Barefoot College International’s (BCI) mission is to offer marginalized women educational opportunities that will bring them and their communities greater prosperity and autonomy. One of their flagship initiatives, the solar engineering program, puts technology and hands-on skills at the fingertips of women with few local options for meaningful employment. Their latest efforts involve the use of digital technologies and AI assistance to monitor skill levels to match trainees with appropriate and fulfilling job roles.
Teaching women who have received minimal to no formal education is a strategy that aims to narrow the gender disparity in rural communities through financial and digital inclusion, where often females are the last chosen to get to attend school. Many barriers, including being from large families where the boys are selected first to receive education, and marriage and childbearing, can stop girls from getting an education. Studies have proven that introducing more women to the workforce boosts international GDPs by tens of trillions of dollars. Educating women and girls also empowers them to make informed personalized decisions including planned parenthood and healthier lifestyle choices.
BCI selects women from remote rural villages regardless of their age; the majority of trainees are between the ages of 35 and 60. Paired with their level of prior education (if any), a wide spectrum of capacities and skills can be present in a single cohort of women who are training. Recognizing this, their latest in-house designed applications help gather information to monitor trainee’s unique potential. Collecting data around each individual’s skill set enables the non-profit to place women in roles best suited for them.
This same data can assist BCI with tailoring its programming to regionally relevant, age-specific and other accessibility needs. Digital literacy and entrepreneurial skill-building are integral components of the curriculum that each woman receives during training, which is coupled with the solar engineering program. The use of technology can also assist in incorporating relevant livelihoods and bolster their operations. It can accelerate the progress of trainees’ skills and success through adaptability and accessibility. In addition, financial literacy and leadership skills help to foster a sense of agency and aspirations.
Acknowledging the spectrum of skills and proficiencies that each trainee may have, the digital applications and AI assistance can aid BCI in discerning which women are suited to certain roles and entrepreneurial avenues. For example, some of their trainees will become Solar Mamas, responsible for installing and maintaining solar home lighting systems for their local communities. Other alumni become master trainers, excelling in teaching the solar curriculum and managing training centers. Some women graduate and pursue a role in the sales of solar products.
In conclusion, the assistance of AI technology has improved the outcome of women-centric initiatives that largely rely on technological tools and skills. Digital savviness, a key component of the programs, is conclusively forward-thinking for a future that will continue to involve technology in everyday life and professionalism. Bridging the digital divide for marginalized rural communities by and through women is the first step towards global equity.
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