In 2022, the World Bank and the Mastercard Foundation launched a strategic partnership to support countries in developing and implementing EdTech policies and strategies that promote hybrid learning and equip Africa’s youth with relevant digital skills. By working with governments, the partnership is helping to strengthen the EdTech ecosystem and preparing young people across Africa for dignified, fulfilling work.
Our work is built on two key pillars:
1. Resilient Hybrid Learning Systems – Ensuring education remains adaptable, accessible, and effective.
2. Relevant Digital Skills for Better Jobs & Entrepreneurship – Preparing youth for the digital workforce.
1. Resilient Hybrid Learning Systems pillar:
Open School and Out-of-School Youth
| Knowledge Pack Open Schooling informs policymakers about the potential of open education to ensure learning continuity in contexts of shocks or structural fragilities in the education system. Also in French. Sahel - Open School Feasibility Study and Implementation Readiness Feasibility Study to develop a holistic case for the open school project in the Sahel Sahel Open School: Endorsement, Partnership Building, and Implementation Readiness 2024 workshop presentation | 2024 personas profiles workshop presentation | 2025 workshop recap presentation | Guide to define open school programs Senegal - Open School Presentation on the DELUSIL initiative and how Senegal is addressing school dropout through an innovative hybrid learning approach Presentation for the joint mission on the establishment of the open school in the Sahel and Senegal (French) Presentation for a workshop in Senegal (French) Study on out-of-school children in the Dakar region (French) |
Artificial Intelligence | EdTech Podcast Episode! 🎧 AI and Tertiary Education: Building Skills and Resilience for a Changing World Roberta Malee Bassett (World Bank) speaks with Jason Morphew (Purdue University) and Jesús Rosario (Coursera) about what generative AI means for tertiary education and the future of work, including how institutions are approaching AI literacy, from understanding how these systems work to addressing their limitations and ethical implications. EdTech Podcast Episode! 🎧 How a Student in Ethiopia Is Using AI to Personalize Learning for Students Across Africa Robert Hawkins (World Bank) speaks with Emanudin Amin, a student at Misrak Polytechnic College in Ethiopia, whose own experience moving through different school systems motivated him to create Mindshift, an AI-powered platform designed to help teachers personalize learning. The conversation explores the opportunities and risks of bringing AI into classrooms in Ethiopia and across Africa, and it reflects on the potential of young innovators on the continent. EdTech Podcast Episode! 🎧 AI, Assessment & 21st Century Skills - Robert Hawkins (World Bank) speaks with Nawaz Aslam (EdTech Hub) and Roy Manzi (Manzia AI) to explore how AI is reshaping what students need to learn and how education systems can assess those skills. EdTech Podcast Episode! 🎧 AI, Creative Skills and Youth Opportunities in Zimbabwe Robert Hawkins (World Bank) speaks with Tatenda Marshall (Impact Hub Harare), Eugene Ramirez Mampondera (Lightbulbs and Lazers), and Spencer Jaka, a participant in the EVOKE pilot in Zimbabwe, to explore how AI is helping young people develop creative and digital skills, apply them to real-world challenges, and access new opportunities within the creative economy. AI in Education Community of Practice - The first bi-monthly meeting of the AI in Education Global Community of Interest (March 12, 2025) brought together 157 people from over 40 countries, including policymakers from almost two dozen ministries— to share information and perspectives on emerging uses of AI to support teaching and learning around the world. video recording The second meeting (May 14, 2025) brought together over 130 attendees to talk about the role of teachers in the age of AI, particularly in the context of low- and middle-income countries. Recap, video recording The third meeting (July 16, 2025) brought together over 100 attendees to discuss what works and what does not from AI-generated content for education, particularly in low- and middle-income countries such as China, Egypt, India, and Indonesia. Recap. The fourth meeting (October 22, 2025) convened 140 attendees to examine AI applications in student assessments, learning analytics and early warning systems. Recap. The fifth meeting (November 25, 2025) brought together xx attendees to discuss AI Literacy for Students (Pre-Tertiary). Recap. The sixth meeting (January 22, 2026) focused on AI literacy and skills for students in tertiary education. Recap. The seventh