Banking, eCommerce and Platform Models, and Digital Marketing and Analytics. This program builds on the basic computer literacy program currently offered by the CSCs as part of the digital literacy mission of the Government of India. Program components that educate citizens are provided below:
Digital Media and Business Analytics
Digital media analytics gathers qualitative and quantitative data from social media websites and analyses that data using social media analytics tools to facilitate business decisions. Used largely to mine disparate sources of data, digital media analytics measures the performance of digital properties and extracts the information in such a way that actionable insights can be deduced from the analysis. This enables refining business strategies based on data mined from digital media sources. Every action on digital media can be stored, tracked, analysed and interpreted. By mining into these data storehouses, organizations and policy makers can make data driven decisions at firm as well as societal levels. SRITNE is interested in studying on how digital media inform firm decisions and firm level reactions to policies through a wide range of digital analytic tools.

 

CSC

The Government of India’s National eGovernance Plan (NeGP), since 2006, identifies Common Service Centres (CSCs) as the key access points for delivery of various e-governance and business services to citizens in rural and far-flung areas of the country. The CSC scheme was implemented through a Public-Private Partnership (PPP) model by establishing one lakh ICT-enabled front-end service  delivery  outlets,  equitably  spread  across  rural  India. The objective of the scheme is to deliver an array of government, private and social sector services to rural citizens across India. The CSCs are operated by Village Level Entrepreneurs (VLEs)who run the CSC, identify needs and engage with the local community. Ensuring the committed growth and empowerment of VLEs is integral to the sustainability of the CSC initiative and allied ubiquity of public services. What factors drive the sustainability of VLEs was not studied. By evaluating the impact of their traits that operate the CSCs as well as strategies of CSCs, including their service mix SRITNE assessed the impact as manifest in the financial viability and social impact of these centres. The traits that assessed included  intrinsic  traits  (social  orientation,  achievement  and  self-belief)  and  acquired  traits (education,  prior  business  experience  and  digital  literacy). Using a combination of archival data, surveys and qualitative interviews, the evaluation spanned CSCs across 10 Indian states in the four regions in the country.


Impacts of Technology on Teaching and Learning Efficacy in Telangana Schools
Research Partner- Government of Telangana
Telangana State Computer Literacy and Skills in Schools (TS-CLASS) aims to leverage technology to improve education outcomes in government schools, by providing computer literacy & skills to teachers and students. Specifically, we are assessing the impacts of TS-CLASS program on the learning and teaching efficacy in government high schools. 
 
TS-CLASS program is designed through two main delivery mediums:
  1. An exclusive state TV channel that broadcasts grade specific academic content videos made by state accredited teachers teaching at scheduled times. Here, the learning content is available for fixed number of times on a pre-determined broadcast schedule by grades and subjects.
  2. A multi functional device that works as a projector, with a hard disk, and internet capability. It streams online content, as well as plays videos from hard disk. Here, the learning content is organized by grades and subjects and teachers would have the option to select the necessary time slots and learning content based on the teacher and student needs.