Finance & Development, September 2001 - On the = Global Digital Divide

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A quarterly magazine of the IMF

Sept= ember=20 2001, Volume 38, Number = 3

On the=20 Global Digital Divide
Ashfaq=20 Ishaq=20

Why is the global digital divide an important issue, and = what=20 benefits would result from bridging it?

The digital and information revolution presents a historic = opportunity for=20 developing countries to take a quantum leap forward, develop their = own=20 productive and creative capacities, and become integrated into the = global=20 virtual economy. However, Internet density (users as a percentage = of=20 population) is still much higher in industrial countries, as well = as in=20 affluent and educated communities in every country, than = elsewhere. The=20 Internet threatens to magnify the existing socioeconomic = disparities,=20 between those with access and those without, to levels unseen and=20 untenable. Therefore, urgent actions are needed at the local, = national,=20 and international levels to bridge the global digital divide. This = article=20 outlines both the digital opportunity and the digital divide and = argues=20 that bridging the divide is a precondition for a worldwide = creativity=20 revolution to blossom.=20

The big divide=20

In the final pages of Jacques Barzun's opus on the past five = hundred=20 years of Western cultural life (Barzun, 2000), he conjures up the=20 following vision of the year 2300:=20

The population was divided = into two=20 groups; they did not like the word classes. The first, less = numerous,=20 was made up of the men and women who possessed the virtually = inborn=20 ability to handle the products of techne and master the methods = of=20 physical science, especially mathematics=97it was to them what = Latin had=20 been to medieval clergy. This modern elite had the geometric = mind that=20 singled them out for the life of research and=20 engineering. . . . Dials, toggles, buzzers, = gauges, icons=20 on screens, light-emitting diodes, symbols and formulas to save = time and=20 thought=97these were for this group of people the source of = emotional=20 satisfaction, the means to rule over others, the substance of = shoptalk,=20 the very joy and justification of life. . . . It = is from=20 this class=97no, group=97that the governors and heads of = institutions are=20 recruited. The parallel with the Middle Ages is plain=97clerics = in one=20 case, cybernists in the other. The latter took pride in the fact = that in=20 ancient Greek cybernetes means helmsman, governor. It = validated=20 their position as rulers over the masses, which by then could = neither=20 read nor count. But these less capable citizens were by no means = barbarians, yet any schooling would have been wasted on them; = that had=20 been proved in the late [twentieth century]. Some now argue that = the=20 schooling was at fault, not the pupils; but when the teachers = themselves=20 declared children unteachable, the Deschooling Society movement = rapidly=20 converted everyone to its view.

This is Barzun's description of the digital divide, written as = if it=20 were being viewed from after the year 2300 but actually reflecting = New=20 York's reality in 1995=97just before the Internet created the = greatest=20 equity wealth boom in the history of mankind. At present, the = digital=20 divide mirrors the technology gap separating the rich countries = from the=20 poor ones=97a gap that opened up during the industrial revolution = and has=20 yet to be fully bridged. The pessimistic view of the digital = divide=97that=20 it is widening as information and communications technologies = (ICTs)=20 advance to broadband=97is likely to prevail if the public, = private, and=20 civil sectors fail to bridge it before it becomes too expansive = and=20 intractable.=20

The uncontested fact is that the Internet is still growing at a = phenomenal pace. Estimating the current number of Internet users = is=20 difficult, however, because one person may have multiple Internet = accounts=20 or a single account may have multiple users. According to the = table, more=20 than 400 million users were online in November 2000, with nearly = 69=20 percent of them in the United States, Canada, and Europe. Internet = density=20 has increased to more than 53 percent in the United States and = Canada, but=20 is a mere 1 percent in the Middle East and 0.4 percent in Africa. = Overall,=20 a modest 7 percent of the world's population uses the Internet, = which=20 shows both how widely the Internet has spread and how much remains = to be=20 done before universal access is attained.=20

