Deprivation is widespread in South Yorkshire, a fact widely recognised. Therefore digital exclusion is a problem for most communities, as manifested in the levels of access to the technology and also the lack of the 'literacies' and 'e-confidence' to take advantage of it in everyday living.

This project is focused on the part that can be played by digital literacy towards the end goal of bringing people into employment or nearer to employability. That part may range from formal skills in ICT to its broader contribution to pre-labour market readiness and self-esteem. 

The primary target groups are those that find themselves excluded from economic activity or distanced from employment and lifestyle opportunities for a multiplicity of reasons. These may include learning difficulties and problems in accessing traditional employment and education settings, which may arise from issues such as gender (the issues of women in certain age groups are a particular concern), physical disabilities, debilitating illness (e.g. ME, Asbergers Syndrome), ethnic barriers, drug dependencies, phobias, criminal proceedings, care responsibilities (lone parents or family careers).

The project will focus on members of these groups with poor ICT literacy, which is often combined with low levels of the literacy, innumeracy and communication skills essential in modern workplaces. This requires an integrated learning ladder from Entry Level 2 and upwards.

In the emerging climate of unemployment, there will also be a focus on clients whose level of ICT literacy is not adequate in the 21^st century workplace for the level of other skills they have to offer. This may be the case with many currently becoming redundant. This may require a ladder of ICT skills progressions up to Level 3.

The informal learning introduced through DOTs will be geared to developing self-esteem, confidence, capability and a resulting sense of opportunity. At the right time, this is expected to initiate a journey, engaging with more formal mixed mode learning opportunities (at home or at a learning venue) that might enable individuals to achieve a qualification for the first time - typically involving a mix ICT and other life and workplace skills.

It is envisaged that the focus for such learning will often be families (more than one member, often cross-generational), engaging with their aspirations to engage with the learning of their children, with hobbies and lifestyle opportunities (e.g. Digital TV, mobile phones) and consumer benefits (discounted services, goods, holidays).

Whilst not the primary target group, aspects of this approach will also help young people facing difficulties in making a successful transition to  work, in particular those who are at risk of becoming NEET. This has been evidenced by use of the GCSE English online curriculum with housebound learners in Sheffield and with excluded learners at the Springwell inclusion centre (Barnsley), by the NCFE interactive media award with similar clients at Rawmarsh CLC (Rotherham) and by the laptop based family learning scheme in Doncaster.