There is a need to bridge the digital literacy gap in Higher Learning Institutions so as to produce graduates with appropriate digital skills for employability and productivity in the current digital workplace in the labour market, digital experts and employers have voiced. The recommendation comes at a the time when the Fourth Industrial Revolution is gaining momentum. The First Industrial Revolution utilised water and steam power to mechanize production. The second used electric power to create mass production while the third utilised electronics and information technology to automate production. The Fourth Industrial Revolution is building on the third, the digital revolution that has been ongoing since the middle of the last century. The Fourth Industrial Revolution is characterized by a fusion of technologies that cut across physical, digital, and biological spheres with increasing interconnectivity and smart automation. According to digital experts, Higher Learning Institutions need to embrace digital literacy that will enable graduates compete in the workforce which requires digital skills in line with the digital revolution. Rodrigue Ruhashya, the Technology Analyst at the Ministry of ICT and Innovation said that advances in technology worldwide and its application in corporate organizations and government institutions is creating a high demand for digitally skilled workforce. “The government has invested in ICT infrastructure tools. However, lack of adequate digital literacy skills hinders the adoption of digital solutions,’ he said. He said that under the National Strategy for Transformation, Rwanda has pledged to have 60 per cent of the adult population and 100 percent of youth trained and become digitally literate by the year 2024. 70 per cent of jobs require professional digital skills “Current jobs entail the use of technology and 70 percent of jobs require professional digital skills for productivity,” Ruhashya said. He noted that the assessment conducted within public institutions revealed the digital skills gap and mismatch within the public sector workforce. “Only 1 per cent were able to attain above 75 per cent standard pass mark. We have partnered with ICDL since 2015 and therefore about 13 ICDL accredited centres were established,” he said. ICDL, an international social enterprise organization, dedicated to raising digital skills standards in the workforce, education and society with computer skills certification. So far more than 15 million people have engaged with the computer skills certification in over 100 countries worldwide “Since the establishment of the centres, assessment has been conducted on more than 3,000 public servants. Digital literacy for the workforce programme was approved by the cabinet recently,” he said. Need for digital skills certification in universities Currently ICDL digital skills certification programme is set to be introduced in Higher Learning institutions, a move that is expected to end up bridging the digital divide among graduates in the workplace. “We encourage Higher Learning Institutions both public and private to ensure that they train and produce graduates digitally ready to join the workforce to increase productivity and economy in the end,” Ruhashya said. Experts are working on how different Higher Learning Institutions in Rwanda can implement the standardized digital literacy programs, he said. The development aims to have all student graduates with internationally recognized digital skills certification to join the workforce. The digital skills certification is expected to equip all students in Rwanda with the relevant digital skills to align with the labor market demands, globally and locally while focusing on productivity at work. Claudette Irere, Rwanda’s Minister of State in charge of TVET and ICT at the Ministry of Education said that there are concerns since some Higher Learning Institutions graduates do not even have basic digital skills needed on the labour market. “Today in 2022, we still have graduates that are unable to use digital literacy tools that are out there. It is upon us who are educating these graduates to equip them with the right skills they need,” she said. She said that the fourth industrial revolution requires graduates who are ready with required basic digital skills. “The people who benefit from emerging technologies are people we are training,” she noted. Irere said that computer skills certification, expected to be introduced in Higher Learning Institutions by ICDL, is a good move considering that Center for the Fourth Industrial Revolution (C4IR) launched in Kigali last week is looking for such digitally skilled graduates. Rose Mukankomeje, The Director General of Higher Education Council called upon all Higher Learning Institutions to integrate ICDL digital literacy certification in their respective programmes. “Both students and academic staff have to access digital literacy programmes that will enable them to understand better the great opportunity they can provide. As we contribute to building future generations, it is important to prepare them to address challenges we face today and increase their readiness for future digital economic transformation,” she said. She also expressed concerns that some senior six students are digital illiterate, yet they are in a transition period to university education. “We observe this when they are applying for jobs, scholarships and others. If senior six graduates are facing challenges, it is the right time to train them when they reach university level, but they should also finish senior six when they are digital literate,” she said. Without basic digital skills, she said, it is increasingly becoming difficult to participate effectively in the digital economy and society of 4th industrial revolution. “We have the opportunity to re-engage, as higher learning institutions, so that youth in education are prepared for this century’s digital requirements. We need a high performing digital education. It requires adequate infrastructure, connectivity, digital equipment and institutional digital readiness. The government will continue to support digital transformation plans for all education institutions,” Mukankomeje noted. Peter Maina Njagi, the Programme Manager at ICDL Africa said that there were a lot of gaps in terms of digital literacy among students who are leaving Higher Learning Institutions and cannot deliver on labour market. “Some are pushed back to school to learn digital skills when they are already on the labour market. We have to make sure the workforce is competent enough using technology. We have developed programmes that are tailored towards that such as ICDL workforce module programme,” he said. He said that when digitally skilled, it is very easy for graduates to get jobs on labour market. “Students and academic staff should not always seek help from cybercafé. They should be digitally skilled,” he noted. Callixte Kabera, the President of the Private Universities’ Association and vice-chancellor at the University of Tourism, Technology and Business Studies said that they have so far assessments point to digital literacy gaps in the labour market. “Lack of digital skills has been a challenge on the labour market. We conducted an assessment and realized that our graduates have a digital literacy gap in the labour market. That is how we launched the digital skills certification programme in partnership with ICDL,” he said. He said that so far the University of Tourism, Technology and Business Studies has graduated 5,875 students with digital skills certificates. “More 1,375 will have been certified by the end of this year. The student gets the certificate upon getting 75 percent at least,” he said.