Number of Internet users=20 worldwide

Users
in millions Users as percent
of total world=20 users Users as percent
of = population

World=20 total 407 100.0 6.8

Africa 3 0.7 0.4

Asia/Pacific 105 25.8 3.0

Europe 113 27.8 14.1

Middle East 2 0.5 1.1

Latin=20 America 17 4.2 3.2

United States and Canada 167 41.0 53.9

Sources: = User=20 estimates are for November 2000 from http://www.= nua.ie/surveys/how_many_online/index.html.=20 Population estimates are for 2001 and were drawn from = http://www.census.gov/= ipc/www/idbnew.html.=20 =

Universal access=20

Access requires an Internet device, such as a personal computer = (PC),=20 electricity, telephone service, and an Internet service provider = (ISP).=20 Today, there is virtually no technological constraint preventing = access;=20 even a remote village or a faraway hamlet lacking both telephones = and=20 electricity can be connected to the Internet using a satellite = dish and=20 solar power. The constraint, therefore, is purely financial. At = the local=20 level, the costs of building the necessary infrastructure and = procuring=20 the equipment have to be financed. At the national level, the = foreign=20 exchange cost of importing needed equipment and services must be = met. At=20 the international level, a funding mechanism to promote universal = access=20 has to be established.=20

To begin with, universal access must be defined, ideally, as a = basic=20 necessity, if not a right. The trend in industrial countries is to = guarantee access anywhere, anytime, through multiple devices. = Students,=20 for example, can connect to the Internet at their schools or homes = or at=20 libraries, community centers, or shopping malls. Further, wireless = technology is making the Internet nearly omnipresent. Poor = countries=20 cannot afford such an array of choices, however. In most villages = and=20 towns, only a single central access point can be established. = Examples of=20 such shared access are community cyber centers in Jamaica, mobile = Net=20 units in Asia, Internet cafes in South America, cyber bars in = Eastern=20 Europe, e-mail kiosks in India, and walk-in Internet posts in = Mongolia.=20

Although in industrial countries the distance between users and = Internet-ready computers is nearly zero, in developing countries = it can be=20 several miles. Shared access and the acceptance of the "last mile" = between=20 an average user and the nearest access point can drastically = reduce per=20 capita access costs. Universal access can be further refined to = mean that=20 one member of every family anywhere has access to the Web for at = least a=20 short period every day or every week. Through this single online = member,=20 the entire family can be occasionally connected to the virtual = world,=20 enabling it to reap some of the benefits of the digital = revolution.=20 Universal access, thus narrowly defined, may be possible by 2005, = as has=20 been advocated by the United Nations.=20

More optimistically, Internet users have increased by about 100 = million=20 a year in the past couple of years. If this rate continues, the = population=20 online will increase from 400 million in 2000 to 900 million in = 2005.=20 However, bringing each successive 100 million people online will = require=20 greater and greater financial and training resources.=20

Training and content=20

With four billion unique, indexable pages already, the Internet = offers=20 incredible and unprecedented communications, learning, and = transaction=20 opportunities for those connected to the Web. Without adequate = training,=20 however, users cannot employ the Internet effectively to advance = their own=20 objectives. Instead, they may find themselves lost on the Web, as = a result=20 of information overload, or get caught in the net of pirates, = perverts,=20 and impostors.=20

When the Internet's local impact grows, it will become more = attractive=20 to new users, who will be predominantly from the developing world. = Although the Internet started as a U.S.-centric medium, and = English=20 continues to dominate the Web, the publication of local content is = gaining=20 momentum and support. A report of the Digital Opportunity Task = Force (DOT=20 Force) established at the 2000 Group of Eight Summit in = Kyushu-Okinawa=20 (Group of Eight, 2000) states=20

Innovative partnerships are = required=20 to support local content creation and dissemination, including=20 indigenous knowledge preservation. A key aspect of this is the = creation=20 of the technical foundations for greater cultural/linguistic = diversity=20 on the Internet, including better integration of different = writing=20 systems with the Net's technical standards. . . . = A=20 related priority is technical and financial support for=20 content-development tools for nonliterate populations, to = enhance not=20 only their effective use of ICTs but also the cultural diversity = of=20 content available online.

