Understanding

people’s mobile
digital skills needs
Insights from India
and Ghana

May 2021

Copyright © 2021 GSM Association

 Understanding people’s mobile digital skills needs: Insights from India and Ghana

GSMA Connected Society

The GSMA represents the interests of mobile The Connected Society programme works with
operators worldwide, uniting more than 750 the mobile industry, technology companies, the
operators with nearly 400 companies in the development community and governments to
broader mobile ecosystem, including handset and increase access to and adoption of mobile internet,
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providers and internet companies, as well as developing markets.
organisations in adjacent industry sectors. The
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Basis Research is a consumer research consultancy Dalberg Design engages people, communities
working with global clients to deliver insight and organizations to foster creative solutions
activation. Our qualitative team tackles research to enhance economic opportunity and human
briefs of all kinds, using a range of innovative potential. We combine the best skills in human-
methods to build bespoke methodologies for centered design, rapid prototyping and systems
our partners. From conducting ethnographic thinking to accelerate positive change in
deep-dives into harder to reach communities, underserved communities around the world.
to constructing novel ways to discuss sensitive
http://www.dalbergdesign.com
topics in challenging contexts, we draw from our
experience to adapt to the unique challenges of
markets in the global south.

http://basisresearch.co.uk

This material has been funded by the Norwegian The Connected Society programme is funded by
Agency for Development Cooperation; however, the UK Foreign, Commonwealth & Development
the views expressed do not necessarily reflect the Office (FCDO). The views expressed are not
Norwegian government’s official policies. necessarily those of the UK government.
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Acknowledgements
Author: Lani Jacobs

Contributors: Isabelle Carboni, Claire Sibthorpe, Anne Delaporte, Kevin Bowman, Eleanor Samsworth
and Robert Wyrzykowski

The GSMA would like to thank the following individuals and organisations for their input:

Basis Research, for conducting the foundational research that shaped this report.
• Charlotte Smith – Head of Qualitative
• Zoe Liu – Associate Director
• Sonali Patel – Research Manager

Dalberg Design, for conducting additional research that confirmed and nuanced some of the findings.
• Ravi Chhatpar – Partner and Co-Founder
• Sandra Waihuini – Designer
• Zarah Udwadia – Designer

The following individuals, who generously shared their insights and knowledge to inform the report.
• Sandra Abrokwa – Viamo, Ghana
• Francis Ahene-Affoh – DreamOval Foundation, Ghana
• Victor Asante – Ghana Investment Fund for Electronic Communications (GIFEC), Ghana
• Gideon Brefo – Hapaspace, Ghana
• Aniket Doegar – Haqdarshak, India
• Regina Honu – Soronko Foundation, Ghana
• Meghdoot Karnik – BFSI Sector Skill Council of India, India
• Prashant Lavti – Jio, India
• Osama Manzar – Digital Empowerment Foundation (DEF), India
• Sandeep Nair – Foundation for Rural Entrepreneurship Development (FREND), India
• Favour Nma – iSpace Foundation, Ghana
• Ashwin Ravichandran – Meltwater Entrepreneurial School of Technology (MEST), Ghana
• Ebenezer Terkpeh – MTN, Ghana
• Joseph Zotoo – Africa Skills Hub, Ghana

The findings and conclusions expressed in this report are those of the GSMA, and do not necessarily
represent the views of the individuals who shared their insights and knowledge to inform the report, or
their organisations.

Finally, the GSMA would like to thank Jio India and MTN Ghana, for their ongoing partnership and
support on this project. The project is a collaborative effort with these partners to gain a deeper
understanding of mobile digital skills and to develop and deliver resources to improve them, in
low- and middle-income countries.

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Contents
Introduction 6
Methodology 7

The digital skills training landscape 9

India 10
Ghana 11

The role of mobile internet in supporting people’s needs 12

Key finding 1: Life needs fall into 11 categories and mobile internet fulfils them
in different ways 12
Key finding 2: Priority needs vary by demographic group 14
Key finding 3: People are often unaware that mobile internet provides a
potential solution to their needs 16

Mobile digital skills acquisition 17

Key finding 4: Personal and social motivations drive mobile digital skills
acquisition, but people encounter a range of barriers and these vary by country,
demographic group and individual 17
Key finding 5: New users begin at similar starting points, but their journeys
diversify as they progress 21
Key finding 6: Users’ preferences and strategies for acquiring mobile digital
skills change as they progress 26
Key finding 7: Training is typically tailored to learners’ needs and a range
of training methods are used to support the learning process 28
Key finding 8: User archetypes can help identify target segments and
design relevant mobile digital skills training 31

Recommendations for driving mobile digital skills acquisition 34

Appendix 1: Detailed methodology 36

Appendix 2: Detailed life needs, mobile internet use cases and the
perceived benefits 40

5
 Understanding
Accelerating mobile
people’s
internet
mobileadoption
digital skills
across
needs:
low-Insights
and middle-income
from India and
countries:
Ghana Policiy considerations

Introduction
With 250 million people connecting to mobile internet for digital skills barrier nor the levels of digital skills in LMICs
the first time in 2019, and almost half the world’s population more generally. This makes it particularly challenging to
– 3.8 billion people – now using mobile internet, its value is design interventions that tackle the digital skills barrier
becoming ever more apparent. Mobile is the primary and effectively.
often only way of accessing internet in low- and middle-
income countries (LMICs), enabling access to life-enhancing As societies around the world become ever more digitised,
services, driving economic growth, and creating multiple it is increasingly important for individuals to develop the
opportunities for citizens and businesses to thrive. digital skills that enable them to participate fully. Almost
every government has a digitisation agenda that includes
Despite these significant gains, over half the world’s policies on digital skills development, often focused on
population is still not connected. In 2019, 3.4 billion people upskilling the labour force and teaching information
who lived in areas covered by mobile broadband were still communication technology (ICT) in schools.4 For some
not accessing mobile internet services.1 These people tend groups, however, including those not in school and those
to live in LMICs and are disproportionately rural, female, less working in the informal economy, such policies do not help
educated and elderly. them access information and services in a digital society.
Therefore, it is vitally important to understand the needs of
Data from the GSMA’s The State of Mobile Internet groups that may not be included in the current agenda and
Connectivity Report 2020 shows that a lack of literacy and how to support those needs.
digital skills are the greatest perceived barriers to mobile
internet adoption among mobile users who are aware of This report examines digital skills needs in India and Ghana,
the internet.2 However, understanding which digital skills and explores the dynamics around the development of
people need and how they can develop them is a challenge. digital skills, particularly in relation to mobile internet. It does
Detailed and comparable data on digital skills development this by looking empirically at the “skills journey” people go
is lacking, particularly in relation to access via mobile through to engage in “effective use” of mobile internet.
phones. Although organisations such as the International
Telecommunication Union (ITU) and the World Economic “Effective use” occurs when
Forum’s Coalition for Digital Intelligence are exploring
the subject, the focus is typically on computer-related
individuals have the knowledge and
skills and competencies. This is despite the fact that most skills to use mobile internet in ways
users, especially in LMICs, access the internet on a mobile that help them achieve their goals or
platform.3 While computer-related skills are important to “lead the kind of lives they value”.5
understand, this focus does not capture the extent of the

1. GSMA. (2020). The State of Mobile Internet Connectivity Report 2020.

2. Ibid.
3. UN Broadband Commission. (2020). Annual State of Broadband Report.
4. See: https://en.unesco.org/themes/ict-education/action and https://www.worldbank.org/en/topic/edutech/brief/ict-education-policies.
5. For more detailed discussion of “effective use”, see pp. 116–118 in Donner, J. (2016). After Access: Inclusion, Development and a More Mobile Internet. “Effective
use” is defined as “the capacity or opportunity to successfully integrate [mobile internet] into the accomplishment of self or collaboratively identified goals”.
Source: Gurstein, M. (1 December 2003). “Effective Use: A Community Informatics Strategy beyond the Digital Divide”. First Monday. Vol. 8, no. 12.
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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

