Annex A | Stakeholder Questionnaire Q9. In your opinion, WHO would benefit most if there A9. were expansion of such access to homes, schools and other community sites and WHY? [prompt: in terms of age, occupation, urban/rural residence, education, gender, social groups, income level?] Q10. Are some individuals, groups or institutions likely to A10.1 oppose increasing access to the Internet? Yes → Why? Please share examples A10.2 No → Why not? Q11. In your opinion, do the following present challenges for A11. increasing access to ICTs for everyone in Myanmar: a) Cost (to individual/family) 11(a) YES___ NO____ b) Infrastructure (cost to gov/business) 11(b) YES___ NO____ c) Lack of political will/undue influence of special interests 11(c) YES___ NO____ d) Lack of demand/people don’t need it 11(d) YES___ NO____ e) Different customs for men and women governing control 11(e) YES___ NO____ over household resources, types of work, etc. [If at least one YES] Which of these challenges most affects 11(f) Ranked #1___________________ access for women/girls specifically? Q12. In your opinion, DO men and women, boys and girls enjoy A12. the same access to ICTs in Myanmar? No → Why not? Q13. In your opinion, SHOULD men and women, boys and girls A13. enjoy the same access to ICTs in Myanmar? No → Why not? Section III: Broadening the Perspective: Skills & Education Q14. People with skills to use new ICTs—“digital skills”—often A14. have different educational opportunities. In your opinion, are there ways in which stronger digital skills influence opportunities for people seeking education in Myanmar? In your community? Q15. Specifically, what kinds of digital skills, if any, do you A15. Try to capture differences in functions (devices/app/ think are most relevant to students in Myanmar today? program) and type of student (secondary vs tertiary vs TVET vs [prompt: skills to use a mobile phone? To do what? To use a informal) computer? To do what? To create online content? To code?] Ending the Gender Digital Divide in Myanmar: A Problem-Driven Political Economy Assessment | 94