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Launched in 2015, the ICT Transforming Education in Africa project fosters human and social development in African countries through the use of information and communication technology (ICT) for education. The beneficiaries of the project are teachers and students, primary and secondary public schools, higher education institutions, policy-makers, educational administrators and leaders. It is part of the UNESCO-Korea Funds-in-Trust cooperation.

The project aims to:

• Promote and achieve digital pedagogical transformation through ICT-enhanced school models.
• Improve teachers’ competences and confidence on the pedagogical use of ICT.
• Facilitate the development of national ICT in education policies and master plans, and knowledge-sharing.
• Align with Education 2030 and national education development priorities to maximize synergies with other key stakeholders in education systems.
• Ensure country ownership by establishing project teams led by education ministries and formed with key implementing agencies.

The first phase of the project was implemented in Mozambique, Rwanda and Zimbabwe from 2016 to 2019. The second phase of the project was carried out in Côte d’Ivoire, Ghana and Senegal from 2020 to 2023. Currently, the project’s third phase is taking place in Namibia, the United Republic of Tanzania and Uganda from 2024 to 2028.

The third phase of the project supports countries to integrate technologies in education in a human-centred and inclusive manner. Specifically, the project focuses on establishing or strengthening public digital learning platforms and content, building teachers’ capacities, enhancing the digital education policy environment and improving students’ digital skills. To reach these outcomes, the project will upgrade digital platforms, revise ICT frameworks, pilot teacher training programs, and support the development of policies and guidelines to promote the effective use of technology in education across participating countries.

The second phase of the project entails country-specific interventions in , and .

To capitalize on the regional dimension of the project, activities are organized to share results, disseminate lessons learnt and organize synergies for improved implementation. Regional activities involving the three countries also envisage strategies to scale up activities.

The project was launched at the  in Incheon, Republic of Korea and is aligned with the Education 2030 Agenda, the Sustainable Development Goals (particularly ), the  (CESA 16-25) and the 

Resources

• Cote d’Ivoire: now hosts 1,071 OERs for French, English, mathematics, physics and chemistry, and life and earth sciences.
• Ghana: was developed to provide indexing and access to approximately 3,000 open-source STEM materials and over 15,000 PDFs, interactive videos, virtual laboratories and other educational content.
• Senegal: , a platform for teacher and the production of OERs, was updated with support of the project.  Additionally, the platform and the platform were created for students to self-assess and revise life and earth sciences, physics and chemistry and mathematics curricular content.

During the first phase of the project, the country teams of each beneficiary country designed an intervention plan to be delivered through corresponding project activities, based on national needs and priorities (see the ).

Resources

• : a training course on the pedagogical integration of ICT, aligned to the .