The report does not theorise about definitions of often have similar entry points to mobile internet,
basic, intermediate or advanced digital proficiency the pathways they follow as they progress can vary
or what it means to be “digitally included”. Instead, widely, and their strategies and preferences for
considerations such as variety of use cases, and acquiring digital skills also change. Training support
time since initial adoption, are used to categorise is typically provided informally by friends and family
how people are engaging with mobile internet.6 and is tailored to the learner’s needs using a range of
This approach is underpinned by an understanding common training methods.
that ICT “does not exist as an external variable to
be injected from the outside to bring about certain The report recommends that, in order to drive mobile
results. Rather it is woven in a complex manner into digital skills development among underserved
social systems and processes”.7 Therefore, this study populations, it is important to identify target
recognises that the digital skills people need may segments and tailor support to their priority needs,
differ across countries, communities and individuals. the use cases that motivate them, their barriers to
use, and the stage the individual is at in their learning
The report demonstrates the importance of designing journey. It is also valuable to deliver training support
targeted strategies to support the development through the media and channels that are most
of mobile digital skills. It shows that while mobile accessible to the user and that will make the learning
internet can fulfil people’s needs across all spheres process most engaging for them.
of life, it tends to meet some needs more rapidly
and frequently than others. Individuals also tend to This study was conducted as part of a larger effort
prioritise their life needs differently, and they often by the GSMA, to develop needs-based mobile
do not recognise that mobile internet can be used to digital skills training materials for key segments in
address some of their needs. India and Ghana. The purpose of this research is to
inform the design and development of the training
The process of digital skills development can also materials, which will be refined and piloted with
vary depending on the motivations and barriers mobile network operators (MNOs) in later stages of
that the individual experiences, where they are in the project. Once finalised, the training materials will
the learning journey and what mobile internet use be made freely available to all as an open-licensed
cases are most relevant to them. Although new users digital public good.8

6. We acknowledge that some people do not progress to high frequency use, or a wide variety of use cases, and effective use is not achieved within a specific
time frame.
7. Warschauer, M. (2003). Technology and Social Inclusion: Rethinking the Digital Divide. Cambridge, MA: MIT Press.
8. www.digitalpublicgoods.net.

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Methodology
This report is based on qualitative research economic status, rural residents and those with
conducted in India (Uttar Pradesh and Tamil lower levels of education.
Nadu) and Ghana (Greater Accra and Ashanti)
between October 2020 and March 2021, that Interviews were analysed using thematic analysis.
aimed to understand the digital skills needs of Life needs were categorised to develop a model
underserved groups in each country. of needs and user archetypes were developed
based on a sample in each country. User
The report is based primarily on the first phase journeys were also mapped for each archetype,
of research, which included desk research, accounting for motivating use cases, drivers and
interviews with key stakeholders and in-depth barriers throughout the journey.
interviews with 30 mobile digital skills “trainers”
and 104 mobile internet users and non-users.9 Later research phases confirmed and added
nuance to the initial findings through in-depth
A cross-section of the population in each country interviews with 72 additional mobile internet
was sampled accounting for differences in users and non-users.10
gender, socio-economic status, education level,
residency (urban/rural) and age. All participants Given that this research was conducted during
were of middle to lower socio-economic status the COVID-19 pandemic, mitigation of health
(socio-economic classes C1, C2, D and E), and risks was of highest priority. Therefore, data
the sample was skewed towards underserved collection methods differed slightly over time
groups, including women, those with lower socio- and across locations.11

9. Mobile digital skills trainers (India n=15, Ghana n=15) and sampled population (India n=59, Ghana n=45).
10. Sampled population included n=42 in India, and n=30 in Ghana.
11. For more information on sample, research locations, data collection during the COVID-19 pandemic and risk mitigation strategies, see Appendix 1.

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

The digital skills

training landscape

The digital skills training landscape is varied and Many of the initiatives identified in this study
fragmented with a range of initiatives underway focus on computer-related skills and are primarily
around the world. Some national and regional classroom-based, with trainees either owning a
initiatives exist, such as Google’s Digital Skills for computer or accessing one provided by the training
Africa programme.12 These are often led by large organisation. Although India and Ghana are different
technology companies, but implemented by a training landscapes in many ways, they share key
range of smaller, local organisations. Many digital similarities in terms of an emphasis on computer-
skills initiatives operate on a much smaller scale, based skills training and the limited or non-existent
supporting specific communities, localities and role of mobile-based training.
groups. Unfortunately, there is very little publicly
available information on the success of these
initiatives, making it challenging to establish what,
if any, impact they have had or which training
techniques and approaches have been most effective.

12.  Google Digital Skills for Africa: https://learndigital.withgoogle.com/digitalskills

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

India
Many digital skills initiatives in India aim to build
basic digital skills among underserved populations, Digital skills initiatives tend to target
particularly in rural areas and with women. The largest rural populations with basic computer-
of these programmes is led by the Government of based training. However, some recent
India. In its most recent iteration, the PMGDISHA programmes have explored alternative
programme aimed to train 60 million rural residents
by March 2020 in basic digital skills, for activities that
training approaches that are embedded
included making digital payments and accessing public in people’s everyday lives.
services.13

Digital skills training programmes in India tend to be into an audio-visual curriculum to include those who
classroom-based and computer-centric, particularly cannot read or write.14 Anudip Foundation provides
those that support the government-led initiative. basic digital skills training to help learners enter the
However, some organisations are exploring alternative workforce using employer-led curricula to ensure
approaches to teaching digital skills that are increasingly students gain the skills businesses need. Anudip uses
embedded in people’s everyday lives and concerns. a blended learning format, combining scheduled in-
classroom time at their resource centres with self-led
For example, the Digital Empowerment Foundation learning on smart devices, such as tablets loaned from
(DEF) has been developing a game-based toolkit that the company.15 Meanwhile, Google and Tata Trusts have
covers topics ranging from the basics of computers explored how to leverage rural women’s peer networks
and using applications to media literacy and online to support digital skills training, focusing on mobile as
safety and security. DEF aims to transform the toolkit an entry point to the internet.16

Case study: Google and Tata Trusts: Internet Saathi initiative

Between 2015 and 2019, Google, in partnership languages. These women were tasked with sharing
with Tata Trusts, led the Internet Saathi initiative their knowledge and providing smartphone
to equip women in rural India with internet skills. access to others in their communities, training
“Saathis”, meaning “friends”, were selected their neighbours and women in nearby villages to
from among village women to become digital access and use the internet. By December 2019,
ambassadors in their communities. They were it was reported that the programme had trained
provided with phones and power banks, and more than 83,300 women to be Saathis, who, in
attended four days of practical training that turn, introduced an estimated 34 million women to
emphasised the use of voice commands in local the internet.17

13. “Making one person in every family digitally literate is one of the integral components of the Prime Minister’s vision of ‘Digital India’. Pradhan Mantri
Gramin Digital Saksharta Abhiyaan is the scheme to make six crore persons in rural areas, across States/UTs, digitally literate, reaching around 40% of rural
households by covering one member from every eligible household by 31st March, 2020.” See: https://www.pmgdisha.in/about-pmgdisha/
14. Digital Empowerment Foundation: https://www.defindia.org/
15. Anudip Foundation: https://www.anudip.org/
16. Foundation for Rural Entrepreneurship Development (FREND): https://internetsaathiindia.org/
17. Wired.com. (4 January 2021). In India, Smartphones and Cheap Data Are Giving Women a Voice.

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Ghana
The digital skills discourse in Ghana is framed by
concerns about youth unemployment and young Digital skills initiatives primarily
people lacking the skills they need to enter the target young people in urban areas
workforce. Organisations such as the International with computer-based training for
Finance Corporation (IFC) have highlighted the intermediate to advanced skills.
urgency of addressing the “digital skills gap” in the
region.18 Since the onset of COVID-19, industry figures
have further emphasised the importance of youth component, for example, teaching communication
developing digital skills “if they want to be relevant and leadership, and providing links to industry through
now and in the post-COVID-19 era”.19 networking opportunities, partner placements and
mentorship programmes. In recognition of the gender
A range of digital skills training initiatives have gap in digital skills, several of these programmes
launched in recent years that target young adults and specifically target young women.
aim to bridge the skills gap between education and
work. Ghana has a thriving technology ecosystem with Digital skills training programmes in Ghana tend to
a network of hubs, such as MEST, iSpace Foundation, be classroom-based and computer-centric. There is
Hapaspace, Impact Hub and Kumasi Hive driving an emphasis on teaching intermediate digital skills,
innovation and entrepreneurship, in part through for example related to social media marketing and
digital skills training. Several social enterprises, such coding, as well as more advanced skills related to web
as Soronko Academy and Developers in Vogue, also development and artificial intelligence (AI). Many of
provide digital skills training for underserved youth, these programmes are concentrated in the urban
especially women and girls. hubs of Accra and Kumasi, and serve several hundred
people each year.20 Therefore, populations outside
The primary objective of many of these organisations these locations may have less access to digital skills
is transforming young people’s lives and employment training, particularly those who are not in education or
prospects. Therefore, they often include a soft skills recently graduated.