Implementation of these recommendations will enrich the = Internet and=20 enhance its international usefulness.=20

E-learning and e-development=20

Several major universities, including the Massachusetts = Institute of=20 Technology and Cambridge, are placing their course materials = online,=20 making them available to all. More significantly, the Internet is = bringing=20 about a revolution in learning and education. New approaches are = taking=20 root and spreading, involving radical changes in attitudes as well = as=20 incorporation of new research on how learning takes place and how = to make=20 education more effective. The Internet is replacing the "sage on = the=20 stage" pattern of instruction with a new model of "guide on the = side."=20 With students at the center of the learning process, schools can = become=20 fundamental agents for change, helping reengineer the whole = educational=20 system and stimulating lifelong learning.=20

The Internet is a place not only to acquire knowledge but also = to=20 create, document, and store it. Users are coming together to = create=20 knowledge networks and "mutual education communities." E-mentoring = on the=20 Web is possible through listservs, connecting students on one = continent=20 with tutors on another. In sum, the Internet has opened exciting = new=20 opportunities for human capital development, which can and should = result=20 in a more informed, empowered, and creative citizenry=97a = precondition for=20 economic development.=20

A growing recognition of the Internet as a promising path for = economic=20 development of poor countries has led to e-development=97the = pursuit of new=20 opportunities available to those with access to the Internet. Here = again,=20 closing the digital divide becomes a primary concern. The hope is = that=20 e-development will not consist merely of the publication of old = recipes in=20 a new medium. Rather, it would usher in new theories and practices = of=20 economic development. As Jack Welch, the Chairman of General = Electric, has=20 famously stated: "The secret of success is changing the way you = think."=20

Meanwhile, the development landscape is rapidly changing: = taxpayers in=20 Brazil can file their tax returns online; farmers in Bhutan access = the Web=20 to learn how to protect their harvest and improve crop yields; = radio=20 talk-show hosts in Sri Lanka surf the Net in response to questions = and air=20 the answers in local languages; nurses in Gambian villages use = digital=20 cameras to download and transfer images of patients' symptoms to = nearby=20 towns for examination by doctors; when Hurricane Mitch hit = Honduras in=20 1998, the Internet helped expedite and broaden the relief efforts; = and the=20 same year Timbuktu, Mali, went online. Every week, a new community = in=20 Africa, Asia, or Latin America gets connected to the Web, = publishes its=20 own website, starts e-commerce, or embraces e-learning. All such = projects=20 need to be supported, promoted, and replicated with national and=20 international assistance, because the more widespread the digital=20 opportunity becomes, the greater will be the incentive at local = levels to=20 gain access to the Web.=20

With universal access and an Internet-literate workforce, the = digital=20 revolution can serve as the engine of economic growth and = development. To=20 this end, it is necessary to create ICT ministries that deal = specifically=20 with complex Internet issues, ranging from privacy to taxation. = Internet=20 ministers would benefit from an IMF- or World Bank-sponsored = listserv=20 through which they can exchange ideas and collaborate. This could = be a=20 first step in creating a virtual community of political, = corporate, and=20 civil society leaders to address the global digital divide.=20

The next revolution=20

Starting as a new medium for communication and information, the = Internet has quickly become a place for learning and transactions. = The=20 initial impact of the Net has been on increasing productivity in = the=20 workplace. For example, the use of ICT contributed close to 50 = percent of=20 the total acceleration in U.S. productivity in the second half of = the=20 1990s (United States Internet Council, 2000). Wireless technology = will=20 further increase productivity by allowing individuals to make = effective=20 use of the time they have available between tasks. And there is = much more=20 to come, considering that the digital revolution is still in its = infancy.=20

