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As part of the Support to Women and Youth Initiative Through the Promotion of Moringa in Niger, RisingRoad and Assistance au Développement Communautaire (ADC) conducted an initial digital assessment to better understand the capacities, practices, and needs of community members with regard to access to digital technologies, as well as their education, training, and skills development needs through the use of multimedia educational resources and digital learning solutions adapted to their local context.
Data were collected by the Assistance au Développement Communautaire (ADC) field team in the Commune of Say. The data collection instruments were jointly developed by RisingRoad and Assistance au Développement Communautaire (ADC) to ensure they aligned with the project's objectives and captured relevant information on digital practices, access to technology, and the learning needs of the target communities.
The objective of the assessment was to identify both the opportunities and constraints associated with the use of digital technologies in order to inform the development of learning solutions tailored to the needs of community members. Specifically, the assessment examined current use of digital services, tools, and applications; access to digital devices (primarily mobile phones); internet connectivity; the costs associated with using digital services; available sources of electricity for charging devices; and the main challenges experienced by users.
The assessment also explored participants' interest in receiving training through digital learning resources. Respondents were asked to identify the topics they would like to learn, the languages in which they would prefer to receive training, and the most appropriate methods of access given their local context.
The findings of this assessment will inform the design and implementation of accessible, relevant, and context-appropriate digital learning resources that strengthen skills development, improve food security, and enhance the livelihoods of vulnerable groups.
As part of the Support to Women and Youth Initiative Through the Promotion of Moringa in Niger, RisingRoad and Assistance au Développement Communautaire (ADC) conducted an initial digital assessment to better understand the capacities, practices, and needs of community members with regard to access to digital technologies, as well as their education, training, and skills development needs through the use of multimedia educational resources and digital learning solutions adapted to their local context.
Data were collected by the Assistance au Développement Communautaire (ADC) field team in the Commune of Say. The data collection instruments were jointly developed by RisingRoad and Assistance au Développement Communautaire (ADC) to ensure they aligned with the project's objectives and captured relevant information on digital practices, access to technology, and the learning needs of the target communities.
The objective of the assessment was to identify both the opportunities and constraints associated with the use of digital technologies in order to inform the development of learning solutions tailored to the needs of community members. Specifically, the assessment examined current use of digital services, tools, and applications; access to digital devices (primarily mobile phones); internet connectivity; the costs associated with using digital services; available sources of electricity for charging devices; and the main challenges experienced by users.
The assessment also explored participants' interest in receiving training through digital learning resources. Respondents were asked to identify the topics they would like to learn, the languages in which they would prefer to receive training, and the most appropriate methods of access given their local context.
The findings of this assessment will inform the design and implementation of accessible, relevant, and context-appropriate digital learning resources that strengthen skills development, improve food security, and enhance the livelihoods of vulnerable groups.
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