Pathways 1 and 4: Learning & Life; Youth Leadership, Sports & Health · Optional women’s-enterprise education links by participant choice.
Status: Jointly approved development and learning materials. A new site opening, equipment inventory, operating computer center, schedule or learner enrollment is not being claimed.
Digital Access & Technology brings practical technology skills into Dago’s wider education and livelihood pathways. Earlier Enactus Ryerson-supported computer-learning and cyber-café work forms part of the program’s history; present access and equipment will be described from current local records, not assumed from that earlier project.
Four prepared learning modules
1. Digital safety
Learners practice identifying suspicious messages, using safer passphrases, respecting consent and protecting private information through fictional examples.
2. Everyday digital tasks
A supervised exercise covers creating, saving and retrieving a short letter or school/work document without exposing real student or family records.
3. Enterprise basics
Participants use hypothetical prices and stock to understand simple spreadsheets, costs and income. This is an educational exercise, not a live financial-service or borrower-data system.
4. Learning and access
Locally chosen resources support basic offline navigation, accessibility and asking for help. Materials can be translated and adjusted to learners’ needs.
Try the four digital-skills activities
Free, paper-first practice activities. Use a printed copy or a device already authorized for learning. Each activity can be completed with a pencil; no internet account, real password, personal information, registration or fee is required. These are published learning materials, not an announcement that the physical computer centre is open or classes are scheduled. Facilitators may adapt language and accessibility with the local team. If children participate in an organized session, use the approved safeguarding and supervision procedures.
D1 · Spot a suspicious message
Fictional message: “You have won a prize. Send your password and school ID to this unknown number in ten minutes or lose it.”
Try it: Write down two warning signs. What could you do to verify a real message without sharing a password, ID, payment or private information?
Example answer for D1
Two warning signs: an unexpected prize and a demand for sensitive information under time pressure. Do not reply or open links. Check with the institution through a contact method you already know, or ask a trusted facilitator for help. No participant should show anyone a real password.
D2 · Create and find a practice letter
Fictional text: “Dear Community Learning Team, I would like to learn how to create documents. Thank you, Example Learner.”
Try it: On paper, identify a title and filename: PracticeLetter_01. If using an authorized device, type the fictional text, save it in an approved practice folder, close it, and reopen it. Do not use a real child’s name or an existing school record.
Example answer for D2
The learner can explain where PracticeLetter_01 was saved and find the same practice document again. Paper-only alternative: draw a folder labelled “Practice” and show where the filename belongs.
D3 · Understand a fictional stock sheet
Fictional example, not a local quotation or actual business result: Two sample items sell for a combined KES 450. Their combined direct goods cost is KES 270.
Try it: On paper or in a practice spreadsheet, create columns for “Items sold,” “Receipts,” “Direct goods cost” and “Example remainder.” Calculate the remainder after the listed goods cost. What other real-world costs might a business still need to consider?
Example answer for D3
Two items; KES 450 example receipts minus KES 270 direct goods cost equals KES 180 example remainder before other costs. A real business could also incur transport, packaging, rent, utilities or labour. The fictional KES figures must not be used as Dago vendor quotations or income evidence.
D4 · Make learning accessible
Try it: Imagine a short lesson is available only on a small screen and requires a strong internet signal. Suggest two ways someone with limited connectivity, low vision, a language preference or a shared device could still learn. Identify one respectful way to ask for help.
Example answer for D4
Offer a printed or locally approved offline copy, larger text, a spoken explanation in a suitable language, or supervised shared-device practice. Ask privately about the learner’s preferred format. Do not assume a person’s disability, literacy or device ownership.
For facilitators: Keep practice answers anonymous and use fictional examples only. A learner’s demonstration of one activity is not proof that a community session occurred. After an actual locally approved session, record its date and aggregate participation in the existing Stage 5 Session Evidence register; do not upload participant identities or real credentials. To print, use your browser’s Print command.
How the site and equipment will be chosen
Local leaders can compare reuse of authorized devices, relocation to an approved safe learning space, or short supervised sessions with approved equipment. Before a public opening, the operating model must address ownership and permissions, child protection, accessibility, device security, power, connectivity, trained facilitation and maintenance costs.
Current progress and what comes next
The four-session facilitator guide is prepared and approved for local adaptation. A timetable, actual venue, device count, first-year costs and participant totals will be published only when their real implementation records exist.
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