Digital Inclusion Interventions for Digital Skills Education: Evaluating the Outcomes in Semi-Urban Communities in South Africa

In the South African government’s embrace of digital transformation, there has been a significant focus on the digital skills development of vulnerable and digitally excluded communities. Community organisations that have integrated digital inclusion offerings as part of their services have been instrumental in this regard, providing digital skills training and alternative learning options for people unable to afford traditional education institutions. Unfortunately, limited information is available as to the outcomes of such digital skills training interventions in the lives of the intended beneficiaries, as well as recommendations towards assessing such outcomes in under-resourced communities (URC). This chapter presents the findings of a quantitative survey study that sought to contribute to the practice of assessing the outcomes of digital skills training interventions. It provides insight into meaningful benefits derived by beneficiaries of a mobile (digital) literacy training course; salient factors contributing to such outcomes; and the application of methodological approaches and processes to evaluate the outcome of digital skills interventions in URC. It is envisaged that the evidence-based insight emerging from this study allows for a more nuanced understanding of meaningful outcomes that may transpire from digital inclusion interventions, and informs and encourages the practice of more effective digital skills intervention assessment, particularly in URC.