18. IFC. (2019). Digital Skills in Sub-Saharan Africa: Spotlight on Ghana.

19. Techgh24.com. (7 September 2020). Vodafone CEO: Digital skills no longer a choice but necessity for the youth.
20. Some examples of organisations offering largely classroom-based, computer-centric training outside Accra and Kumasi include: Ghana Investment Fund
for Electronic Communications (GIFEC), which was established with telecommunications funding to expand access to internet and computer technology
to rural and underserved communities; DreamOval Foundation, whose Females in Tech Initiative (FemITI) involves collaboration with the Ghana Education
Service (GES) to train 50,000 girls in Volta, Ashanti, Eastern, Central and Western regions.

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 Accelerating mobile internet adoption across low- and middle-income countries: Policiy considerations

The role of mobile internet in

supporting people’s needs

Key finding 1: Life needs fall into 11 categories and

mobile internet fulfils them in different ways
Life needs were identified by exploring people’s goals Internet users in both countries used mobile internet
and aspirations, their daily activities and areas where to support their needs across all 11 spheres, but they
they experienced problems or frustrations. Using this tended to use it for some needs more often and sooner
approach, the research identified 11 broad categories, than others. This varied slightly between the two
or “spheres of life”, in India and Ghana (see Figure 1). countries. In India, more needs were met using mobile
Saving time and money were priorities for people internet, more frequently and sooner.
across all spheres.

Figure 1

Model of needs: India and Ghana

Work and Home and Work and Home and

Income Lifestyle Income Lifestyle

Education Education
Entertainment Entertainment

Social Information Social Information

connection and News connection and News
INDIA GHANA

Public Faith and Public Faith and

services Worship services Worship

Shopping Shopping
Travel and Buying Travel and Buying
Health Health

Mobile internet central to fulfilment of these needs

Mobile internet plays a role for many in fulfilment of these needs
Mobile internet plays a role only for some in fulfilment of these needs

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Mobile internet was often central to meeting users’ use between the two countries, in part because mobile
needs for Social Connection and Entertainment. All internet use cases were influenced by the online and
internet users in the sample used mobile internet to offline services available to users, as well as differing
fulfil at least one of these needs, and these needs also local concerns and values.21
tended to be the first ones fulfilled for new mobile
internet users, particularly in Ghana. However, in India, Saving time and money is a priority
mobile internet also tended to be central to meeting
needs for Work and Income, Home and Lifestyle and Across all life needs in India and Ghana, saving time
Education (of children). and money were priorities. Mobile internet was
perceived by users in both countries as a valuable way
In India, mobile internet also played a role for many to support these priorities. For example, using mobile
users, in supporting them to meet their needs for internet to support Social Connection was considered
Information and News, Faith and Worship, and a time saver, as people were perceived to respond
Shopping and Buying. For many users in Ghana, mobile more quickly on social media than via SMS. It was also
internet helped support these same needs, as well as considered a money saver because it is often cheaper
Work and Income, Home and Lifestyle and Education to communicate with people, particularly abroad,
(of children). People who were more confident mobile using data or Wi-Fi than SMS or calls via a telephone
internet users tended to use mobile internet to meet network.
these needs.
The role of mobile internet in saving time and money
Mobile internet only helped some people fulfil their can also be specific to certain people. For rural
needs for Health, Travel and Public Services. It was women in the India sample, mobile internet played
often only more confident users who used mobile a particularly important role in saving time to meet
internet to support these additional life needs. needs related to Home and Lifestyle and Travel. For
these women, travel to local towns was necessary for
Within each category of needs, mobile internet was tasks such as buying household items and visiting
used in a range of ways. For example, for Work and the bank. Yet, travel by public transport could be
Income, individuals used mobile internet to promote unpredictable and time consuming, with long wait
their business or products to a wider audience; times and uncertain schedules. This, in turn, inhibited
communicate with employers, employees and clients; their ability to do other tasks, such as household
and to receive payments. For Home and Lifestyle, chores and childcare. Tools that could help them
people used mobile internet to manage household manage their travel time (e.g. online bus timetables
administration online (e.g. pay bills); gain inspiration and information on delays) or eliminate the need for it
for household management (e.g. cooking recipes, altogether (e.g. online banking and bill paying options)
sewing techniques); and keep up with trends (e.g. were therefore highly desirable.
clothes, hairstyles). There was also some variation in

“It makes work faster and easier […] “I’m able to pass information
I just send my supplier a picture [to people] easily, unlike sending a
and tell him to take a close look.” picture at the post office.”
Male, 18–28, rural, Ghana Female, 29–50, rural, Ghana

21. For examples of mobile internet use cases aligned with life needs, see Appendix 2.

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Key finding 2: Priority needs vary by demographic group

Regardless of which needs are met first or most less prominent.22 For men in India, Work and Income
frequently with mobile internet, people tend to prioritise was a priority, as they were typically responsible for
meeting some needs over others. Among those in the supporting themselves and their families financially.
sample, the needs that people chose to prioritise varied This was followed closely by the need for Social
to some extent across demographic groups. Connection, particularly with friends. By contrast,
women often prioritised the needs of the family and
In India, gender and location (urban/rural) were primary household first, including Education (for children) and
indicators of priority needs (see Figure 2). There Home and Lifestyle (e.g. managing the household,
were also some differences by age, but these were cooking for the family, sewing, etc.).

Figure 2

Priority needs: India

Priority needs for men Priority needs for women

• Work and Income (including communicating • Education (for children)

with employees/employers and clients,
marketing a business) • Home and Lifestyle
Urban • Social Connection (with friends, especially • Work and Income (for some younger,
younger men) unmarried women only)

• Entertainment • Social Connection (with family and friends)

• Work and Income (specifically selling goods) • Education (for children)

• Social Connection (with friends, especially • Home and Lifestyle

Rural younger men)
• Social Connection (with family in particular)

• Travel

Needs are qualitatively ranked in order of priority.

22. For more detail on user archetypes identified in India based on these demographics, see Key finding 8.

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Conversely, in Ghana, age was a primary indicator Work and Income was still important among this group
of priority needs (see Figure 3). There were also as they were in the process of figuring out what they
some differences by gender and location (urban/ wanted to do in the future and how to become more
rural), but these were less prominent.23 For younger independent from family.
people, Social Connection and Entertainment were
a priority, partly due to their life stage. Younger Those in older age groups tended to prioritise Work
people were more likely to still be living in the family and Income, as they typically had a range of financial
home and at least partially supported by other family responsibilities and were supporting other family
members. Additionally, peers from school were often members. They had less time available than younger
still significant members of their social network. people, so although Social Connection needs were
Consequently, younger people tended to have fewer a priority, this group had to fit them around other
responsibilities and more free time to consume responsibilities. Entertainment was considered more
entertainment and connect with friends. However, “nice to have” when time is available.

Figure 3

Priority needs: Ghana

Priority needs for younger adults (18–28 years) Priority needs for older adults (29–50 years)

• Social Connection (with family and friends) • Work and Income

• Entertainment • Social Connection (with family and friends)

• Work and Income

Needs are qualitatively ranked in order of priority.

“Most of these people are into trading or are self-employed. For example,
recently I had a customer, she is a seamstress. She had not had too much
education but she could sew. What she told me was, she wants to be able to
post her work on her WhatsApp status so that people who have her number
can actually see the work. It’s a way of advertising for her. The world is
gradually going digital so they need to be able to keep abreast.”
MNO trainer, Ghana

23. For more detail on user archetypes identified in Ghana based on these demographics, see Key finding 8.

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Key finding 3: People are often unaware that mobile

internet provides a potential solution to their needs

In some instances, people in our sample identified Instead, individuals typically identified their needs
problems in their lives they were seeking to resolve. and how they could be met more effectively with
These tended to centre around new and unfamiliar mobile internet via observation and engagement
challenges, such as those experienced during the with other people. This could involve direct advice
COVID-19 pandemic, including bank closures in Ghana and input from trusted individuals, especially family
that limited people’s ability to manage their finances, members and friends, or by observing what others
and school closures in India that shifted learning online “like me” do, both of which could shed light on ways
and limited the ability of some families to access mobile internet could improve their life. These people
education for their children. In these cases, people were typically motivated to use mobile internet to
were highly motivated to find new ways to meet their improve what they were already doing and were
needs, which could include the use of mobile internet. more likely to seek training because they saw a
personal benefit in learning.
However, people were often not fully aware that mobile
internet could help to meet their needs. This may be Yet, even among mobile internet users, adoption of
because they had already found other ways to meet mobile internet was often platform-led. For these
their needs (at least in part) and did not recognise that people, the desire was simply to “keep up” and feel
mobile internet could help them meet these needs socially included, which was evident in statements
more fully or efficiently. This was evident in some non- such as “I want to learn to use WhatsApp, because
users’ perspective of using mobile internet to support everyone else around me does.” (Ghana).
Social Connection.