The full promise of the digital revolution lies in the = blossoming of a=20 creativity revolution worldwide. The Internet can be a = dynamic=20 platform for the use of knowledge through new forms of learning, = so that=20 individuals and organizations can achieve their creative = potential.=20 Already, there is a growing awareness that creativity should be a = central=20 focus of public policy. A recent paper on U.S. cultural policy=20 (Venturelli, 2001) warns that "a culture persists in time only=20 to . . . [the] degree it is inventing, creating, = and=20 dynamically evolving in a way that promotes the production of = ideas across=20 all social classes and groups." Indeed, without creative dynamism, = seemingly productive societies fade away, leaving behind their = rusted=20 factories and social detritus. Developing creative capacities is = hence the=20 defining challenge for individuals, organizations, societies, and=20 governments.=20

The new growth theorists' introduction of ideas and knowledge = as inputs=20 in the production equation reflects a recognition that the new = economy is=20 a creative economy, characterized by high potential output growth = and low=20 inflationary expectations. A new book titled The Ingenuity = Gap=20 (Homer-Dixon, 2000) discusses the gap between the difficulty of = the=20 problems faced by societies (the demand for ingenuity) and the = delivery of=20 ideas in response to these problems (the supply of ingenuity). A=20 creativity revolution can ensure that new ideas are generated in = time to=20 avoid diminishing returns on investment and that ingenuity is = present to=20 solve problems along the way.=20

A creativity divide has existed in the world since long = before=20 there was a digital divide or a technology gap. The digital = revolution can=20 finally close the creativity divide by fostering and supporting = human=20 creativity worldwide. For this to occur, however, the global = digital=20 divide needs to be bridged and the Internet's potential to serve = as a=20 creativity playground for children needs to be harnessed (see = Ishaq,=20 2001). This would ensure that the next generation is more = imaginative,=20 innovative, creative, and artistic.=20

Conclusion=20

Because the digital and information revolution is still in its = infancy,=20 it is impossible to predict whether this revolution will = ultimately=20 provide a unique opportunity for the poor to leapfrog into = prosperity or=20 whether the digital divide will deepen with time, relegating a = majority of=20 the world's population to a technological underclass that will be = held=20 back for generations to come. At its best, the digital revolution = can=20 blossom into a creativity revolution. At its worst, it will pit = the=20 cybernists against the unschooled majority in a battle without = end.=20

Suggestions for further reading:
Jacques = Barzun, 2000,=20 From Dawn to Decadence: 500 Years of Western Cultural Life = (New=20 York: Harper Collins).=20

Paula De Masi, Marcello Estev=E3o, and Laura Kodres, 2001, "Who = Has a New=20 Economy?" Finance & Development, Vol. 38 (June), pp. = 38-41.=20

Group of Eight, Digital Opportunity Task Force, 2001, "Digital=20 Opportunities for All: Meeting the Challenge," draft report on the = plenary=20 meeting held in Siena, Italy.=20

Thomas Homer-Dixon, 2000, The Ingenuity Gap (New York: = Alfred A.=20 Knopf).=20

Ashfaq Ishaq, 2001, "A Virtual Creativity Playground for = Children,"=20 Proceedings of the Education Technology 2001 Conference, = Arlington,=20 Virginia.=20

United States Internet Council and International Technology = & Trade=20 Associates, Inc., 2000, "State of the Internet 2000" (Washington). =

Shalini Venturelli, 2001, "From the Information Economy to the = Creative=20 Economy," Center for Arts and Culture (Washington).

Ashfaq Ishaq is founder and Executive Director of = the=20 International Child Art Foundation (Washington). He has = worked at=20 the World Bank and served as both an Adjunct Associate = Professor of=20 Economics at the George Washington University and President = of USA=20 International, Inc. =

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