meeting (February 26, 2026) explored how AI is reshaping jobs and labor-market skills needs and what this means for training the current and future workforce. Recap. The eight meeting (March 26, 2026) explored AI safety in education. Recap. Following we feature specific perspectives and experiences: Côte d’Ivoire, Mali, The Gambia - Youth–RISE: Youth - Remediation, Innovation, and Skill Enhancement Blog “Adaptive learning: A response to Côte d’Ivoire’s education challenges” Adaptive Learning Toolkit for implementing adaptive learning technology activities in formal education systems Global - Working Paper on 100 Student Voices on AI and Education that explores students’ perceptions of AI’s role in higher education across 10 countries. Working Paper on Evaluating the Impact of Generative AI on Learning Mozambique - Accelerating Digital Content Development in Mozambique through AI Integration Creative Hackathon gathered teachers, students, Ministries of Education and other stakeholders on the use of AI to create digital content - Presentation on AI Debriefing. Presentation on hackathon and capacity building for AI-powered educational content creation and lessons learned Presentation on an action plan for accelerating the digitalization of education in Mozambique (draft, in Portuguese) Nigeria - AGILE Climate Change & Entrepreneurship Hackathon Graphic Novel created through a three-day hackathon where adolescent girls from AGILE-supported schools used AI tools to co-create stories reflecting their experiences and ideas. Video showcasing the hackathon. Blog “From chalkboards to chatbots: Transforming learning in Nigeria, one prompt at a time” |
Digital Content and Learning Management Systems (LMS) | Rwanda - Digital content for hybrid and blended learning Evaluation Report on e-Learning at Rwanda Polytechnic based on findings from an assessment of LMS usage Presentation on findings and recommendations of the e-learning evaluation Uganda - Enhancing Uganda’s E–Learning System for Students and Teachers Final Report on an Assessment of Key Learning Management Systems Utilized in Uganda’s Education Sector Presentation that summarizes final report’s key findings LMS Evaluation Rubric to assess the current e-learning system and guide the development of an ideal platform aligned with MoES's goals for a resilient education system. LMS Evaluation Key Informant Interviews and LMS Evaluation Stakeholder Mapping to gather stakeholder insights on LMS effectiveness and desired features for a resilient system aligned with the MoES curriculum. |
Policy | Africa Head of States Summit - July 2023 Presentation on resilient education systems across levels of education Zanzibar - Zero–rating digital content Report on best practices for negotiating zero–cost data in public education systems. Zimbabwe - Resilient Learning and Digital Skills ICT Strategy in Primary and Secondary Education: 2025-2030 aimed at transforming the educational landscape in Zimbabwe, incorporating AI and generative AI developments |
EdTech Policy Academy is the primary vehicle for building the capacity of countries to design and implement policies and strategies for digital skills and resilient learning systems—using a blend of online synchronous (live virtual workshops) and asynchronous (self-paced e-learning) sessions
| May 2023 Policy Academy for Africa: The event was a project-based, hands-on learning experience to provide actionable knowledge and skills in areas where EdTech can yield significant improvements in education systems. This iteration focused on drafting and refining EdTech policies, bringing together 122 participants from 16 countries. Watch the launch event. Advancing EdTech Policy in Ethiopia, Rwanda, Zimbabwe, Ghana, Mozambique, Mauritius, Nigeria and Senegal: Ethiopia - Launch of the EdTech Strategy and EdTech Policy validation workshop in September 2024. The World Bank team supported the operationalization of the strategy by linking priorities to World Bank financed projects at the basic and higher education as well as for refugee communities. A follow up virtual policy academy was conducted in February 2025 focused on teacher digital skills, learning management systems, and AI for digital content development. Rwanda - Launch of the EdTech policy process in December 2023. Presentation of the Education Technology Policy 2024–2030 to the Minister of Education in February 2024. Following expert validation, the revised policy awaits Cabinet approval. EdTech strategic initiatives to support its implementation are underway. Zimbabwe - Analysis of the ICT in Education Policy and Strategy produced by the Ministry of Primary and Secondary Education and validation workshop in May 2024. The final