“What’s the need for a video call?” “I told my mother I want to learn
Male, 29–50, rural, India
new recipes. When I came to
Lucknow there are classes where
they teach it and it was costly. My
This mindset was particularly apparent among older friend told me you can learn
age groups in the sample (29–50 year olds) and those
with children. These people tended to live habitual cooking through your phone.”
lifestyles with long, exhausting days filled with work
Female, 18–28, urban, India
and chores. In some instances, these non-users were
aware of “the internet” or platforms such as WhatsApp
or Facebook, but did not know how they were
personally relevant. Unless there was a clear benefit to
them acting differently and adopting mobile internet,
these people often doubted whether it was worth the
effort or risk of changing their routine.

16
 Accelerating mobile internet adoption across Understanding
low- and middle-income countries:
people’s mobile Policiy
digital skillsconsiderations
needs: Insights from India and Ghana

Mobile digital skills acquisition

Key finding 4: Personal and social motivations drive

mobile digital skills acquisition, but people encounter
a range of barriers and these vary by country,
demographic group and individual

In our research sample, two key factors were found years old). Additionally, when people wanted to learn
to drive digital skills acquisition: the mindset of the how to use mobile internet, they often sought support
individual and social exposure to mobile internet. One’s from those in their social network who they considered
mindset influenced personal curiosity about mobile to have sufficient digital skills to provide guidance.
internet, which in turn guided motivations to explore
and expand their digital skillset, both during the
early stages of mobile internet adoption and as they
continued to develop and progress.
“I watch a pastor’s videos on
The individual’s social network tended to drive their YouTube… I’ve noticed people
exposure to mobile internet and influence their are able to upload videos to
motivation to learn how to use it. As mentioned in
Key finding 3, the desire to access particular online
YouTube; I want to post videos of
platforms was often triggered by observation of others my pastor preaching.”
“like me” experiencing the benefits combined with
a drive to feel socially included. This motivation was Female, 18–28, rural, Ghana
particularly apparent among younger people (18–28

17
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Barriers to digital skills acquisition

For those in the research sample, lack of social among women in our sample was not stigmatised, so
exposure could limit opportunities to acquire digital they tended to be exposed more regularly to people
skills. Some people had very few individuals in their “like them” who used it and felt more comfortable
social network who knew how to use mobile internet. asking those around them for support with learning.
Others were subject to social norms that stigmatised In contrast, the men in the sample tended to engage
mobile internet use and left very few individuals they in less social professions, for example, construction
felt they could ask for support. Even then, those who work on building sites. They consequently had less
provide support may be a limited resource if they lack regular exposure to mobile internet and encountered
a range of digital skills themselves and the time or fewer people “like them” using it.
patience to teach.
In addition to a lack of social exposure, a combination
Lack of social exposure was particularly evident of real and perceived barriers also tended to limit
among some demographics. In India, the women in people’s digital skills development. These can be
the sample tended to have relatively limited social organised into three broad categories: underlying
networks centred around family and domestic spaces literacies (language, functional and mobile24);
combined with gender norms that stigmatised female mindset; and time, cost and device-related issues. In
internet use. Consequently, many of the women knew practice, these barriers overlapped and reinforced
very few people “like them” who had digital skills, and one another. The barriers also varied to some extent
did not necessarily feel that they could approach their by country, demographic group and individual, and
husbands, fathers, brothers or children for support could limit digital skills acquisition at any stage of a
with learning. This lack of social exposure was user’s learning journey.
particularly evident in rural areas where people often
had fewer individuals in their network with access to
mobile internet in general.
“At first, I wasn’t using
[WhatsApp] for my work… A
“We cannot suddenly go and friend posted something and
speak to a 40 year-old man [in a there was a price on it so I asked
top-up shop].” ‘What is it? Are you selling it?’
Female, 18–28, rural, India
She came to my place and
taught me how to do it.”
Female, 29–50, urban, Ghana
In Ghana, demographic differences in social exposure
were less pronounced, and gender differences in the
older (29–50) age group were the reverse of India.
Women in the Ghana sample were more likely to have
been exposed to mobile internet due to the nature of
their work. They tended to engage in more social
professions than men, for example, working as
hairdressers and market traders where they regularly
interacted with a wide range of colleagues, clients
and suppliers. Additionally, mobile internet use

24. “Functional literacy” refers to the practical skill set needed to read and write. “Mobile literacy” refers to the practical skill set needed to use a mobile
handset, such as turning it on/off, making a call and using a keypad.

18
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

India

In India, low levels of various underlying literacies on-going digital skills development, as they preferred
were reported as a significant barrier. This was to keep using the platforms and features they felt
because the internet was perceived to be in English familiar with and could navigate without having to
and, to a lesser extent, Hindi, which many people in tackle the barriers that caused them concern.
the sample, particularly in rural areas and in the
southern state of Tamil Nadu, did not feel sufficiently Many of the time, cost and device-related barriers
literate in to use the internet effectively or safely. This, reported by those in the sample were associated with
in turn, reinforced a range of mindset barriers, a wider range of mindset barriers. Although the
including perceptions that the internet was highly affordability of data prevented some from
complex and only for “educated people” (see Figure experimenting with the internet, this appeared to play
4). These types of barriers prevented some non-users, less of a role across the sample.
particularly women and rural populations, from
feeling able to take the first steps towards using the
internet. Digital skills acquisition was perceived to
require a steep learning curve and significant mental “Educated people like my daughter
effort, time and practice. 25 When combined with will learn by themselves… for
perceptions that the internet was not personally
relevant and could be a dangerous space, particularly
uneducated people like myself, it
for women, the investment that skills acquisition would be a big thing.”
would require did not seem worth the effort to
some. 26 This also prevented some users from pursuing Male, 29–50, rural, India

Figure 4

Barriers to digital skills development: India

Underlying literacies Mindset Time, cost and device-related

• L
 ack of English or Hindi and a • L
 ow confidence (particularly • L
 ack of time to learn; perception
perception that English or Hindi are women; rural 29-50 age group) that significant time investment is
necessary • P
 erception that internet is not necessary (particularly 29-50 age
• L
 ow functional literacy (reading personally relevant or beneficial groups; women; rural)
and writing) and a perception that (particularly women; rural; 29-50 • L
 ack of regular device or internet
reading skills are necessary age group) access to practice (particularly
• L
 ow mobile literacy, for example an • P
 erception that internet is ‘for men’ women; rural)
inability to type or take photos or ‘educated people’ or ‘rich people’ • F
 ear of breaking the device;
(particularly women; rural) perceived as fragile and expensive
• P
 erception that new platforms/ (particularly women)
features are complex and difficult • P
 erception that a smartphone is
to learn (particularly women; rural; necessary for the best experience
29-50 age groups) • Cost of data (particularly women)
• F
 ear and inertia due to lack of
comprehension (particularly
women; rural; 29-50 age groups)
• S
 hame due to lack of skills
(particularly 18-28 age groups)
• S
 afety and security concerns
especially around Facebook
(particularly women)

Barriers are not ranked in order of priority

25. For additional data and analysis on barriers to mobile internet adoption for women, see GSMA (2020), The Mobile Gender Gap Report 2020.
26. Most frequently mentioned dangers include the addictiveness of using the internet; exposure to inappropriate information; unsolicited contact from
strangers; cyberbullying; scams and fraud.
19
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Ghana

In Ghana, underlying literacies were reported less progressing to wider and more varied internet use. In
frequently as a barrier, although some people in the these cases, users limited themselves to particular
sample with lower levels of education, particularly activities they perceived as most valuable, using
older age groups (29–50 year olds) and those living in platforms and features where they generally
rural areas, were less confident with English and understood how much data they were using.
written text, particularly with typing.

