The African Union Development Agency-NEPAD (AUDA-NEPAD) has unveiled the draft African EdTech 2030: Vision, Plan, and Policy Framework for consultation and stakeholder input, charting a bold course to transform education through a homegrown digital innovation.
The strategy, unveiled during the STEMtastic Adventures! Africa 2025 Symposium at the Centre for Mathematics, Science, and Technology Education in Africa (CEMASTEA) in Karen, Nairobi, aims to position Africa as a global leader in mobile-first, locally relevant Education Technology (EdTech).
Dr. Barbara Glover, Programme Officer at AUDA-NEPAD, said the framework seeks to accelerate education transformation by leveraging African innovation and leadership to build inclusive, resilient, and future-ready learning systems.
“The framework aims to catalyse an accelerated transformation in education by leveraging local innovation and continental leadership to make Africa’s education systems more inclusive,” she divulged.
Aligned with Agenda 2063, STISA-2024, CESA 2026–2035, and the AU Digital Transformation Strategy, she said, the policy blueprint advocates for vendor-neutral platforms, shared infrastructure and equitable digital access across the continent.
Dr. Glover likened the potential of EdTech to the success of mobile money in Africa. “Just as mobile money leapfrogged traditional banking systems, mobile-first EdTech could be Africa’s next major leap forward,” she noted.
Framework developers emphasised the power of offline-capable, mobile-first technologies to reach marginalised learners: solutions designed for intermittent connectivity and low-cost smartphones that can be replicated globally in similarly underserved environments.
“Schools can harness online and mobile-first technologies to reach marginalised learners,” noted the framework developers.
John Kimotho, EdTech consultant with Spix Foundation and Head of RESPECT Africa Office, stressed that, “Just as mobile money succeeded in Africa before other regions due to limited traditional banking infrastructure, digital education can surpass conventional classroom-based systems because the continent isn’t constrained by legacy educational infrastructure.”
With teacher smartphone ownership exceeding 90 per cent in South Africa and ranging from 30 per cent to 65 per cent in Ghana, Nigeria, and Kenya, the expert said the continent already has strong foundations for scalable digital learning.
“Every African learner, regardless of gender, location, disability, or background, should have affordable access to high-quality, localised digital learning resources on reliable devices within an inclusive ecosystem that fosters innovation and entrepreneurship.
“This means a student in rural Tanzania could access quality chemistry lessons in Kiswahili on an offline-capable device, while teachers across Africa seamlessly share resources,” added Kimotho.
Kimotho also highlighted the potential of African-developed educational apps to serve local needs while competing globally.
“A harmonised digital environment would allow a teacher in Kenya to use courseware developed in Nigeria, with student data remaining nationally secure while contributing to continental learning insights,” he explained.
The framework comes at a critical time, as Africa’s population is projected to reach 2.5 billion by 2050, with over 60 per cent under the age of 25 according to the paper.
Despite this demographic advantage, the continent faces major challenges: an estimated 30 million children in Sub-Saharan Africa are currently out of school, and at least 17 million additional teachers will be needed by 2030 just to maintain current access levels.
Digital gaps also persist. Only about 40 per cent of primary schools in Africa have internet access, and according to UNICEF, 75 per cent of young people lack the digital skills required by today’s workforce.
The Covid-19 pandemic further exposed these gaps, as many countries struggled to pivot to remote learning.
“It is time for a Pan-African EdTech transformation, one that turns connectivity and content into improved learning, inclusion, and opportunity for every learner,” Kimotho stressed.
He pointed out that the draft marks a potential turning point in leveraging technology to deliver inclusive, relevant and resilient education across the continent.
AUDA-NEPAD therefore is calling on all stakeholders, including governments, educators, private sector actors, communities, and development partners, to review and comment on the document to help shape a shared roadmap for action.
“Through coordinated policy, local innovation and equitable infrastructure, Africa can leapfrog legacy education barriers and build a globally competitive digital learning ecosystem,” said Kimotho.
“By learning from frontrunners like Kenya, Rwanda, and Mauritius and sharing lessons across borders, Africa has the opportunity to lead a new era in global EdTech,” he said.
By Ian Chepkuto
