Annex A | Stakeholder Questionnaire Q16. Where can such skills be learned? Are there limits to WHO A16. can access such places (cost, location, gender, age). Please give specific examples. Q17. In Myanmar today, DO boys and girls have different levels A17. or types of digital skills? Please give an example. Q18. In Myanmar today, SHOULD boys and girls have different A18. levels or types of digital skills? Please give an example. Q19. In your opinion, who would benefit most if there were A19. expansion of digital skills training in schools, institutes and other community sites? [prompt: in terms of age, occupation, urban/rural residence, education, gender, social groups, income level?] Q20. Are some individuals, groups or institutions likely to A20. oppose increasing availability of digital skills? Please describe. Section IV: Broadening the Perspective: Skills & Employment Q21. People with skills to use new ICTs—“digital skills”—often A21. have different employment opportunities. How can increasing digital skills make a change for people seeking employment in your community? Q22. Specifically, what kinds of digital skills, if any, do you A22. Try to capture differences in functions (devices/app/ think are most relevant to people seeking new or better program) and type of employment (informal, wage labor, employment in Myanmar today? [prompt: skills to use a mobile industry-specific) phone? To do what? To use a computer? To do what? To create online content? To code?] Q23. Where can such skills be learned? Are there limits to WHO A23. can access such places (cost, location, gender, age). Please give specific examples. Q24. In Myanmar today, do men and women HAVE different A24. levels or types of digital skills? Please give an example. Q25. In Myanmar today, do men and women NEED different A25. levels or types of digital skills? Please give an example. Optional: is there anything you would like to add or ask us? Ending the Gender Digital Divide in Myanmar: A Problem-Driven Political Economy Assessment | 95