“She was not educated, so for “One time I tried a new app, and I
WhatsApp, she was not going to be lost all my contacts and everything,
typing...WhatsApp allows her to it was some sort of fraud. So when
record a voice note instead, so that I see something I don’t understand,
was one education I gave her when I don’t try it at all.”
I helped her download WhatsApp, Male, 29–50, peri-urban, Ghana
and she was happy with that.”
MNO customer trainer, Ghana

“I do not just go anywhere or open

Several mindset barriers relating to the perceived anything on a phone…that is why I
relevance and complexity of the internet prevented
some people from acquiring digital skills due to the feel it is safe. I want to save my
mental effort, time and practice they felt it would data too.”
require. Safety and security were also major concerns
for some due to perceptions that scams and fraud Female, 29–50, peri-urban, Ghana
were ubiquitous online. This prevented some from
progressing to wider and more varied internet use
because they only felt confident engaging in
particular activities and using specific, familiar
platforms and features (see Figure 5). “I used to think internet was for rich
people but it [can be] part of
Cost and device-related barriers were reported
frequently by those in the sample, in part because everyday life for anyone.”
smartphones were perceived to be the only type of
Male, 18–28, rural, Ghana
handset that could access the internet, and these
were often considered unaffordable. 27 This was
reinforced by perceptions that data is expensive and
could be used up without the user realising it. This
prevented some non-users from taking the first steps
towards using the internet, and some users from

27. Feature and smart feature phones tended to be grouped with basic phones as “yam phones”, and had no perceived functional advantage.

20
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Figure 5

Barriers to digital skills development: Ghana

Underlying literacies Mindset Time, cost and device-related

• L
 ack of English and a perception • L
 ow confidence (particularly the • L
 ack of time to learn; perception
that English is necessary 29-50 age group) that significant time investment is
(particularly the 29-50 age group, • P
 erception that internet is not necessary (particularly the 29-50
lower education) personally relevant or beneficial age group)
• L
 ow functional literacy (reading (particularly the 29-50 age group) • P
 erception that only smartphones
and writing) and a perception • P
 erception that internet is for ‘rich can access the internet
that reading skills are necessary people’ • Perceived cost of smartphons
(particularly the 29-50 age group,
• P
 erception that new platforms/ • P
 erceived cost of using data and
lower education)
features are complex and difficult lack of ability to control data use
• L
 ow mobile literacy, for example, to learn
the inability to type (particularly the
• S
 afety and security concerns
29-50 age group, lower education)
(particularly Facebook-related for
some women)

Barriers are not ranked in order of priority

Key finding 5: New users begin at similar starting

points, but their journeys diversify as they progress

Several key digital platforms served as initial entry In Ghana, early skills development tended to focus on
points to mobile internet, although these differed messaging (text and voice), calling (voice and video),
slightly by country. In India, this included WhatsApp, engaging in group chats, and viewing and changing
YouTube and for some people (often men) also one’s status on WhatsApp. On Facebook, it included
Facebook, whereas in Ghana it was primarily viewing content, “liking” and searching for and adding
WhatsApp and Facebook. New users engaged with friends. People in Ghana tended to learn skills to
a few basic features on these platforms in the early engage in more activities in these early stages, but
stages of their learning journey, generally for use cases they often remained on a smaller range of platforms.
around Social Connection and Entertainment and, for
some, also Work and Income and Home and Lifestyle. In both countries, basic skills that enabled users to limit
data usage were often learned early on. For example,
In the early stages of skills development, people learning how to switch off data when not using mobile
performed basic activities on these platforms that internet. This prevented data from getting used up
were quick to learn and provided immediate reward quickly and helped users to save costs.
and reciprocity. In India, this included messaging
(primarily voice) and calling (voice and video) on
WhatsApp; playing videos on YouTube, which had
often been discovered via voice search; and, for some,
viewing content and “liking” on Facebook. It was also
common for users in India to learn skills to engage in a
few basic activities on at least two or more platforms
in these early stages.

21
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Transferable skills
As users progress, they tend to use the skills they Key transferable skills vary according to the activities
develop during the early stages to support a wider engaged in during early use. In India, common
range of needs and use cases. For example, an transferable skills learned in early use included those
individual in Ghana may apply the search skills they that support search, especially with voice, and those
gained on WhatsApp to a new platform, such as that support image and video sharing (see Figure 6).
Jumia, to find products to buy, while also developing By contrast, in Ghana, common transferable skills
new skills to make a purchase on Jumia using mobile learned in early use included those that support
money. search and those that help users increase their social
connections (see Figure 7).

Figure 6

Key transferable skills: India

Key skills: Early use: Transferred to:

• Location searches on Google Maps

Search, • Y
 ouTube searches for videos on
• Information search on Google
especially via subjects of interest (Entertainment,
Work and Income, etc.) • Other uses of voice command (e.g. voice notes
voice
on WhatsApp)

Enter text • T ext-based search (e.g. location searches on

into a ‘bar’ Google Maps, information on Google)
(those with • W
 riting WhatsApp messages to
• Other text search (e.g. Play Store for apps,
sufficient friends, family, work contacts
products in online stores such as Amazon)
functional
literacy) • Messaging on other platforms (e.g. Instagram)

Upload and • S
 ending images/videos via
share pictures • M
 arketing a business via WhatsApp, Facebook,
WhatsApp to friends, family, work
or videos Meesho
contacts
from my • Editing photos via Instagram
• Sharing images on Facebook (some)
library

Turn off data • O

 ther ways to manage cost (e.g. download of
to manage • Adjusting mobile handset settings
YouTube videos via Vidmate to view offline)
cost

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Figure 7

Key transferable skills: Ghana

Key skills: Early use: Transferred to:

• Google search for information

• YouTube search for videos
• WhatsApp search for contacts
Search • Play Store search for apps
• Facebook search for friends
• Instagram search for friends/accounts to follow
• Jumia search for products to buy

Adding • Instagram follow requests

• Facebook friend requests
friends • Snapchat adds

Turn off data • O

 ther ways to manage cost (e.g. checking data
to manage • Adjusting mobile handset settings usage in Settings, managing background data
cost use)

23
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Progression towards increased use

The pathway for each individual can look quite Figure 8 shows how the journey diversified for users
different depending on the life needs they aim to fulfil in the sample as they progressed, and includes
and which mobile internet use cases are relevant to examples mentioned by participants. It is not an
them. People in the sample who engaged in “regular exhaustive list of all possible digital platforms or uses,
use” often continued to use the same entry point and not all people who engaged in regular use
platforms for similar use cases, but had added any engaged with all the platforms or uses in the list.
number of digital platforms, use cases and digital Instead, users tended to engage with a range that
skills to their repertoire. 28 they felt was most relevant and useful for them.

Figure 8

Mobile internet user journey: India and Ghana

Stage

Mobile internet adoption Increased use of mobile internet services

First use
WhatsApp Early use Regular use
India use

+ Zoom (for education), + Instagram, Snapchat, TikTok (previously), Google Pay, Paytm,
WhatsApp Some: Google, Jio TV/Zee TV Flipkart, Amazon, Maps, online banking, image or video editing
YouTube via Videocutter, browsing via Chrome, gaming, food delivery
+ More features and use cases in
Some: Facebook
WhatsApp, Facebook, YouTube + More features and use cases in WhatsApp, YouTube, Facebook

First use Early use Regular use

Ghana use

+ YouTube, Google (on browser) + Instagram, Snapchat, Jumia, Uber/Bolt, Zoom,

WhatsApp online banking, Flo period tracking, workout apps
+ More features and use cases in
Facebook
WhatsApp and Facebook + More features and use cased in WhatsApp, Facebook, YouTube

Key operational skills related to account creation,

including digital identities or profiles, and privacy “You take them through how to
settings, were often not developed until later stages of
the learning journey. These activities were typically create a Google account...you tell
considered too complex for new users, and some, such them because of the system their
as account set-up, were viewed as one-off events, so
were not a learning priority in the early stages. Instead,
phone uses they need to get this
people were often introduced to mobile internet by account… and then they tell you
someone who had set up their email account and they don’t know how to do it, so
password, helped them to download key apps if they
were not already installed (e.g. WhatsApp, Facebook, do it for them, then you help
YouTube) and set up their social media accounts. them. Sometimes you teach them
and some of them would let you
This can become an issue for users if they get logged
out or lose their phone, as some users do not know know that even if you teach them
their email address and password and are unable to log they can’t do it so then you do it
back in. Some also cannot download new apps from
their app store for a similar reason.29
for them.”
MNO trainer, Ghana

28. Research participants were categorised as engaging in regular use if they had started using internet more than six months ago; were using mobile internet
at least once a week; and use mobile internet for at least one use case. See Appendix 1: Detailed methodology, for more information on the sample.
29. Across the sample in India and Ghana, email was primarily a tool for logging in to accounts, not for communication.