strategy was presented to the Minster in March 2025 and adopted by the government. Ghana - Review of available technology and policy on education for hybrid learning systems. A series of consultations have also taken place resulting in a draft strategy document to guide the implementation of EdTech to improve learning outcomes. The Centre for National Distance Learning and Open Schooling (CENDLOS) and the Ghana Ministry of Education are hosting a stakeholder engagement to validate the draft strategy. Mozambique - Initial draft strategy developed. Development workshop conducted on May 29-30, 2025 with the Ministry of Education and Ministry of Digital Transformation to review strategy and create action plan to implement said strategy. October–November 2024 Policy Academy for Africa: Sequel to the 2023 event, bringing together 233 participants from 22 African countries to focus on implementing and updating EdTech policies. The event helped analyze and draft (or update) EdTech policies, while learning from the experiences of the rest of the region; develop and implement EdTech strategies (including resource availability and prioritization at different educational levels); and explore the role of artificial intelligence and other EdTech trends. Watch the launching event and panel discussions: World Bank EdTech Policy Academy for Africa - Panel 1: Devices & Connectivity World Bank EdTech Policy Academy for Africa - Panel 2: Digital Skills & Resources World Bank EdTech Policy Academy for Africa - Panel 3: Systems Management & Implementation Capacity World Bank EdTech Policy Academy for Africa - Panel 4: Schools of the Future and Closing February 2026 Policy Academy for Africa: Building on the strong progress made in previous iterations, five African countries—Ethiopia, Ghana, Mauritius, Nigeria, and Senegal— engaged in a focused, hands-on learning journey centered on the implementation and next steps of their EdTech Policies and Action Plans. This iteration brought together 65 participants from 5 countries. Watch the launching event. EdTech Podcast Episode! 🎧 Building EdTech Systems: Lessons from Ethiopia and Mauritius in the World Bank – Mastercard Foundation Partnership Robert Hawkins (World Bank) speaks with Muluneh Atinaf (Senior Advisor at the Ministry of Education in Ethiopia) and Ashvina Parboteeah (ICT Manager at the Ministry of Education in Mauritius) to explore how ministries are developing EdTech strategies, expanding digital infrastructure, and integrating AI into education systems through the World Bank–Mastercard Foundation partnership. Mauritius - How can EdTech strategies translate into real skills and opportunities? In Mauritius, collaboration with the World Bank and the Mastercard Foundation is helping shape a more agile education system—one that responds to new learning models and prepares students for a changing job market. Ethiopia - EdTech, entrepreneurship and jobs: connecting learning to opportunity In Ethiopia, a growing ecosystem of EdTech entrepreneurs is contributing to better learning outcomes while also helping young people build skills and access new economic opportunities. |
ETRI / ETRI-TVET EdTech Readiness Index is the World Bank's tool that collects and reports information on institutions’ and systems' readiness to use EdTech for hybrid/blended learning for resilience | ETRI presentation on how data is collected, how the tool is implemented to guide government actions, examples of ETRI results, and emerging trends Video of ETRI presentation and related fireside chat at EdTech Connect event in Nairobi, Kenya - August 2025. ETRI basic education being rolled out in Ghana, Madagascar, Rwanda, Seychelles, and Uganda. Ghana - Review of available technology and policy on education for hybrid learning systems Presentation summarizes ETRI results to examine the country’s readiness to use technology in schools Ghana - Review of available technology and policy on education for hybrid learning systems Ghana National EdTech Strategy Snapshot presents an overview of the goal statements of the country’s draft national EdTech Strategy Uganda - Assessing the Readiness of Uganda’s School System to Use Technology: Top-Up Proposal Presentation summarizes ETRI results to examine the country’s readiness to use technology in schools ETRI Policy Brief examines the country’s readiness to use technology in primary and secondary schools ETRI TVET level being rolled out in Madagascar, Uganda, and Zambia. Zambia – EdTech Readiness Index (ETRI) Country report on EdTech readiness in Zambia’s TVET Institutions assesses institutional capacity for technology integration | Completion Note Sierra Leone - Country report and presentation on ETRI results. |
