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CIPS

Impact Assessment Study of the Digital Saksharata Abhiyan (DISHA) under National Digital Literacy Mission.

A framework was developed for this study which outlines a methodology for impact assessment, provides the rationale for the methodology and presents the results of the assessment of the impact of the training provided by CSC e-Governance Services India Ltd. To various respondents from rural corners across the country. The framework proposed in the report was used to assess the impact of the training programme provided by the CSC e-Governance Services India Ltd., Ministry of Communications and Information Technology, Government of India. The proposed framework focuses on the idea of measuring the digital literacy of different respondents and takes a balanced approach to perform both quantitative and qualitative analysis. It recognizes that some part of the responses received for each respondent is quantitative while other parts need to be assessed qualitatively. The training programme was analyzed by designing an online structured questionnaire and collecting data from the respondents through the telephonic survey. The framework aims to measure the impact and understand processes that can explain the nature and quantum of impact. It also identifies the possible shortcomings which when corrected can increase the efficacy of any similar programme in future. The framework was used to make detailed assessments of six mature wide scope sub-sections representing different types of information pertaining to the training programme conducted. The sections are – Socio-economic background of the trainee, Computer skills, Mobile usage, Technology awareness, Training logistics and Overall impact. The assessment involved a systematic survey of the respondents conducted by CIPS in a professional manner. A sample of 50,000 beneficiaries from 30 States has been selected from the pool of 5,74,975 at the rate of approximately nine percent of the data received for each State. The data pertained to beneficiaries who have undergone the training programme and received a certificate. However, the mentioned rate is underachieved for the states of Kerala, Karnataka and Maharashtra. It was informed that in the case of Kerala, the state already had a digital literacy programme and districts that the state wished to cover, faced a lack of connectivity. This led to a lower number of certified beneficiaries while conducting the telephonic survey. For the other two states, the number of beneficiaries surveyed is lower than the targeted level because many of the trainees had not been issued the certificate when the telephonic survey was conducted due to the absence of Aadhar card which is mandatory for writing the exam and getting the certificate. The data from 50,000 selected respondents from 30 States were collected systematically. The states were categorized into six zones, viz., North, South, East, West, Central and North-East. The responses clearly encapsulated the experience of respondents with the use of technology, computer and mobile as well as with the infrastructure and impact of the training. The telephonic survey covered 43 questions grouped under 6 sections on which impact was being assessed. The responses for each section were analyzed and statistical significance of the difference was evaluated.