24
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

“Most of the people can’t make their

Gmail ID and they can’t open their
ID and some of the people can’t
access their ID as it gets expired.”
Mobile retailer/trainer, India

25
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Key finding 6: Users’ preferences and strategies for

acquiring mobile digital skills change as they progress

In the early stages of digital skills development, mobile Many non-users and new users in the sample felt
internet users tended to have a strong preference for that digital skills could not be self-taught, at least not
face-to-face training with practical support, ideally initially. They instead wanted interactive approaches
from a family member, friend or neighbour. This was that would allow them to ask questions and be
due to the perceived complexity of internet and digital reassured they were performing activities correctly.
skills required to use it, combined with concerns about One-on-one training was often preferred for this
the risks involved in making mistakes online. reason, however, group training was also perceived
as valuable, particularly for women in India. This was
These new users tended to approach people for support because a group setting could provide the women
they considered trustworthy and sufficiently expert in with a support system to overcome challenges in the
digital technology. Trustworthiness was a particular learning journey, and some women and their families
concern in India where “strangers” and people the user considered it more socially acceptable.
did not know well were considered far less desirable
trainers, particularly for women. However, in Ghana, Support materials, such as videos, were seen by some
new users were comfortable approaching a wider range new users as beneficial when combined with in-person
of people for support, including those outside their training, but were rarely considered a substitute for
immediate family and friends. in-person techniques during the early stages. Some
new users also appreciated having access to training
materials that help them review and practice in their
own time and space.
“In the village everybody does trust
me, I have given training to 80 per
cent male and only 20 per cent
female... not many women come as “I would love the video because I
they have more burden and they can play it over and over again, but
are not allowed to go outside or in-person training, after two hours,
use phone...It is the mentality of whether you understand or not,
the people in the village.” you have to go home and that is it.”
Mobile retailer/trainer, India Female, 29–50, peri-urban, Ghana

“I need someone to teach me because I need to ask if I have doubts. If I see

[videos] alone, I will not be able to. If I keep seeing the video one or two times
I will understand, but if someone teaches me, I will understand better.”
Female, 29–50, rural, India

26
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Learning strategies as users progress

As users acquired more digital skills, they tended to this was reported by trainers in India who often
develop more confidence using mobile internet. received requests for support from users who
These users were often more willing to explore and wanted to access public services that required them
learn by themselves. For example, they were more to complete online forms. In some instances, users
likely to follow on-screen prompts and respond to were also comfortable receiving guidance via
familiar icons, such as the search bar. They were messages or calls to limit travel time and costs.
also more likely to use Google and YouTube to
troubleshoot specific problems they experienced
while using the internet. “The more you use it, then, the
These users may still rely on in-person guidance more you learn… as you use it, you
when using new platforms or features, but it is will learn.”
typically more light touch, providing reassurance.
They may also seek support when they attempt to Male, 18–28, urban, India
engage in more complex use cases. For example,

“Some people can do almost everything unless it has to do with a new app
and they want to know how it is used. Like when Zoom came out due to
COVID. What they needed was to ask what is Zoom about... and you tell
them it is an app that is used for video calls, for your meetings, and they are
like, oh they think they would need it for their work. Then they just go ahead
and download it. Some even read about it before they come. Some of them
ask you just for a recommendation.”
MNO trainer, Ghana

27
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Key finding 7: Training is typically tailored to learners’

needs, and a range of training methods are used to
support the learning process
People in our sample generally received mobile requests in the context and time available. Training
internet training informally and for free from family, was usually short (no more than 30 minutes), in part to
friends or colleagues. Mobile agents and retailers avoid overwhelming the learner with new information.
also provided informal training to individuals who In both countries, these informal trainers tended to
approached them in the community. Such “training” use a range of similar methods to support digital skills
was generally in person and tailored to a learner’s development:

28
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

• Base training on relevant use cases and platforms. • Integrate safety, security and privacy topics. For
These were typically defined according to what the example, if a trainer is teaching about a social media
learner requested support with, although the trainer’s platform, they often demonstrate how to manage
perceptions of the learner also influenced what was privacy settings, passwords and, in India, how to
taught. For example, when introducing YouTube in “block” people, especially for women users. More
India, trainers often showed Work and Income-related generally, trainers aimed to instil basic principles
videos, such as farming techniques to men, and for the learner to avoid becoming a victim of fraud
Home and Lifestyle-related videos, such as cooking or scams. This included supporting the learner to
recipes, to women. understand the importance of being wary of calls or
messages asking them to share personal or financial
“If somebody wants to go somewhere then I tell
details, and how to respond in these situations.
them how to do the reservation and I tell them, come
here and I will arrange the ticket for you.” – Mobile
retailer/trainer, India • Offer on-going support and recaps. This typically
involved encouraging the learner to return when
they needed help or to contact the trainer using their
• Make training practical. This typically involved the
new digital skills. Trainers observed that this can also
trainer demonstrating the steps to perform the
help the learner to practice and embed their skills.
activity on the learner’s phone, followed by the
On-going support was perceived as particularly
learner imitating the process on their phone. This was
important for older learners and those with lower
often repeated several times so that it became more
education levels, as these groups tended to need
familiar, and was considered particularly important for
more time, reassurance and encouragement to learn.
new users and those who lacked confidence.
“ If I talk about old age people, I face problems
“Most of the time I have experience with the phone
giving them training about anything, as they learn
so I prefer to show it to them instead of going
and understand everything and go back home and
through a booklet since it is easier that way and they
then they forget certain things. Then they come
can understand it fast.” – MNO trainer, India
back again and say that they forgot and tell us again
about it.” – Mobile retailer/trainer, India
When the learner had a new handset, the trainer
typically completed the set-up process, including
setting up email accounts and IDs/profiles (e.g. on
Facebook). However, they often aimed to engage
the learner in certain steps, such as choosing their
own email ID and password and learning how to
download apps, as these were perceived as key for
users’ on-going engagement.

• Highlight workarounds for functional or mobile

literacy when this is a barrier. This often involved
drawing the learner’s attention to voice command
options and relevant iconography to recognise on
key platforms, such as the microphone icon or the
search box. In India, trainers also typically changed
the default language to one the learner was more
familiar with, if the option was available.
“ My neighbour... said there is arrow logo, and I must
click it. This human logo is there, I must click that for
searching.” – Female, 18–28, urban, India
“ For WhatsApp, for example, they don’t need to
type, they just have to press and hold the voice
recorder to record what they want to type and send.
So all they need is how to open the app, how to
record and how to send.” – MNO trainer, Ghana

29
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

In India, some organisations offer formal mobile skills level, caste). Training materials, such as inspirational
training.30 This addresses similar learning needs and videos, may be used to demonstrate potential internet
priorities, although it is generally more structured and uses, and are localised to ensure learners see people
may use training tools and materials to support the similar to themselves using the internet. Localisation
sessions. For example, to ensure the training feels relevant techniques can include using animation to make
to learners, training organisations may conduct a pre- characters suitably generic, and dubbing with the local
training needs assessment and aim to match the learner language. To boost learners’ confidence and motivation,
profile with the trainer profile (e.g. gender, age, education some offer certification at the end of the course.

30. See, for example, Google/Tata Trusts Internet Saathi initiative; Digital Empowerment Foundation; Haqdarshak; and Anudip. Although there are a range of
digital skills training organisations in Ghana, none were identified during this research that specifically offered mobile digital skills training.

30
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Key finding 8: User archetypes can help identify target

segments and design relevant mobile digital skills training
User archetypes can be valuable for guiding decisions Gender played a significant role in defining these
about which segments of the population to target with archetypes, with many of the female archetypes sharing
mobile digital skills training, and how to develop the similar needs/motivating use cases and barriers, and
training to ensure it is relevant to them. In this study, many of the male archetypes also sharing key points
archetypes were identified from the sample in India and of similarity. Location (urban/rural) and degree of
Ghana that aligned with key demographic factors, and liberalism also played an important role, but these
differed according to their key needs, motivating use factors did not always align. Some conservative
cases and barriers to skills acquisition. These archetypes archetypes were found in urban areas and some liberal
were positioned along a spectrum according to their archetypes in rural areas across both the states of Uttar
motivation to gain digital skills (see Figures 9 and 10). Pradesh and Tamil Nadu. Age and life stage also played
a role in defining the archetypes, as younger people
In India, seven archetypes were identified that largely tended to have greater motivation to learn. However,
aligned with key demographic factors: gender, location some rural males with low understanding or interest in
(urban/rural) and, to some extent, age or life stage. internet could be any age (Archetype 1).

