Problem addressed

According to EU and national statistics, 91% of Polish businesses had an online presence in 2009 compared to an EU average of 94%. By contrast, only 63% of Polish households had access to the internet in 2010 (EU average: 70%). Out of a total population of 38 million, 10 million adults had never used the internet despite the fact that online banking and shopping had begun to replace or compete with conventional approaches. Forecasts suggested that by 2015, 90% of jobs would require at least basic IT skills. Research at the time showed that mental barriers were the primary challenge to adults using the internet, such as lack of motivation, fear of new and unfamiliar technologies, and low online competence. A new approach was needed to guide Polish adults towards the digital world.

Innovative solution

The project ‘Digital Poland of Equal Opportunities’ (Polska Cyfrowa Równych Szans, PCRS), (hereafter, Digital Poland) aimed to equip the over-50s with digital skills for daily life. The project ran from 2011 to 2019, although a changé in government and subsequent reorganisation of priorities saw ESF and government funding interrupted during that period. Since 2019, three scaling-up initiatives have been implemented across Poland, using ESF funds. In light of the outbreak of COVID-19, the project extended its scope to people over 18 years of age, with a specific focus on skills for remote working. 

Digital Poland was novel in that volunteers without a formal IT background provided digital education training. A team of local digital champions (‘Lighthouse Keepers’) was assembled, featuring trusted members of the community considered creative and skilled in mobilising support for local actions. The team delivered classes on topics such as internet banking, online shopping, email, watching films, reading e-books, and uploading photos.

Each Lighthouse Keeper undertook certified training and created a concept for their classes, detailing training locations and topics. While most Lighthouse Keepers were volunteers, 200 persons received grants upon submission of an action plan detailing the scope of the action, number of beneficiaries, potential partners, and expected impact. Those who received grants had to report on progress and submit attendance lists every month.

As of September 2013, 2 732 digital champions aged 17-84 were recruited and trained throughout Poland. In total, more than 3 600 people volunteered, making it the largest-ever education volunteering endeavor in Poland. The project introduced 180 088 over-50s to the digital world.  

Digital Poland was developed, implemented, and managed by the Association of ‘Cities on the Internet’ (Stowarzyszenie Miasta w Internecie) in the Polish city of Tarnów. The association is an expert NGO that has worked on digital development of local governments and supported the development of digital competencies since 1998. Its main fields of activity are digital education of adults, support for the digital transformation of Polish schools, pilot activities and experiments in the field of digital didactic (i.e., using digital technology in an instructional way in educational settings), and consultancy for local and regional governments in the field of IT and educational projects. It also hosts the National Competence Centre, which is dedicated to digital training for adults and is equipped with technical infrastructure, a research team, and experts. The National Competence Centre supported the Lighthouse Keepers in their daily work on the Digital Poland project. Local authorities and NGOs supported Digital Poland by providing equipment and venues (e.g., libraries) for the training.

Key results and benefits

Two evaluation reports were produced for the Digital Poland project. In 2013 and 2014 the University of Warsaw surveyed participants of the Lighthouse Keepers project to assess whether the project had achieved its expected impact. Sample questions included whether project participation fostered the acquisition of new digital skills, and if those were used by participants on a daily basis or had improved their quality of life.The second study was conducted by the Pedagogical University of Krakow and analyzed the environmental and individual conditions that created space for the Lighthouse Keepers’ activities during the period 2012-15. It focused on the opportunities, threats, and benefits of reducing digital exclusion among those aged 50+.

The results of the survey were used to confirm the effectiveness of the work of the Lighthouse Keepers, the efficiency of the method to involve adults in the digital world, and to recommend its continued implementation. In summary, the method used was considered to work well by respondents, working to encourage continued participation by those who attended the classes. More than 7 out of 10 participants (72.36%) took part in more than three classes or meetings. Less than 5% took part in only one class and without plans to return. Over 88% of respondents started using the Internet after the classes, with many recommending the classes to other people, whilst expressing concern about whether there would be more classes and whether the programme would be continued. Effective aspects of the method highlighted include the support provided by the Lighthouse Keepers in improving digital skills among participants, the atmosphere of the classes, the Keepers’ patience, the selection of topics as well as the possibility of suggesting topics.

More than 272 000 people attended classes given by Lighthouse Keepers, with a total of 70 800 classroom hours. The Lighthouse Keepers had four important roles: 1) local community animators; 2) educators of senior citizens; 3) new media experts; and 4) advocates for the interests of older people. The first evaluation report showed that the project had improved the number and quality of contacts with relatives, thereby reducing social loneliness. It had also increased the number of new hobbies and interests, happiness levels, and access to e-administration and online shopping.

Digital Poland created a network of thousands of people all over the country, leading to a breakthrough in the use of internet in Poland. Tarnów is now known as the capital of digital education in Poland. The Digital Poland project won the support of many senior figures in science, politics, and culture, with a former Minister of Administration and Digitisation, volunteering as a Lighthouse Keeper, for example. In 2012, Digital Poland was awarded the WSIS Project Prize at the World Summit of Information Society (http://groups.itu.int/stocktaking/WSISProjectPrizes2012.aspx). If possible, please include short testimonies from citizens or their families to illustrate the main outcomes of the project and their experience of it.

“As a middle school teacher in the work of a lighthouse keeper, I came across a completely new type of students – people who come to the classes without any coercion, reluctance and with strong motivation for absorbing knowledge.”

“The classes allowed both me and them [class participants] to look at/see the world and my life differently.”

Potential for mainstreaming

The following section looks at key elements of the project that have proven to be successful in its implementation and are equally transferable to other local, regional and national contexts. Engaging community members with an interest and some practice experience in the use of IT and the internet, but no formal education in the field, proved to be a very effective way to engage both volunteer educators and learners. Educational volunteering occurred on an unprecedented scale in Poland with nearly 3 000 people trained as Lighthouse Keepers.

Another key, transferrable success factor is that classes were small (between 4-8 participants), open, and flexible, were not presented as formal training but mapped individual needs and identified individual goals.

Creating and presenting programmes where people could learn functional and practical digital competences to improve people’s functioning in daily life proved a successful way to canvass learners e.g., how to communicate with friends and relatives digitally, how to shop online, make bank transfers, or complete a vocational course.

Providing educators with the necessary equipment, venues, advice and training is important to the success of such a programme. For example, support was provided for the Lighthouse Keepers via the National Competence Centre in this case. Cities on the Internet association, provided one-to-one support to the Lighthouse Keepers, discussing difficulties and successes, giving tips and advice, and suggestions on ways to improve the action.