Dire Dawa University

Director of Community Engagement

A training proposal
On
Digital Literacy as a Community Service

Target trainees: Stakeholders

Date of the training: July 17-1 August, 2019

Trainers
 ICT staff

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 Declaration of the trainers
I hereby declare that this proposal is my original work all sources of material used to prepare it
have been duly acknowledged. Moreover, trainers, budget and time allocated for this training is
solely based on professional evaluation.
Principal trainer: Name: _________________ Signature _________ Date:___________
Coo-trainers:
Name: _________________________ Signature ____________ Date:___________
Name: _________________________ Signature ____________ Date:___________
Name: _________________________ Signature ____________ Date:___________
Name: _________________________ Signature ____________ Date:___________
Name: _________________________ Signature ____________ Date:___________

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 Dire Dawa University
Community Service Directorate
Training Proposal Approval Form
Name of the Principal Trainer _____________________________________

Training Title Digital Literacy as a Community Service

Code: 01/11

Approval by Research and Community Service Council

As a member the council, I hereby certify that I have read and evaluated this proposal. The
proposal is prepared according to the research and community service guideline so that I
recommend the whole proposal for implementation.

______________________ _________________ _______________

Name Signature Date (dd/mm/yy)

______________________ _________________ _______________

Name Signature Date (dd/mm/yy)

______________________ _________________ _______________

Name Signature Date (dd/mm/yy)

______________________ _________________ _______________

Name Signature Date (dd/mm/yy)

______________________ _________________ _______________

Name Signature Date (dd/mm/yy)

______________________ _________________ _______________

Name Signature Date (dd/mm/yy)

Approved by The Director and RCSVP (signature and date with Titter/stamp)
______________________ _________________ _______________
Director of RTI/CED Signature Date (dd/mm/yy)

______________________ _________________ _______________

RCSVP Signature Date (dd/mm/yy)

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 Award Letter for the Project
Date: ______________
To:
Mesganawu (PI)
Dears,

I am pleased to inform you that your training Project with title Digital Literacy to be
implemented from 17/11/11 to 6/12/11 E.C. has been accepted. The amount of money approved
to implement this Project is 354, 150 ETH (Three hundered fifty four thousands and one
hundered fifty four Birr). Please be imformed that all profesional payments will be processed
after you submit a brief report on the impact of this Project.

I wish you success in your Project implementation.

Sincerely,

_______________________________________
Director, RTI/CS
Dire Dawa University
Dire Dawa

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 Dire Dawa University
RTI/ CED
Contract Agreement for Training and Consultancy projects
(To be field in six copies)
Project Title: Digital Literacy as a Community Service
Project code: ____________

Whereas, the Dire Dawa University is willing to enter to contract agreement with computer staff the
principal Investigator or Trainer, (mentioned as PI hereafter), of this project representing members of the
project proposal) for rendering of intellectual services on training/consultancy/ for targets mentioned in
the project proposal within the project implementation period. Whereas the PI representing the members
of the project proposal has declared that all members of the project are willing and professionally
qualified to render the said services.

Particulars of the PI:

Name………………………………………… Department: ……………………………………. College
…………………………. Mobile number: …………............. E-Mail Address ………

Therefore, the parties hereby have agreed as follows:

The PI shall take all responsibilities given to him/her in the Research and Community Service guideline
with respect to this project. In consideration of this the team through the PI of this project shall receive
birr Ten Thousand (10.000 ETB). The final professional payment shall be paid after the PI submits report
on impact assessment of this project.

.......................................................... ........................................ .......................

Name, PI Signature Date

.......................................................... ........................................ .......................

Name, Department Head: Signature Date

.......................................................... ........................................ .......................

Name, College RTI/CE coordinator Signature Date

.......................................................... ........................................ .......................

Name, Director, RTI/CE: Signature Date

.......................................................... ........................................ .......................

Name, RCSVP Signature Date

.......................................................... ........................................ .......................

Name, Budget and Finance Directorate Signature Date

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 Digital Literacy as a Community Service
Digital literacy is important because we live in a tech-dependent world. The internet, search
engines, email programs, blogs, and online videos have all contributed to our expanding
knowledge and capabilities. Digital literacy is the ability of the community to use information
and communication technologies (ICT) to find, evaluate, create, and communicate information.
This requires the community to have both cognitive and technical skills. Digital literacy will help
in bridging the digital divide within the community. Creating better national connectivity
through various government development initiatives is one of the major requirements for digital
literacy. In addition to utilizing the existing connectivity, basic computer skills and high-level
cognitive skills for finding, evaluating, ethically using, creating, and sharing information are
required for digitally inclusive communities.
As shown below, digital literacy has many dimensions that could be achieved in the long run.
While some of the literacy dimensionalities need long term planning and continuous
development; items 1 Functional Computing Skill; 6 Find and Select Information, and
7 Effective Digital Communication can be provided in a smaller scale with the available
resources.

