I'll start with that.
Actually, when you mentioned that the elder cohort is perhaps not as comfortable with technology, we actually see both ends of the spectrum. We see the young people, and then we see people who perhaps we wouldn't believe would be comfortable with technology. If you can imagine the different specialists that people need to go to or them working with their grandchildren, etc., we also do see that the elderly community are great adopters of technology.
As we look at the skill set that's required, we see it starting at the youngest age—and almost starting with the computing ethics. Think of the pre-schoolers who are learning how to share their toys with one another while having conversations around cyber-bullying and not posting pictures or derogatory comments on the web, and things like that. So we start to build that digital literacy early and then we build that through the different stages along the way. We see Canadian education facilities innovating in this regard.
The Pembina Trails school board in Manitoba is using the cloud for online training. What they've got is an EduTube type of approach, where learners can pick a style of learning that fits them. So if they have very illustrative, demonstrative learning skills, then they can look at other lesson plans that go along with that. So it's about being comfortable with the technology to use that new training or new learning.
I think as you start to go through higher education, it's about having that understanding that digital literacy skills go across our sectors. When our electricians, our plumbers, our doctors, our lawyers are going through the school set, they have that training as they come along. Many of the younger community coming through are demanding that, and we need to be aware of that.
That helps you then build what I call adjacent innovation, as you start seeing the opportunity. Perhaps you're a carpenter, and it's seeing that you can now sell this to the world if you use these tools.