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
| Sahel - Open School Feasibility Study and Implementation Readiness Feasibility Study to develop a holistic case for the open school project in the Sahel Senegal - Open School 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 | 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. AI-generated Summary, 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 Cote d’Ivoire, Mali, The Gambia - Youth–RISE: Youth - Remediation, Innovation, and Skill Enhancement 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 Outcomes in Nigeria 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 Nigeria - 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 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 |
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 launching event. Advancing EdTech Policy in Ethiopia, Rwanda, and Zimbabwe: Ethiopia - Launch of the EdTech Strategy and EdTech Policy validation workshop in September 2024. 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 draft produced by the Ministry of Primary and Secondary Education and validation workshop in May 2024. Ghana - Review of available technology and policy on education for hybrid learning systems Mozambique - Initial draft strategy developed and a joint workshop with the Ministry of Education and Ministry of Digital conducted on May 29-30, 2025 to review the strategy and create an action plan to implement the 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 |
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 being rolled out in Ghana, Madagascar, Rwanda, Seychelles, Uganda, and Zambia—ETRI adapted to TVET in Zambia. Sierra Leone - Country report and presentation on ETRI results
|
Reaching Teachers Remotely | 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 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 Training Agenda as an example of how a training is organized Digital Skills Training Pilot Plan as a structured roadmap on how training will be delivered through selected local Higher Learning Institutions |
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 |
2. Digital Skills for Better Jobs and Entrepreneurship pillar:
Digital skills landscape | Nigeria - Edo State Skills Assessment 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 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. Background papers
|
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
|
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 Benin - Digitalization of the Agriculture Sector: Assessing demand and supply of digital skills Burundi - Assessing Digital Skills Readiness of Primary School Teachers in Burundi Cote d’Ivoire - Study on the use of new technologies by youth and teachers Mali - Assessing digital skills readiness of students and trainers in TVET institutions in Mali Nigeria - Edo State Skills Assessment Zambia - Assessing Digital Skills Readiness of Students and Trainers in Formal TVET and Higher Education Institutions in Zambia 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) Democratic Republic of Congo - Digital Skills Analysis Working Paper English, French on An Assessment of the Digital Readiness of Secondary Schools in the DRC |
Implementation Toolkit - Digital Skills | Practical “How-to” interactive toolkit for Bank staff and governments to efficiently access digital skills resources developed under the analytical studies. The toolkit will include a mind map for navigating resources by theme, a FAQ section, and an embedded GPT that will support users in drafting documents such as policies, action plans, and concept notes as well as locating relevant documents and tools within the World Bank repository. Forthcoming |
