Founded in 1995, pioneer of the digital inclusion movement in Latin America, CDI (Center for Digital Inclusion) is one of the leading social enterprises in the world with a unique socio-educational approach. CDI Founder and Ashoka Fellow Rodrigo Baggio and our work at CDI have been recognized with more than 60 international awards. Today, we are a network of 816 self-managed and self-sustaining CDI Community Centers throughout Brazil, Argentina, Bolivia, Chile, Colombia, Ecuador, Mexico, Paraguay, Peru, and Uruguay – monitored and coordinated by our 32 regional offices.

In addition to low-income communities, our schools are also present in indigenous communities, psychiatric clinics, hospitals for the mentally and physically disabled, as well as youth & adult detention facilities. CDI is an international NGO with US 501c3 status, headquartered in Rio de Janeiro. CDI has operations in the USA, UK, and and Latin America. With the support of James Wolfensohn, former President of the World Bank and the Wolfensohn Institute, CDI is in the process of expanding to the Middle East and North Africa (MENA) region, to be followed by India and other parts of Africa.

Problem

While computers and computer-based communications and information systems are opening up new opportunities in virtually every field of human endeavor, 79% of the worlds population remains digitally excluded. Distances of many kinds are being erased, and the "global village" is becoming more of a reality with each passing day. In education, in the workplace, and in many leisure pursuits, the computer embodies the fundamental difference between yesterday and today. The “digital divide” refers to the inequalities between some sections of society in terms of access to, use of and knowledge of ICTs. Of the world’s 6 billion people, just 1 billion have access to the Internet. James Wolfensohn, former President of the World Bank, has called the digital divide “one of the greatest impediments to development today”. Unfortunately, however, the benefits of this remarkable tool are not being evenly shared. In countries like Brazil, where poverty is widespread and public education systems are extremely deficient, both the high cost of computer hardware and limited opportunities for training in computer skills deny access to those benefits to most people of modest economic means. As a result, in several important respects the gulf between the "haves" and the "have-nots" is widening, and with that widening, the opportunities open to economically disadvantaged groups are correspondingly curtailed.

Solution

The essence of the challenge that CDI is addressing is the urgent need to broaden access to computer and information science skills and, through those skills, to improve economic opportunities and more fruitful participation in virtually every dimension of modern life. The campaign in which CDI is engaged is at the forefront of the continuing battle for social justice. By bridging the digital divide CDI is also empowering people with the necessary skills to use Information Communication Technologies (ICTs) to participate more fully in the Information Society, stimulates entrepreneurship and creates a new generation of change makers.

Exemple

CDI is innovative because the use of ICT is being used as a tool to create community empowerment and encourage people to solve problems for themselves. As part of the courses that people take, they are require to identify a problem in their community and use technology to conduct research to find a solution for the problem. Issues can range from sexual abuse, pollution, violence, crime, and drugs, to lack of health care or schools. CDI focuses on making people active and informed citizens, capable of organizing their communities, making their voices heard, and subsequently, affecting change through its educational methodology: <ul> <strong>1. Understanding the world</strong></br> Educators invite participants to share their experiences and understanding of the world. In so doing, students are prompted to think about their community, their place in the world, their rights as citizens and the uses of technology. This exchange sets the tone for the group’s activities and marks their introduction to the ICT tools they will be using throughout the course. </br> <strong>2. Researching the local reality</strong></br> Following on from their initial analysis, students look in greater depth at the issues they are facing and start thinking of potential solutions. They use technology to collect, analyse and present data gathered from various sources; such as surveys, internet research, interviews and articles. Whilst thinking about possible solutions, students begin to realise their power to direct their own lives and shape their communities. </br> <strong>3. Planning an action</strong></br> Students and educators plan an action to tackle the issue they have identified. Actions may include producing a video, holding a seminar/debate within the community, organising a petition or launching a campaign. During the planning-process they will gain further ICT skills, learn to work as a team and begin thinking strategically about how they can change their reality. </br> <strong>4. Take action</strong></br> Students carry out their planned action, putting into practice the ICT skills they have acquired, engaging with the local community, acquiring valuable organisational and teamwork skills, and learning to overcome any challenges they may face during the implementation of their plan. </br> <strong>5. Evaluation</strong></br> Students evaluate the success of their project and reflect on what they have learnt from the course. The group revisits the questions they were initially posed regarding their communities, their rights as citizens, the uses of technology; looking to see how their ideas have evolved and how they will use this knowledge to shape their future. </br> </ul> At each step, students are required to record, organise and evaluate their findings. Through this process, students reinforce what they have learnt at each stage and gain further ICT expertise. This educational approach encourages students to learn to look at the world critically and transform the structures governing their reality. At the root of CDIs methodology is the belief that education and ICT, in addition to increasing students’ professional qualifications, can promote equality, democracy, active citizenship and entrepreneurship. In this way, CDI goes further than simply teaching people basic IT skills.

Marché

<ul> <li>In its 17 year existence CDI has reached 1.3 million people in 13 countries</li> <li>In the UK, the Apps for Good program won the Learning Without Frontiers Hero Innovation Award for an initiative, project or product that has had the most positive impact on society.</li> <li>Over 60,000 graduated students from CDI programs</li> <li>Over 250,000 people now have access to the Internet via CDI Community Centres.</li> <li>Mr. Baggio was named by the World Economic Forum as one of the “100 Global Leaders of Tomorrow”.</li> <li>Time Magazine named Mr. Baggio one of the 50 Leaders in Latin America that will make a difference in the third millennium.</li> <li>CNN, Time and Fortune site Mr. Baggio as being one of the world’s ten “Principal Voices in Economic Development”.</li> <li>In 2009, Mr. Baggio was invited to join the Strategy Council of the UNs new Global Alliance for Information and Communication Technologies and Development. </li> <li>According to an external impact evaluation, 87% of CDI students said their lives changed positively after CDI, as many of them went on to find better jobs, open small businesses, continue their education and become agents of change within their communities. The report also showed that 65% of CDI beneficiaries are between the ages of 10 and 18; 56% are women and 63% had no source of income</li>