Background

The "first mile" problem for marginalized youth is one of connectivity and devices; many still operate in offline or poorly connected environments, share a single handset with others at home, face prohibitive data costs—that is, all conditions that make developing an ongoing coding practice impossible. The urban-rural gap in internet usage, coupled with the income-based digital divide, is glaring and finite, limiting access to online curricula, coding platforms, and peer communities. Schools serving low-income learners often lack modern hardware, sustained electric service, teacher training for ICT/computer-science, and access to locally relevant content. At best, the introduction of digital tools without inclusive design that is indicative of local contexts may further isolate the most marginalized. Additionally, there are language barriers, safety concerns, and gendered cultural expectations that limit access for girls to labs and clubs, and further narrow the performance pipeline into technical learning.

On the other hand, coding and basic digital fluency are now “gatekeeper” skills for more and more entry-level roles—including customer service, logistics, data entry, and junior technology tracks. Students without these skills are constrained to lower-wage, informal, or precarious work. Employers are increasingly screening for digital skills, while jobs of the future that reward learners for using productivity software, writing a few lines of code, building, or adapting apps are continually emerging. Missing or lacking these skills leads to reduced access to employment, earning potential, and career mobility. According to workforce program sources, learners who possess both foundational and advanced digital skills are more likely to experience greater employment opportunities and better align their education with the market. 

For this reason, the project, “Tech-Know”, intends to reach out to all those students who just need some guidance and resources to be able to become a strong support for their families.