Reaching Teachers Remotely | Central African Republic - Design and analytical work for the piloting, evaluation, and scale-up of interactive audio instruction (IAI) in CAR Accelerated Learning programs (ALP) Presentation on charting a scalable learning model based on interactive audio instruction Ethiopia - Technical assistance for development and delivery of Digital Skills Training programs for youth employability Completion Note related to the Report on the digital skills competency of TVET teachers based on the SELFIE digital skills test Completion Note related to the RBF Manual for short-term digital skills training Report on self-assessment of TVET teachers Kenya - Hybrid Learning through live streaming to remote schools Evaluation Report of the Teacher Service Commission Pilot on Livestreaming of Lessons Program Tanzania - Strengthening Foundations for Resilient Teacher Development Programs Consolidated Report on the technical skills gap analysis and recommendations for blended learning in teacher development programs in Tanzania. Summary Report on the Institute of Adult Education (IAE) Technical Skills Gap Analysis Summary Report on the Tanzania Institute for Education (TIE) Technical Skills Gap Analysis Report on best practices in setting up digital content development units for educational government agencies Presentation on best practices and lessons learned in integrating digital learning resources into the curriculum Knowledge Pack Teachers’ Digital Skills and Competency Frameworks guides the reader to identify and prioritize teachers’ digital and digital pedagogical skills for resilient learning and select a digital competency framework that responds to the country’s needs and longer-term vision |
TVET | Tanzania - Enhancing Youth Employability through Expanded Digital Skills and Resilient Learning Opportunities in Tanzania’s Higher Education Sector Inception Report related to the assessment of conditions for and barriers to the effective and accessible adoption of EdTech in teaching and learning for priority programs Presentation on enhancing youth employability through expanded digital skills and resilient learning opportunities in Tanzania’s higher education sector Digital Skills Training Pilot Plan as a structured roadmap on how training will be delivered through selected local Higher Learning Institutions Design of Project Pilot Study includes a roadmap outlining steps, an estimated budget of activities, and options for establishing resilient learning environments and expanding access to digital infrastructure for community youth e-Readiness Assessment Report provides an assessment on barriers, opportunities, and recommendations for implementing EdTech in HEIs Presentation of e-Readiness Assessment Report summarizes the report’s highlights Roadmap for Project Implementation details an actionable plan for piloting the study West & Central Africa - Expanding access through technology-enabled skills training: A feasibility study Feasibility study on delivering technology-enabled short courses to displaced youth in Nigeria and Burkina Faso. Presentation summarizing findings and recommendations of feasibility study. |
Multifaceted approach to resilience | Rwanda - Hybrid Learning and Resilience in Rwanda's Basic Education System Final Report on learning resilience in Rwanda’s basic education system Presentation on findings and actionable recommendations from the dissemination workshop Summary of findings from the dissemination workshop Liberia - Technical assistance for digital skills development in senior secondary education Sustainability and Strengthening Report for deploying education technology in public and community senior secondary schools | Completion Note |
2. Digital Skills for Better Jobs and Entrepreneurship pillar:
Digital skills landscape | Regional - Digital Skills for Africa report - Forthcoming The report presents the first comprehensive analysis of digital skills provision across sub-Saharan Africa and draws on new online job vacancy data in four countries (Kenya, Uganda, South Africa and Nigeria) to expose training gaps that could limit the region’s ability to grow employment, improve productivity and innovate and compete in the digital economy. Digital Skills Toolkit v 2.0 Interactive “how-to” toolkit designed to help policymakers develop, strengthen, or implement an action plan to develop digital skills. It includes a mind map to navigate resources by theme from a policymaker’s perspective and brings together technical papers, guidance notes, bulletins, reports, and project documents—all in one place. An embedded GPT assistant helps users explore content, find resources, summarize documents, and generate ideas, drawing on the full World Bank–Mastercard Foundation partnership repository. Background papers
