Key Highlight: Notable strides in ICT education by Tunisia and Mauritius demonstrate effective use of technology for educational improvement.

Overview: The COVID-19 pandemic has notably disrupted education worldwide. It has aggravated longstanding educational issues across African nations, leading to significant learning losses and diminished education quality. The crisis has underscored the urgent need for robust, inclusive, and equitable education systems. Compelled school closures have driven rapid policy adaptations and the implementation of remote education strategies, uncovering substantial deficiencies in policy frameworks, digital connectivity, infrastructure, and the efficacy of remote learning systems.

Study Objective and Coverage: Commissioned by the Islamic Development Bank and the African Development Bank and supported by the MasterCard Foundation, the study assesses 34 African countries' use of ICT in education during the pandemic. It evaluates different aspects such as policy, strategy, partnership, pedagogy, governance, and ICT expenditure, covering basic, secondary, TVET, and higher education.

Access to Basic Infrastructure, Content and Usage: The study identifies a crucial need to address electrification and ICT infrastructure, especially in countries like South Sudan, Chad, and Niger. While some countries like Tunisia and Mauritius are ahead, most face disparities in infrastructure, access, and resources, hindering e-resource development and ICT usage in education.

Alternative Education Delivery Methods: For countries where ICT poses challenges, low tech solutions such as television and radio programs emerge as viable alternatives. The study highlights the importance of integrating ICT into education but notes the need for continuous training for educators and administrators.

Learning Assessment during COVID-19: Evidence suggests limited effectiveness of emergency remote online assessment, with many students experiencing learning loss and grade repetition. Universities have adopted diverse approaches, but the costs of high-end proctored tools and e-learning platforms remain a challenge.

Guidelines for ICTs in Education: Key strategies for integrating ICT in education include building supporting infrastructure, sound pedagogy, and training teachers to effectively use ICT in instruction. The report features a matrix that details Potential Areas of Support for Target Countries, designed to facilitate ICT-focused decision-making. In addition, the World Bank’s EdTech Readiness Index aims to guide and inform existing EdTech policies and strengthen the impact measurement of ICT in education; it is based on a transformative approach, placing education at the center with ICT as an enabler.

Support and Future Strategies: Countries received support from various partners for ICT infrastructure development and policy formation. Post-pandemic, efforts focus on enhancing educational system resilience through ICT. Key strategies include infrastructure development, teacher training, digital literacy programs, and promoting digital entrepreneurship. The report contains an informative mapping of the regional players and cross-country projects, which provides a valuable overview of the ICT landscape at the regional level.

Recommendations for Improvement: The report suggests several key recommendations:

• Developing comprehensive digital education strategies.
• Prioritizing digital literacy programs for students and building the workforce competence.
• Investing in ICT infrastructure and making digital devices more affordable.
• Encouraging public-private partnerships to support ICT initiatives in education.
• Strengthening regional cooperation in developing online learning and library platforms.

ICT in Education Investment Priorities:

• Policy Development: Develop comprehensive digital education strategies and define clear ICT integration policies with stakeholder involvement.
• Teacher Training: Improve educators' digital skills through updated training curricula and leadership programs.
•  ICT in Pedagogy: Integrate ICT into teaching and learning, using digital tools and adapting curricula for the digital age.
• Partnerships and Funding: Encourage collaborative funding models, including private sector and regional support for educational technology.
• Infrastructure Development: Focus on electrification, especially in rural areas, enhance internet access, provide digital devices in schools, and upgrade infrastructure.
• Educational Media Expansion: Expand access to educational TV and radio, in line with electrification efforts.

Forward-Looking Scenario: The synthesis report, based on a review of 34 country profiles, showcases good practices and success stories in ICT education across Africa, with recommendations for investment and actions. These recommendations are broadly applicable, with some tailored to specific countries. The next step involves piloting these identified good practices in selected African countries. This pilot phase aims to test and refine these practices, ensuring their effectiveness and adaptability. Successful pilots could then be scaled up within these countries and potentially replicated in other African nations. This approach ensures that the initiatives are embedded in the respective education sector plans, contributing to their sustainability.

Conclusion: This report serves as a guide for policymakers, educators, and stakeholders. It offers a comprehensive view of the broad landscape of ICT in education in Africa, identifying common patterns, unique approaches, and potential solutions. For a more in-depth and nuanced understanding, explore the full synthesis report and the respective country-specific reports.