Computer literacy is important in today’s world as critical services such as banking, health care and various government services have gone digital. Computer literacy refers to the knowledge and ability to use computers and technology efficiently. This ensures that individuals can access and use these services effectively, improving their quality of life. The COVID-19 pandemic has highlighted the importance of computer and Internet access, from ordering groceries and online education to managing banking and health services. Recognizing this, the Indian government launched the Digital India campaign in 2015 to transform the country into a digitally empowered society. In addition, computer education is increasingly integrated into the formal education system – in schools from an early age. In addition, many skills development and vocational training programs focus on improving computer literacy among youth and adults, particularly targeting disadvantaged and marginalized communities to bridge the digital divide.
The recently released NSS 78th Multiple Indicator Survey (conducted in 2020-21) is a household survey that provides individual-level information on computer literacy. Computer literacy, defined as the ability to use a computer, is 24.7% among people aged 15 and over.
This increased from 18.4% in 2017-18 to 24.7% in 2020-21 overall. In rural areas, it increased from 11.1% to 18.1%, while in cities, from 34.7% to 39.6%. These figures are alarming and cast a shadow over the nation’s digital aspirations. Unless serious steps are taken to universalize digital literacy, India’s rural population, which is nearly 70%, will face a significant disadvantage. More importantly, as the government aims to provide various public services through digital technology, a significant part of the population will remain excluded.
Inequitable literacy across age groups
Expectedly, the proportion of computer literate individuals varies across different age groups in India. The survey shows that computer literacy declines with age, with higher levels observed among younger demographics. This trend, common in the context of society, reflects the disparity of accessibility of computer education between new and old age cohorts, often referred to as the “cohort effect” or “generation effect” in the social sciences. Therefore, the overall computer literacy rate of 24.7% shows a significant disparity in age groups. It peaks among 20-24 year olds, reaching 45.9%, and drops to its lowest point among the oldest age group 65-69 years, which is 4.4%. Even among the youngest age group, computer literacy has not reached 50%. Looking at the ever-increasing spread of computer technology in every aspect of life, a larger slice of the population will be excluded from the journey of modern development.
As individuals aged 20-39 are usually in the middle of their careers or looking for work, representing the middle-aged population, it should be noted that the computer literacy rate is only 34.8%. Furthermore, there is significant variation in computer literacy for certain age groups in different States of India. Our analysis of the computer literacy rate among 20-39 year olds across the State shows a percentage gap of 55.1 points between Kerala (72.7%) and Assam, where only 17.6% have computer skills in this age group . Economically less states such as Assam (17.6%), Bihar (20.4%), Madhya Pradesh (21%), Jharkhand (21.2%), Uttar Pradesh (22.9%), Odisha (25.1 %), Chhattisgarh (26%), and Rajasthan (27.6%) lag behind, with less than 30% proficiency in computer operations. Since computer literacy is very important for the social and economic development of States, the lower rates in economically backward States increase the disadvantage to benefit from modern development. Failure to address this gap will widen the development gap in Indian countries. Bridging the digital divide and fostering inclusive growth requires sustained efforts by government, private sector, and civil society stakeholders.
Understand India’s meager progress
One reason may be that many schools and colleges in India lack the necessary infrastructure and qualified teachers to provide adequate computer training. This shortage has led to a significant lack of computer literacy among young students and recent graduates, which can hinder employment opportunities. Although computer education is part of the school curriculum, there are significant gaps in access and instructional standards, which highlights the need to prioritize computer literacy in the education system. Among older age groups, computer illiteracy can be attributed to lack of motivation to learn or to limited access to learning resources. It is a common observation that older demographics tend to be less enthusiastic about adopting new technologies.
Computer blindness in today’s digital society can severely limit individual opportunities and experiences. This results in limited job prospects, social isolation, financial exclusion from online transactions and services, and restricted access to large sources of information. As Artificial Intelligence advances, employers are looking for individuals who are not only familiar with computers but also equipped with the ability to perform complex tasks. So, learning how to use computers and the Internet can help employees develop skills that employers want. The Organization for Economic Co-operation and Development (OECD)’s The Program for the International Assessment of Adult Competencies (PIAAC) survey (2014-15) found that adults without computer experience were more likely to be unemployed, with an employment rate of 52.5 %. compared to 72.7% for those with basic computer skills. In a 2017 study, “Do Computer Skills Affect Workers’ Employment? An Empirical Study from the CPS Survey”, economist Gang Peng found that computer skills increase labor productivity and productivity. In a separate investigation, Preston-Lee Govindasamy in South Africa validated the positive correlation between computer literacy, employment opportunities, and income.
Furthermore, computer literacy increases socio-economic inequality by creating a digital divide and skills gap, resulting in unequal job market opportunities. Those with better computer skills can use technology for personal and professional development, while those without these skills face barriers to accessing essential services, participating in the digital economy, and advancing their careers, thus perpetuating economic disparities.
Schools, the elderly population are areas of focus
While India has made some progress in computer literacy, the reach and results of this mission remain limited. Furthermore, the data show that there are significant differences in the level and distribution of computer literacy across countries. The existence of a wide digital divide between economically prosperous and disadvantaged countries will hinder the opportunities for inclusive growth and development for large sections of the population.
Thus, schools must equip students with computer skills that will enable them to participate fully in the rapidly changing economy. School education must ensure that all students who graduate have computer literacy skills, as this is essential to bridging the digital divide. Governments should provide resources for training computer personnel and ensure adequate staffing levels. In addition, for the older population outside the formal education system, targeted programs are important. This should involve various institutions, including local government bodies such as panchayats and non-governmental organizations, to effectively reach out and empower parents with computer literacy skills. Finally, the government should also conduct a comprehensive review of the computer literacy and develop a strategy to achieve higher literacy and reduce the gap in the coming years.
Vachaspati Shukla is an Assistant Professor at the Sardar Patel Institute of Economic and Social Research (SPEISR). Santosh Kumar Dash is Assistant Professor at the Institute of Rural Management Anand (IRMA)