South Sudan - Digital Skills for Youth for Agriculture Report presents a landscape analysis of digital agriculture in South Sudan, examining the foundational institutional, technical, and workforce conditions required to build digital skills in the sector, and informing the design of a two-year diploma curriculum in digital agriculture | Completion Note |
Digital skills demand Analysis of employer demands from Online Job Vacancy data sourced from the firm Lightcast for 4 countries | Kenya, Nigeria, South Africa, and Uganda Country bulletins highlighting skills demand trends across various occupations from 2020 to June 2024
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Digital skills supply A robust, objective task-based Pix assessment evaluates individuals' digital skills to understand their competencies and proficiency levels in formal education (primary, secondary, TVET) in 7 Sub-Saharan African countries, with a focus on post-secondary students and teachers
| Country reports and multi-country report on digital skills - Forthcoming Practical guide to implement task-based digital skills assessments in schools and technical institutions in Sub-Saharan Africa Presentation on what a task-based assessment tells us about digital skills among teachers and students in Sub-Saharan Africa Benin - Digitalization of the Agriculture Sector: Assessing demand and supply of digital skills Technical design presents results obtained through a real evaluation of digital competence and investigates whether the development of digital competence may be affected by personal variables, including looking at whether teachers are sufficiently equipped with digital skills. Final report provides actionable recommendations for enhancing digital skills development among students and teachers in Benin. Benin - Digital Skills Development for Vulnerable Youth Report on international experiences in developing digital skills for poorly or non-educated youth in Benin (French) Policy Note on the development of digital skills for poorly educated or uneducated youth in Benin in relation to labor market needs (French) Burundi - Assessing Digital Skills Readiness of Primary School Teachers in Burundi Report on assessing digital skills readiness of primary school teachers in Burundi | Completion Note Côte d'Ivoire - Impact Evaluation of a Digital Skills Training Program Baseline report (English, French) provides a baseline assessment of the digital skills of young beneficiaries of the Youth Employment and Skills Development Project – Phase 3 Côte d'Ivoire - Study on the use of new technologies by youth and teachers Report on the use of new technologies by educational staff in Côte d'Ivoire | Completion Note Report on the use of new technologies by youth in Côte d’Ivoire | Completion Note Democratic Republic of Congo - Digital Skills Analysis Working Paper English, French on An Assessment of the Digital Readiness of Secondary Schools in the DRC | Completion Note Kenya - Results from the task-based Digital Skills Assessment of Teachers and Students Presentation for the Ministry of Education & ICT Department Mali - Digital Skills Assessment for Youth Entrepreneurs Report assesses digital and entrepreneurial skills among youth supported by Mali’s PROCEJ project, revealing major education- and gender-related gaps in digital proficiency and underscoring the need for practical, business-oriented digital training | Completion Note Mali - Assessing digital skills readiness of students and trainers in TVET institutions in Mali. Mali Digital Skills Assessment Report presents the findings of a tasks-based digital skills assessment conducted among TVET teachers and students in Mali through the Pix platform, to establish a baseline understanding of digital proficiencies of participants, identify digital skill gaps, and inform future interventions. Nigeria - Edo State Skills Assessment Report on the results of a task-based digital skills assessment for students that provides key insights and recommendations | Completion Note Report Digital Skills in Nigeria based on a summary of the population’s skills and the availability of digital infrastructure in schools Policy Note on the importance, challenges, and recommendations when adopting a national digital literacy framework and assessment for Nigeria Zambia - Assessing Digital Skills Readiness of Students and Trainers in Formal TVET and Higher Education Institutions in Zambia Blog “Digital Readiness, Real Skills: Lessons from Zambia’s TVET Sector” Final report presents the results from the task-based digital skills assessment of teachers and students in TVET Institutions |
