During the COVID-19 pandemic, the switch to online training exposed the digital divide between higher education institutions, with some significantly superior to others in terms of equipment and experience, as well as among students enrolled in the same institution. The purpose of this study was to investigate online training and educational…

The onset of COVID-19 made governments and other education actors prioritize distance learning, particularly through education technologies (EdTechs). Most sub-Saharan African countries adopted and adapted this approach. This paper examines the extent of EdTechs' deployment in Kenya during the COVID-19 pandemic among marginalized and vulnerable…

Some institutions of higher education in Kenya have adopted e-Learning with the aim of coping with the increased demand for university education and to widen access to university training and education. Though there are advantages that accrue from adopting e-Learning; its implementation and provision has not been smooth sailing. It has had to…

This study sought to evaluate the instructor and learner preparedness for online learning in Sub-Saharan Africa. Specifically, the study explored the devices lecturers and learners use for teaching and learning, their level of digital proficiency, access to internet connection and finally, their level of satisfaction of connectivity cost, speed…

This brief to Ministers of Education provides examples of how governments and institutions made it possible for people to continue their education during the COVID-19 pandemic and identifies factors that contributed to success.

This report, which has been developed through a partnership between the African Union Commission (AUC) and UNICEF, aims to: (1) track the progress that African nations have made in education, especially in relation to Sustainable Development Goal 4 (SDG4) and the Continental Education Strategy for Africa (CESA) goals; (2) identify the challenges…

The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development. The TESSA consortium (13 African institutions and 5 international…