In Mandera County, digital literacy is about more than knowing how to use a computer. It is increasingly a pathway to accessing information, public services, employment opportunities and economic participation. Yet for many young people, limited access to equipment, connectivity and reliable infrastructure continues to create barriers.

Through its Digital Literacy & Income Pathways Programme, Raising Youth & Communities (RYC) worked with young people in Rhamu to build practical digital skills that could be applied to everyday life and local income opportunities. The experience offered important lessons about what it takes to make digital inclusion meaningful in a resource-constrained and climate-vulnerable setting.

Why Digital Literacy Matters in Mandera

Mandera is part of Kenya's Arid and Semi-Arid Lands (ASALs), where geographic isolation, infrastructure gaps and recurrent climate pressures can make access to opportunities more difficult. For young people, digital exclusion adds another layer to these challenges.

As more government services, employment opportunities, applications and business processes move online, digital skills are becoming increasingly important for participation in everyday economic and civic life. RYC's programme was designed in response to this reality, focusing on practical skills that participants could use beyond the training room.

What RYC Did

RYC implemented the Digital Literacy & Income Pathways Programme in Rhamu, Mandera County, focusing on practical digital skills that participants could immediately apply. Rather than relying mainly on classroom theory, the sessions were structured around tasks and outputs, allowing participants to learn by doing.

Because equipment was limited, participants worked in pairs. They rotated between two roles: a driver who operated the computer and completed tasks, and a navigator who followed instructions, checked accuracy and supported their partner. This approach kept all participants actively involved while encouraging peer learning and confidence-building.

The programme also adapted to the realities of the training environment. Power interruptions affected some sessions, so devices were charged in advance, activities requiring stable electricity were prioritised, and key exercises were repeated where necessary.

Learning by Doing

The training moved from basic computer use to practical applications such as file management, document formatting, internet navigation, professional email communication and Canva-based design. Participants worked towards tangible outputs rather than simply completing theoretical lessons.

What the Experience Revealed

The training demonstrated that digital inclusion is not simply a question of providing computers or teaching technical skills. The conditions in which people learn, access technology and participate in programmes matter just as much.

• Limited Equipment Can Still Support Meaningful Learning

With limited computers available, RYC used a paired-learning approach that kept participants active throughout the sessions. Participants rotated between operating the computer and supporting their partner, creating opportunities for peer learning, practice and confidence-building.

• Programme Design Must Respond to Local Realities

The programme had to adapt to practical realities beyond the classroom. Power interruptions affected session flow, while household responsibilities, mobility constraints and safety considerations influenced when and how some participants could attend. Flexible scheduling and practical adjustments helped reduce these barriers.

• Digital Inclusion Requires Trust and Protection

The programme also highlighted the importance of privacy and safeguarding in digital and media activities. Some female participants were reluctant to have identifiable photographs taken because of concerns about privacy, security and unwanted exposure online. RYC therefore kept participation in photography voluntary and used approaches such as group photographs, images taken from behind and activity-focused images.

These experiences reinforced a broader lesson for RYC: effective community programmes need to be practical, adaptable and responsive to the realities of the people they are designed to serve.

Beyond the Training Room

The Mandera experience also showed that digital inclusion cannot be separated from the wider conditions that shape people's economic and social participation. Digital skills can create access to information, services and opportunities, but their impact becomes stronger when connected to other community-led initiatives.

Connecting Skills, Livelihoods and Resilience

In Mandera, RYC's digital literacy work sits within a broader community development context that includes peacebuilding, livelihoods and climate resilience. The programme highlighted opportunities for digital tools to support access to markets, climate and weather information, digital record-keeping, financial literacy, online entrepreneurship, and e-government services.

What Comes Next?

The Mandera experience points to opportunities for taking digital inclusion beyond basic computer skills. Future programming could build on the foundations established through the training by connecting digital skills more deliberately to livelihoods, agriculture, financial literacy, climate information and access to online services.

For RYC, the experience reinforces the importance of designing digital inclusion as part of a wider community development approach. The opportunity is not simply to train more people to use computers, but to help communities use digital tools to access information, services, markets and opportunities that can strengthen economic and social resilience.

Read the Full Programme Report

For a detailed account of the programme, findings, lessons and recommendations, read the full Digital Literacy, Peacebuilding & Climate-Resilient Community Development Report.