Addressing Digital Inequalities Within the Armenian Community- case study b y CAIA

HEAR presents the next in our Digital Exclusion case studies from the Centre for Armenian Information and Advice and how they have addressed digital and social inequalities during the pandemic:

Addressing Digital Inequalities Within the Armenian Community
By the Centre for Armenian Information and Advice (CAIA)

CAIA support the UK’s over 20,000 Armenians, from their centre in West London, and were well placed to adapt to the barriers created by ‘lockdown’ due to being user-led, understanding the needs of isolated and intersectional Armenians and having already been part of the Good Things Foundation’s Online Centres .

Download or share the case study details using the hashtags #DigitalInequalities and #ChallengingDigitalExclusion and read the recommendations below

Recommendation to overcome Digital Exclusion:

  • Teaching & Training courses:
    …when designing/planning any form of IT/digital training, an organisation should be aware of the both the learners state of mind as well as their existing skills sets.
  • Engaging BMER people in digital learning:
    Arrange IT/ digital classes in familiar settings such as community centres where they are already known and trust those who are seeking to teach them digital skills…
  • To Combat loneliness and social exclusion:
    Promoting and explaining the practical benefits of digital skills to the most marginalized…is a major challenge…Therefore, every effort should be made to explain the importance of digital inclusion to them in their own language…
  • Training and teaching Internet privacy and safety:
    Confidentially, data protection and internet privacy are paramount for people who have experienced persecution, discrimination and violence…
  • Financial barriers
    The elderly/low income/newly arrived BAM people often find it complicated or expensive to acquire an internet provider. To attend classes, it may require travel or one to one assistance…Reimburse traveling costs and child care to encourage learners’ attendance”