Figure 9

Key archetypes: India

2 3 5 6
CONSERVATIVE RURAL CONSERVATIVE UNMARRIED LIBERAL MARRIED LIBERAL UNMARRIED
MARRIED FEMALE (OLDER) FEMALE (YOUNGER) FEMALE (OLDER) FEMALE (YOUNGER)

Motivating needs/use cases: Motivating needs/use cases: Motivating needs/use cases: Motivating needs/use cases:
Education (children), Faith Social Connection, Home Education (children), Social Social Connection, Home
and Worship, Home and and Lifestyle Connection, Home and and Lifestyle, Entertainment
Lifestyle Barriers: Gatekeeper Lifestyle Barriers: Low confidence;
FEMALE

Barriers: Lack of relevance, concerns/lack of potential Barriers: Low confidence; gatekeeper concerns/
lack of potential trainers trainers in social network; safety concerns; low literacy lack of potential trainers in
in social network; low cost concerns; device (English/Hindi language/ social network; low literacy
confidence; low literacy access; low confidence; functional literacy/mobile (English/Hindi language/
(English/Hindi language/ low literacy (English/Hindi literacy); lack of potential functional literacy/mobile
functional literacy/mobile language/functional literacy/ trainers in social network literacy)
literacy); lack of time, cost mobile literacy); safety
concerns, safety concerns concerns

Lower motivation to learn Higher motivation to learn

1 4 7
URBAN OR RURAL
RURAL MALE (ANY AGE) URBAN MALE (OLDER)
MALE (YOUNGER)

Motivating needs/use Motivating needs/use Motivating needs/use

cases: Work and Income, cases: Work and Income, cases: Entertainment, Social
Entertainment, Education Entertainment, News and Connection
(children) information Barriers: Low literacy
MALE

Barriers: Lack of relevance; Barriers: Lack of time; low (English/Hindi language/

lack of potential trainers in confidence functional literacy/mobile
social network; low confidence; literacy; low confidence
low literacy (English/Hindi
language/functional literacy/
mobile literacy); lack of time;
cost concerns

31
 Understanding people’s mobile digital skills needs: Insights from India and Ghana

In Ghana, three archetypes were identified that largely with men.31 Location (urban/rural) was not a factor,
aligned with age or life stage and, to some extent, suggesting that people living in rural areas who had
gender. However, gender only played a role in the older mobile internet access also had similar training needs
(29–50) age group and appeared to be partly due to to those living in urban areas.
the types of professions women engaged in compared

Figure 10

Key archetypes: Ghana

1 2 3
OLDER MALE, INFORMAL / OLDER FEMALE, INFORMAL /
SKILLED WORKER SKILLED WORKER YOUNGER, LIVING AT HOME

Motivating needs/use cases: Motivating needs/use cases: Motivating needs/use

Work and Income, Social Work and Income, Social cases: Social Connection,
Connection, Education (for Connection, Education (for Entertainment
children) children) Barriers: Cost concerns;
Barriers: Lack of relevance; Barriers: Lack of relevance; gatekeeper concerns (about
low confidence; lack of low confidence; lack of time; time-wasting)
time; cost concerns; lack of cost concerns; low literacy
potention trainers in social for some (English language/
network; low literacy for some functional literacy/mobile
(English language/functional literacy)
literacy/mobile literacy)

Lower motivation to learn Higher motivation to learn

Targeting digital skills training along the motivation spectrum

Digital skills training that targets archetypes on the Conversely, training that targets archetypes on
left of the motivation spectrum will need to invest the right of the spectrum can involve more light-
in supporting individuals to understand how mobile touch support, reassurance and encouragement.
internet is relevant and beneficial to people like These people are highly motivated to learn, but lack
themselves. More on-going support may be required confidence, and are not aware of how to address some
since individuals who align with these archetypes are of their concerns and the barriers they face.
likely to have fewer people in their social network that
they can go to for support with internet use, and a
wider range of concerns and barriers that they need to
overcome.

31. See Key finding 4 for more detail on this gender difference.

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Recommendations for driving

mobile digital skills acquisition

The following set of recommendations are based on Focus on the learner’s priority needs and motivating
insights from the research in India and Ghana, and use cases
are aimed at those seeking to drive the acquisition of
mobile digital skills among underserved populations. Identify the target segment’s priority needs and
motivating use cases so that digital skills training, and
mobile internet more generally, can be made relevant
Identify target segments to their lives. Priority needs and motivating use cases
can be identified by exploring people’s goals and
Strategies that aim to support digital skills aspirations, their daily activities and areas where they
development among underserved populations experience problems or frustrations. Once priority
should start with identifying target user segments. needs and motivating use cases are identified, it is
Training programmes can then be designed to meet possible to determine the digital skills the individual
the digital skills needs of these segments, which will must learn to engage in those use cases. Messaging
help to ensure the programmes are relevant and should also communicate the benefits of using mobile
effective. Segments can be defined using a range internet to meet the learner’s goals and needs so that
of demographic characteristics, such as age, life learners understand the personal relevance.
stage, gender, socio-economic status, education
level and geographic criteria, such as urban/rural
location. Alternatively, any other criteria can be used Address the learner’s barriers to skills acquisition
that ensures target segments have similar training
needs, such as a particular pastime, job, membership Identify which barriers are limiting the target
of an association, common activity or life need. segment’s ability to develop digital skills and ensure
Development of user archetypes can be valuable for these are addressed. With mindset barriers, such
identifying target segments and designing relevant as lack of confidence, it is particularly important to
digital skills training for these segments. provide reassurance, positive encouragement and
promote on-going practice and repetition.

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Safety, security and privacy topics should be Explore a mix of channels to deliver digital skills
integrated in each use case and activity the individual training
learns about, particularly for social media use. This
should include promoting behaviours that help It can be valuable to use a mix of media and channels
learners to avoid fraud or scams and feel confident to deliver digital skills training, as this can empower
engaging with mobile internet safely. learners to choose how to engage in the training.
Identify the most relevant and effective delivery
If underlying literacies are a barrier, it is valuable to channels for digital skills training by exploring the
teach workarounds for language, functional literacy target segment’s learning preferences. When selecting
and mobile literacy early on. For example, highlighting channels for delivery of the training, it is particularly
voice command options and iconography on key important to consider the time, availability and access
platforms (e.g. the microphone icon, the search box). levels of target segments to ensure the training will fit
into their daily life.
Where local social norms limit the learner’s exposure
and stigmatise their use of mobile internet, identify In the early stages, it is beneficial to build skills
relevant gatekeepers and explore approaches training around in-person activities, using training
with them that frame digital skills acquisition as methods that strengthen the learner’s confidence and
socially permissible and beneficial to the learner. It is encourage on-going practice. Training videos may
particularly important to explore training approaches be used in these sessions, but are especially valuable
that can be integrated in learners’ everyday lives with for providing inspiration and learning recaps after the
limited disruption to daily routines. This could involve individual leaves the face-to-face session.
the use of training materials that can be accessed by
the learner whenever they have time during the day. As the learner progresses, training methods can rely
more on remote channels and approaches that support
solo experimentation. In-person training during these
Identify where the individual is in their learning later stages may focus on providing reassurance and
journey light-touch support for troubleshooting or introducing
new platforms or features.
It is important to determine where learners need more
support to progress, and how to deliver that support.
For learners in the early stages, it is valuable to identify
the key skills that will be relevant to them across a
broader range of platforms and features, and support
them to recognise and develop these skills.

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Appendix 1:
Detailed methodology

Sample

In-depth interviews with key stakeholders (n=14): Included representatives from a range of organisations in India
and Ghana involved in offering digital skills training programmes, services and products.

In-depth interviews with “trainers” (n=30): Primary sample criteria required the individual to have trained others
(a minimum of 10 people, but preferably more) how to perform mobile internet-based activities on a mobile
handset. The sample included mobile agents; mobile retailers/handset sellers; informal community “educators”;
and representatives from formal training initiatives (where possible). We aimed for equal spread across selected
regions and urban/rural locations, and an equal gender split. However, in India, all trainer interviewees were male.