Providing such digital literacy as a community service will help to improve digital skills and
impacts that user’s ability to utilize technology in the workplace, better plan business activities
and processes, access government services delivered electronically, or access online educational

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opportunities. A community with digital literacy will be able to explore and use various available
lifelong learning platforms for self-learning and better understanding on how to achieve their
business, personal, societal, and organizational responsibilities.

Initial Plan

Ethiopian higher learning institutions (HLI) as well as TVET Centres can engage in providing
digital literacy to owners of small and medium businesses (SMEs), local administration leaders
and workers, as well as high school administrators and teachers. The program can also extend to
students and citizens at large.

While a digital literacy initiative can be planned in a wider and continuous program, as a starting
point, Ethiopian higher learning institutions with ICT related programs can engage in identifying
SMEs, government administrative organs, secondary and primary school communities in their
locality to provide basic Information Technology related trainings which will lead to better
digital literacy with the available resources. Each HLI may undertake quick preliminary survey
to frame what kind of digital literacy trainings are required by the identified community
members. This is important as the existing infrastructure and connectivity will impact feasibility
of the digital literacy training. The following are suggested topics as first step for digital literacy.

Notes:

 Universities can contextualize this initial plan by adjusting the training type, training
duration, content, ciriculum and type of people to be trained;
 Universities should use their own resources inlcuding computer labs and all the required
resources for the training;
 The training time could be Weekends or Evenings based on the conviniens of the
Universities or the target trainees;
 The universities should provide completions certificates to attract more trainees.
 We used Digital Literacy Standard Curriculum Version 4 from Microsoft (till the new
verstion is relased)

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COURSE DESCRIPTION: The Digital Literacy programme introduces participants to basic
computer concepts and develop skills that people can use in everyday life to enhance social and
economic opportunities for themselves, their families and their communities.

LEARNING OUTCOME: Upon completion of this course, trainees will understand the main
parts and functions of a computer. They will become more familiar with using the mouse and
keyboard. They will gain knowledge of the hardware, operating system, programs, data,
networks and the World Wide Web. They will be able to easily manage files and folders and will
be more aware of the different types of Internet connections available, how to search for
information, email and publish on the web etc.

TARGET AUDIENCE

 Students in formal learning

 Secondary and primary school communities in their locality
 TVET staffs and students
 Small and Medium Enterprises owners and employees
 Government administrative organs
 Individual persons currently working and needing ICT skills for their current role or
future job prospects
 Individuals who are not working but desire to build their ICT skills and be able to use
online services or to enjoy social software for communication and recreation. Etc

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To start the training the below minimum requirement should be fulfilled.

System Requirements

The Digital Literacy Curriculum requires the following minimum system configuration:

1. Hardware

 Personal computers with a 233–megahertz (MHz) or higher processor

 256 megabytes (MB) of RAM or more recommended
 2 gigabytes (GB) of available hard disk space
 Non-ISA network adapter, 10/100 megabits per second (Mbps)
 4-MB video adapter
 Super VGA (SVGA) monitor (17 inch)
 Keyboard and pointing device (such as a mouse)
 Sound card with amplified speakers or headphones

2. Software

 Windows (10, 8, XP Professional etc)

3. Internet Connection

 A continuous broadband connection is required for the online e-learning courses.

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 Digital Literacy Standard Curriculum

Summery

No. Courses Estimated Time

1 Computer Basics 2-3 hours

2 The Internet, Cloud Services and World Wide Web 2-3 hours

3 Productivity Programmes 2-3 hours

4 Computer Security and Privacy 2-3 hours

5 Digital Lifestyles 2-3 hours

Details

1. Computer Basics

Computing is an important part of everyday life in the twenty-first century. From music and
photos to banking and communicating, computers have changed the way we work and live. This
course introduces you to the fundamentals of computing, explains the components of a computer,
explores operating system basics and shows you how to use a mouse and a keyboard.

Course Topics

 Lesson 1: Introduction to Computers

Objectives

1.1. Describe the importance of computers in today's world.

1.2. Identify the main parts of a computer.
1.3. Identify the steps for starting and shutting down a computer.
1.4. Identify the different groups of keys on a keyboard.
1.5. Perform different tasks by using a mouse.
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 1.6. Describe other common computing devices such as laptops, netbooks, tablets, and
phones.

