Digital education for disadvantaged groups

For better opportunities

in the 21st century

Initial situation

In the 21st century, digital skills are no longer a "nice-to-have", but a basic requirement for social participation, career prospects and a self-determined life. However, they pose a particular challenge for people in socially disadvantaged situations - not because they lack the potential, but because they often lack access to the necessary devices and educational programmes.

Digital skills - the foundation for participation

Digitalisation is changing all areas of life. Anyone looking for a job today must be able to write and submit applications online. Anyone who communicates with the authorities needs an e-mail account or an online form. Those who pursue further education usually use digital tools. Without basic digital skills, access to education, the labour market and social life becomes more difficult or even impossible.

Digital education is therefore not a luxury, but a basic requirement for social and professional integration. It starts early - in the school environment - and continues through vocational training and into adult life. But what happens when people live in poverty or have difficult access to infrastructure?

No expertise without devices

Children are taught how to use computers as early as primary school. Children learn how to write a Word document, create a presentation or work with online learning platforms. It is often tacitly assumed that they have their own device at home. If this is not the case, the children concerned quickly fall behind - not because they are less interested or less able to learn, but simply because they lack the tools.

This gap is further exacerbated in vocational education: learners are not only dependent on one device, but often on powerful laptops that fulfil certain technical requirements. The acquisition costs are an excessive burden for many households - especially if several children are in education at the same time. Even for adults without access to digital devices and learning opportunities, participation in the modern labour market is almost impossible.

Challenges for Wir lernen weiter

Political challenges: Federalism as a barrier

Although basic digital skills have long been regarded as the key to social and professional participation, Switzerland still lacks a standardised strategy for ensuring access to digital devices for people living in poverty. Responsibility lies largely with the cantons or even individual municipalities, which means that there is no nationwide solution. Depending on where they live, people in comparable life situations receive very different support services - or none at all.

This federal structure makes it difficult to coordinate the implementation of projects such as Wir lernen weiter. While partnerships may already exist in one canton, in other regions the processes are unknown or not supported due to a lack of political prioritisation. However, sustainable digital inclusion requires a national commitment - for example in the form of a basic supply strategy that takes into account access to digital devices as well as access to food, housing or medical assistance.

Nationwide opportunities:

• Facilitate access by opening up the ordering option to all affected parties throughout Switzerland.
• Improve coordination through centralised offices that enable access regardless of the canton of residence.
• Lowering hurdles through standardised regulations on basic digital services in social welfare.

Lack of awareness: an underestimated offer

In addition to the structural hurdles, there is also a lack of visibility for existing solutions. Many companies, institutions and potential partners are unaware of the services offered by Wir lernen weiter not - even though it would enable them to pass on old devices in a meaningful way, save costs for data erasure and make a social contribution at the same time.

There is a particular need for education in the corporate world: the idea that data protection is an insurmountable obstacle when sharing devices persists - even though Wir lernen weiter fulfils the highest security standards with certified data erasure in accordance with DIN 66399 and a transparent audit trail. A targeted communication strategy, educational work and the establishment of a stable network are therefore key tasks in order to increase the reach of the service and thus give more people access to the digital world.

Potential steps for more awareness:

• Increase range through targeted campaigns for companies and public bodies.
• Strengthen networks through strategic partnerships with relevant organisations.
• Promote visibility through appearances at events, conferences and in specialist publications.

Workshops for schoolchildren: hands-on digital education

In addition to providing laptops, Wir lernen weiter is also actively involved in digital education. In workshops held in the Merenschwand workshop, children are given practical insights into the world of information and communication technology. They not only learn how a computer works, but also what it is made of: In small groups, components such as the processor, RAM or hard drive are explained - following the principle of "learning by doing". The aim is to reduce fear of contact and promote a basic understanding of digital technologies at an early age. The positive response shows that many children experience real self-efficacy in dealing with technology for the first time.

Wir lernen weiter has not given up its vision of imparting knowledge in the use of digital resources. The organisation is still looking for options to incorporate this important mission into its offering.

Potential in the training of digital skills:

• Strengthen skills early on by expanding workshop programmes at schools.
• Breaking down barriers through low-threshold formats with practical knowledge.
• A lasting effect by anchoring digital education in extracurricular programmes such as e-learning tools or courses in external training rooms.

wLw-Academy: A failed attempt with great potential

In 2023, Wir lernen weiter launched its own digital learning platform, the wLw-Academy. The aim was clear: people affected by poverty should be able to learn basic digital skills via a low-threshold online offering - regardless of their place of residence or educational status. The platform would have taught important content, such as how to use digital tools safely, communicate online and write job applications.

Despite great commitment, the project had to be cancelled - the necessary financial backing failed to materialise. This failure highlights a structural problem: in Switzerland, there has been no national funding mechanism to support such socially effective educational initiatives to date. Federalism means that projects that could have a supra-regional impact often fail due to cantonal responsibilities or a lack of financial backing.

At the same time, the project shows how great the untapped potential is. The lack of political attention and the lack of recognition of basic digital skills as part of basic social services are currently preventing such services from being created and existing in the long term.

Necessary steps to develop solutions:

• Clarify urgency and obtain support by contacting partner organisations and other social institutions.
• Making demand visible by actively addressing the gap in politics and the public sphere.
• Secure resources through targeted project funding and institutional support.

Summary

Even though the association does not have an educational mandate, Wir lernen weiter is nevertheless committed to offering solutions as a pioneer of digital inclusion. As long as there is a lack of awareness and support at federal level, these potential solutions will have to be developed and offered in other ways, for better or worse.
However, there are a few hurdles to overcome before an offer can be developed.

1. Switzerland-wide sensitisation
   As long as the problem is not recognised in our country, support and funding will be hard to find.
   Solution
   It is possible to draw sufficient attention to the issue through targeted public relations work and networking, showing a presence and creating awareness in these matters. Contacts with partner organisations should be used as a resource wherever possible to give the issue more emphasis.
2. Developing realistic solutions
   In order to generate resources for a nationwide solution, tangible goals and strategies must be available. This is the only way to find supporters.
   Solution
   The research described in point one and the sensitisation to the topic provide sufficient input for the development of a meaningful offer. With internal resources and the findings from the wLw-Academy project, a realistic strategy can be developed.
3. Secure financing
   The wLw-Academy project has made it clear that the realisation of such a project is not possible without secure funding. Finding donors and supporters in advance is therefore particularly important.
   Solution
   In order for donations to be found, the benefits of the project must be clearly demonstrated. A detailed implementation plan and a clear objective must also be available. The previous steps mean that nothing stands in the way of drawing up the relevant documents.

Conclusion

Digital education is the key to social and professional participation - but many people living in poverty lack access to the necessary equipment and skills. While programmes such as the Wir lernen weiter school workshops are beginning to close the gaps, failed projects such as the wLw Academy show how strongly structural hurdles are hindering development. In particular, federalism and a lack of awareness of the problem make it difficult to find a nationwide solution.

At the same time, it is clear that demand is high and the potential is enormous. Coordinated efforts, sustainable funding and bold approaches that finally make digital inclusion a priority are needed to achieve a long-term impact.

However, with good preparation, a targeted strategy and a little bit of luck, the realisation of such a solution is definitely possible. One thing is clear in any case: Wir lernen weiter is not giving up.