ICT teacher training for working with disabled participants
Hungary
ICT Training for people to teach those with disabilities, mainly sight and hearing loss. The programme is focused on supporting …
Good practice
Imported
★ 72
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St Mungo's Recovery College
United Kingdom · London · National · See the United Kingdom profile · See the London profile
Evidence: Descriptive / self-reported Top 97% 32/100 · Ask Evidence Copilot about this practice
The ultimate aim for St Mungo’s Recovery College is to get their clients back into employment and help them build confidence and independence. There is an urgent need for clients to have internet accessibility, access to computers and skills to use modern technology in our accomm
Details
- Maturity
- Established
- Promoter
- St Mungo's Recovery College — website
- Type
- Service
- Status
- Ongoing
- Target groups
- Marginalised young people and children, Unemployed and those facing social problems
- Period
- 2018-01-01
- Keywords
- digital inclusion, homelessness, employment
Context
London-based homelessness charity programme addressing the lack of basic technology access and digital skills as a barrier to employment and social reintegration for people experiencing homelessness. The source cites the Lloyds Bank UK Consumer Digital Index 2018: 4.3 million people (8%) in the UK have zero Basic Digital Skills, 8.6 million (16%) cannot fill out an online application form, and 1.2 million (18%) of UK adults claiming benefits have low or no digital capability.
Objectives
Help clients build digital confidence and independence, and open digital pathways into employment.
Activities
Delivery of five IT/digital programmes (Active Citizenship, Foundations of Digital Confidence, Be More Digitally Confident, Wonderful World of Apps, Digi-Wellbeing) led by a full-time Digital Inclusion Coordinator with support from staff, volunteers, corporate partners, community groups and experts; all learning moved online during Covid-19 with an aim to reopen in-person college locations.
Results
No formal evaluation is reported ('Evaluation: No'); outcomes are described qualitatively as building client confidence and independence and creating digital pathways into employment, funded through donations and other sources.
Conclusions
Presented as a case study ('Game Changers') to highlight the programme's work and the ongoing need for more funding, materials and volunteers to sustain and grow it.
Implementation
- Indicative cost
- Low (< €50k) — Primarily staff/volunteer time (one full-time Digital Inclusion Coordinator) plus donated devices/support from corporate partners; funded by donations and other sources, no budget figure given.
- Time to results
- Long (> 3 years) — Ongoing since at least 2018, including a shift to fully online delivery during Covid-19, with a stated intent to reopen in-person locations.
- Staffing & skills
- Full-time Digital Inclusion Coordinator, St Mungo's staff, Volunteers, Corporate partners, community groups and experts contributing time
Conditions for success
- Dedicated coordinator role driving the digital-inclusion offer
- Mix of volunteer, corporate and community support to widen capacity
- Ability to pivot fully online (demonstrated during Covid-19)
Common failure modes
- No formal evaluation conducted, limiting evidence of actual impact
- Funded by donations and other unspecified sources; source itself flags need for 'more awareness, more materials, more funding and more volunteers' to sustain the programme
Where it fits
- Governance type
- charity/NGO-led
- Scale
- city (London), national target-group relevance
- Income level
- high-income
Commonly funded by
Philanthropic / foundation funding
Indicative funding routes for practices of this type — always check each programme's current calls and eligibility rules.
Do you run this practice? Claim it — verified implementers get a public contact pathway and can propose corrections.
Data sources
Where this practice's information was retrieved from, and when.
- MEDICI / Digital Inclusion Atlas — accessed 2026-06-14
- Practice website — accessed 2026-06-14
- Information source — accessed 2026-06-14
Attachments
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