 Lesson 2: Common Computer Terminology

Objectives

2.1. Identify the primary hardware components of a computer.

2.2. Explain an operating system.
2.3. Explain programmes and data.
2.4. Describe a network and the types of networks.
2.5. Explain the terms Internet, World Wide Web, and intranet.

 Lesson 3: Computer Performance and Features

Objectives

3.1. Compare the features of different types of computers.

3.2. Explain the role of memory.
3.3. Explain the basics of computer performance.
3.4. Explain the concept of minimum requirements for software.
3.5. Describe the types of productivity programmes and their uses.
3.6. Describe the types of communications programmes and their uses.
3.7. Describe the uses of educational and entertainment programmes.

2. The Internet, Cloud Services and World Wide Web

The Internet can connect you to people, information and resources around the world. This course
shows you how to connect to the Internet, browse Web pages, navigate Web sites, use search
engines and exchange email with others.

Course Topics

 Lesson 1: The Internet

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Objectives

1.1 Describe the uses of the Internet and Cloud Services.

1.2 Identify the requirements for an Internet connection.
1.3 Identify the features of two types of Internet connections.
1.4 Relate the term bandwidth to types of Internet connections.

 Lesson 2: The World Wide Web

Objectives

2.1. Describe the components of the Web.

2.2. Explain how Web addresses work.
2.3. Explain how to connect to the Internet.
2.4. Explore Web sites by using a browser.
2.5. Describe how to save favorite Web sites.
2.6. Search for reliable information on the Web. (Note: examples from Bing.com)
2.7. Explain how to perform transactions over the Web.

 Lesson 3: Using Email

Objectives

3.1 Explain how email works.

3.2 Write and send email messages.
3.3 Manage email messages.
3.4 Identify correct email etiquette.
3.5 How to create an email address.

 Lesson 4: Other Methods of Communicating on the Internet

Objectives

4.1. Identify the features of online communities.

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 4.2. Explain how instant messaging and Web-cam video communication works.
4.3. Explain how to create and publish Web pages.
4.4. Explain how to blog using Windows Live Writer.

3. Productivity Programmes

Hundreds of software applications are available today. This course explores the most common
productivity software applications used in school, at work, and at home. The course teaches you
how to choose the right software for your project. You will learn the fundamentals of word
processing, spreadsheets, presentation software, and databases.

Course Topics

 Lesson 1: Introduction to Productivity Programmes

Objectives

1.1. Describe the functionality of the common programmes in Microsoft Office 2013
and Office Web Apps.

 Lesson 2: Common Features and Commands

Objectives

2.1. Identify the main components of the graphical user interface (GUI) of a
productivity program.
2.2. Use the pointer to navigate in a program.
2.3. Identify the tabs, groups, and commands on the Ribbon.
2.4. Use the buttons on the toolbars to perform various tasks.
2.5. Type text and characters in a program by using the keyboard.
2.6. Explain the use of keyboard shortcuts and key combinations.

 Lesson 3: Introduction to Word Processors

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Objectives

3.1. Perform basic tasks in a word processor.

3.2. Find and open templates.
3.3. Edit and format text.
3.4. Work with tables and pictures.
3.5. Proofread a document.
3.6. Identify the benefits of desktop publishing.

 Lesson 4: Introduction to Spreadsheet Programmes

Objectives

4.1. Identify the components of a spreadsheet.

4.2. Enter data into a spreadsheet.
4.3. Perform basic mathematical tasks in a spreadsheet.
4.4. Insert charts in a spreadsheet.
4.5. Print a spreadsheet.

 Lesson 5: Introduction to Presentation Programmes

Objectives

5.1. Identify the elements of a presentation program.

5.2. Create a presentation.
5.3. Add graphics and multimedia to a presentation.
5.4. Use the print options available in a presentation program.

 Lesson 6: Introduction to Database Programmes

Objectives

6.1. Explain basic concepts of a database.

6.2. Create a database.

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 6.3. Work with records in a database.
6.4. Explain what database queries are and how they work.
6.5. Work with reports.

4. Computer Security and Privacy

This course helps you to identify the various threats to your computer and the data stored on it.
You will explore how to protect your computer from these threats by taking some preventive
measures. Finally, this course explains the ethical and legal issues related to Internet usage.

Course Topics

 Lesson 1: Introduction to Computer Security and Privacy

Objectives

1.1. Explain computer security and privacy.

1.2. Identify natural threats to your computer.
1.3. Identify measures to protect your computer against natural threats.
1.4. Identify threats to your computer from human actions.
1.5. Identify measures to protect your computer against threats from human actions.