In-depth interviews with mobile internet users and non-users (n=104 in foundational phase; n=70 in later phases):
A cross-section of the population from mid to lower socio-economic groups in each country were sampled.
The sample was skewed towards underserved groups, which included women, those with lower socio-economic
status, lower levels of education and those living in rural areas. Criteria included:

• A
 ge/life stage: 18–29 years (mix of unmarried, married and those with children) and 29–50 years
(majority to have children of any age)
• S
 ocio-economic group: Mix of low affluence and low-mid affluence, classified by local income levels
(C1C2DE)
• Profession: Range of occupations or activities, relevant to residency/socio-economic status
• L
 iteracy: Majority to have school education only (primary only; primary and secondary only). None to
be educated beyond school level (i.e. higher/tertiary education).
• H
 andset ownership and status: Mix of handset types across the sample: 50 per cent feature phone,
50 per cent smartphone. Majority to own a qualifying phone for personal use, others to have regular
access to a borrowed phone.
• M
 obile use and spend: All to make use of a paid mobile service for outgoing texts or calls once a
week or more. All internet users to make use of a paid mobile data service once a week or more.
• M
 obile internet openness: Non-users must be “non-rejecters” of adopting mobile internet for
themselves personally, on their phone or someone else’s, at some point in the future.

We aimed to sample people across the mobile internet user journey, so a mix of non-users, new users and
“regular” internet users were included.

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Figure 11

Mobile internet user and non-user sample

Early use Regular

Non-use use

Defined here as: Defined here as: Defined here as:

State they “know what internet is, Personally use internet; Started Personally use internet; Started using
but don’t use it”; Are somewhat using internet between two to internet more than six months ago;
open to the idea of using in future; six months ago; and Use mobile Use mobile internet at least once a
and Have not used internet at all in internet at least once a week. week; and Use mobile internet for
the past three months. one or more use cases.

Research locations
Research with mobile internet users, non-users and “trainers” was conducted in two regions of each country.

Figure 12

Research regions/states in each country

INDIA Two locations were chosen

in each state or region, and
research participants were
recruited from urban and
Uttar Pradesh rural areas around these
 ttar Pradesh lies within
U locations.
the “Hindi Belt” of northern
India, the official language of
the state is Hindi and social Tamil Nadu lies in the south
norms are often considered of India, the official language
more culturally conservative is Tamil and social norms
than some other regions. are often considered more
culturally liberal than some
Tamil Nadu other regions.

GHANA

Greater Accra lies on the south coast of

 he Ashanti region
T Ghana and is the most urbanised area
lies in south Ghana of the country. It is possible to sample
and is the most from a wide range of communities in
populated area of the region as people travel from across
the country. It is the country to Greater Accra for work.
also known for its Ashanti
major gold bar and
cocoa production.
Greater Accra

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Figure 13

Research locations in each state/region

India Ghana

Location 1: Location 1:
Lucknow Ofankor-Barrier
Uttar Pradesh Greater Accra
Location 1: Location 1:
Kanpur Dodowa
Location 3: Location 3:
Tiruvallar Kumasi
Tamil Nadu Ashanti
Location 4: Location 4:
Coimbatore Asokore

The later phases of research were conducted in the same states and regions, although the specific locations
changed to some extent in line with the research themes under investigation (e.g. vicinity to an MNO store).

Data collection during the COVID-19 pandemic and risk mitigation strategies
The main research phase consisted solely of in-depth facilities; masks and hand sanitiser were provided;
interviews. Key stakeholder interviews and “trainer” materials were not shared; and the venue was
interviews were conducted remotely via video calls. cleaned thoroughly between interviews.
Mobile internet user and non-user interviews were
held according to the COVID-19 guidelines at the time In Ghana, the majority of interviews were conducted
of research and the research participant’s ability to in person by a local research facilitator. COVID-19
navigate digital technology. guidelines were strictly adhered to: all participants
followed social distancing guidelines; interviews
In India, the majority of interviews were conducted were conducted outside or in spacious and airy
via video conferencing technology to avoid the facilities; masks and hand sanitiser were provided;
research team travelling between areas or into materials were not shared; and the venues were
communities. As many research participants did cleaned.
not have access to video conferencing technology
and did not know how to use it, local community The later phases of research in both countries were
“fixers” set up a venue in the local area, which conducted mainly through video conferencing
included a laptop with video conferencing. Research technology with in-person support from local
participants attended the venue individually at community fixers. Two socially distanced “mini-
allocated times and sat in front of a laptop to groups” were held during later phases in India
participate in the interview. The local fixer managed to explore group responses to research ideas.
all the technology and supported the remote COVID-19 guidelines were adhered to throughout;
research facilitator to conduct the interview. All participants followed social distancing guidelines;
COVID-19 guidelines were strictly adhered to; interviews were conducted in spacious and airy
participants followed social distancing guidelines; facilities; masks and hand sanitiser were provided;
interviews were conducted in spacious and airy materials were not shared.

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Appendix 2:
Detailed life needs, mobile internet
use cases and the perceived benefits
Colour key:
India and Ghana Ghana only India only

Needs Mobile internet use cases (examples) Benefits

Social Talk to people I care about when not with them To feel closer to
Connection See people I care about, when not with them those around me and
Exchange thoughts and comments with people I care about (but included in their lives
can’t/don’t want to talk to)
Exchange photos and videos with people I care about
Edit images and videos of myself to share with others
Cooperate as a group with people I know/in my area
Share other files with people I know (when with them, or not)

Entertainment Watch movies/TV shows To pass time in an

Watch and/or listen to music enjoyable way
Watch sports To relax after work/
Enjoy comedy (e.g. jokes, memes, etc.) stresses of life
Listen to the radio
Play games alone and with others
Read books
Follow celebrity gossip and lifestyles

Work and Market a business/product to a wider audience (e.g. showcasing To earn more money,
Income items, key details) to support family/
Sell products improve living status
Communicate remotely with clients, employer or employees
Market my skills
Learn new skills/insights to improve income
Receive payment for work/products
Cooperate with others for mutual benefit [e.g. form a women’s
stitching group, local farmer group (India), or traders group
(Ghana)]
Gain a new job

Home and Manage household administration: To have a better home

Lifestyle • E.g., in India, filling in forms, signing up for education, visiting environment
the bank To have life run
• E.g., in Ghana, managing bank account (deposits and smoothly
withdrawals), paying bills, getting prepaid electricity
To receive praise
Learn and improve skills and gain inspiration for home for home and skills
management: cooking, sewing, rangoli, kolam (women in India only)

Keep up with and be inspired by the latest trends To improve lifestyle

(e.g. clothes, hairstyles)

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

Needs Mobile internet use cases (examples) Benefits

Education For children: To enable children to

Support children in their education and acquisition of “succeed in life”
knowledge and skills (e.g. search for relevant information, help
with homework, join online classes)
For self:
Learn new things or build on existing knowledge or skills
Improve literacy by looking up new words
To know more
For students: submit applications, research for studies,
download learning materials (e.g. textbooks)

Information and Find answers to questions about the “wider world” To feel and appear
News Gain updates on current events (i.e. news, politics, sports) informed
Know what the “wider world” is saying on a particular subject
Faith and Share worship with others of the same faith To be a good, devout
Worship Listen to prayers and music in relation to faith adherent of my
religion
Perform guided worship (e.g. puja)
To feel close to my
Participate in church groups remotely faith/others of the
Get inspirational content in relation to faith same faith

Shopping and Research products and services for self and family To have what I/we
Buying Purchase products and services for self and family need at an affordable
Pay for products and services price

Health Access information on medication, medical conditions (e.g. To be, and feel, safe
symptom search) and healthy
Receive health-based updates (e.g. on COVID-19)
Access healthcare remotely:
• E.g., in India, if local services are overwhelmed/hard to
reach, poor quality or rural areas are poorly supported
• E.g., in Ghana, avoiding long hospital queues, booking
doctor appointments
Travel Access private transport: To access other
• E.g., in India, taxi on Ola geographical areas
• E.g., in Ghana, taxi on Uber or Bolt conveniently, to
pursue other needs
Identify how to reach places that are unfamiliar (e.g. Work and Income,
Access public transport (e.g. how and Faith and Worship,
when it runs, how much it costs, tickets, etc.) Shopping and Buying)
Share current location with others in order to meet

Public services Gain information about public services: what is available, how, when To participate and
Access funds from government: receive what I am due
• E.g., in India, subsidies, ration cards To gain more money
• E.g., in Ghana, government loans to support my family
Access identity services:
• E.g., in India, receive ID documents or change/update
personal ID information (name on Aadhar, PAN card)
• E.g., in Ghana, submit applications for ID/certification, such
as a passport and driving licence
Apply for government jobs

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 Understanding people’s mobile digital skills needs: Insights from India and Ghana

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