 Lesson 2: Protecting Your Computer

Objectives

2.1. Identify guidelines for protecting your computer.

2.2. Identify best practices for securing online and network transactions.
2.3. Identify measures for securing email and instant messaging transactions.

 Lesson 3: Protecting Your Family from Security Threats

Objectives

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 3.1. Identify measures that you can use to protect your privacy.
3.2. Explain how online predators operate.
3.3. Identify guidelines to protect your family from online predators.

5. Digital Lifestyles

From smart phones to digital cameras, computers are changing our everyday lives. This course
introduces you to new digital technologies, including digital audio, digital video, and digital
photography. It explores how these and other computing technologies are creating new career
opportunities and shaping the world we live in.

Course Topics

 Lesson 1: The Digital Experience

Objectives

1.1. Describe the benefits of digital technology. (Note: Including laptops, tablets, and
phones)
1.2. Explain how digital technology expands the features of media devices.

 Lesson 2: Introduction to Digital Audio

Objectives

2.1. Identify the characteristics of digital audio.

2.2. Explain the concepts of recording, copying, and converting digital audio.
2.3. Identify the features of speech technologies.

 Lesson 3: Introduction to Digital Video

Objectives

3.1. Identify the characteristics of digital video.

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 3.2. Explain what digital video editing is and the output formats for digital video.
3.3. Identify the features of Web video technologies.

 Lesson 4: Introduction to Digital Photography

Objectives

4.1. Explain the benefits, features, and workings of a digital camera.

4.2. Explain how to edit and manage digital images.
4.3. Identify the features of different types of printers that are available for printing
photos.

 Lesson 5: Introduction to Digital TV and Enjoying Digital Media on Your

Computer

Objectives

5.1. Describe how your computer can be used as a TV.

5.2. Explain how to view digital TV on your computer.
5.3. Organize digital media on your computer.
5.4. Listen to digital audio and view digital photographs and videos on your computer.

 Lesson 6: Digital Technology and Career Opportunities

Objectives

6.1. Explain how digital technology helps people work from any location.
6.2. Identify the career opportunities available for information workers.
6.3. Identify the career opportunities available for IT professionals.
6.4. Identify the career opportunities available for developers.

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 7. Trainers from Dire Dawa Administration

Training Days
No Name of the trainers Total number of trainers

1 Elementary School students 3(15-17/11/11 E.C) 150

2 Secondary School students 3(18-20/11/11 E.C) 150

3 Elementary school teachers 3(22-24/11/11 E.C) 150

4 TVET students and teachers 3(25-27/11/11 E.C) 150

5 Micro and Small Enterprises 3(29-01/12/11 E.C) 150

6 Kebele Administrators 3(01-03/12/11 E.C) 150

7 DDU supporting staff 3(04-06/12/11 E.C) 150

Workers from different office of the

8 3(07-09/12/11 E.C.) 450
administration

Total 1,500

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 Class Size per Lab 30 trainees

No Total number of No of trainee per Total No. of No of Total

Trainee group groups session session group of
per session
1 1050 30 35 6 12 3

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Reference

1. Microsoft Digital Literacy Guides

http://services.nwu.ac.za/sites/services.nwu.ac.za/files/files/information-
technology/sc/training/digital_literacy/Microsoft%20Digital%20Literacy
%20Manual%20Master%20v4.pdf
2. Instructor’s Manual
https://msenmediastorage.blob.core.windows.net/uploads/80654584-76f2-4ab7-
be02-c9e917e31743.pdf

Training budget

Refreshment cost

Unit Total
Measurement Sponsored
No Item Quantity price Price
unit by
(ETB) (ETB)
1 Water (half liter) Bottle 1200 7 8,400.00 DDU
2 Kolo Kg 150 80 12,000.00 DDU
3 Tea Cup 600 2 1,200.00 DDU
4 Coffee Cup 600 2 1,200.00 DDU
Total 23,400.00
Professional fee

Only persons assigned with specific tasks in the training proposal (see resource person and
specific tasks above) are legible for the payment)
Hours to # of
deliver Payme pers
Academic Total
No Quantity Role Lectu Lab nt per on Total
Rank (hrs)
re (hrs) hour
(hrs)
1 Computer Lecturer Trainer 288 100 6 84,000.00
Staff
Total 84,000.00
Perdiem

No Description # of # of Payment Total

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 person days per day
1 Perdiem for data trainers 1050 3 100 315,000.00
Grand Summary of the training budget

No Cost type Total

1 Refreshment cost 23,400.00
2 Professional fee 84,000.00
3 Perdiem 315,000.00
Total 422,400.00

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