The World Bank and EdTech in Sub-Saharan Africa: Evolving Priorities, Persistent Gaps
In this blog, which is part of NORRAG’s blog series on “International Organisations and the Global Governance of Education”, Farimah Salimi examines how the World Bank’s approach to EdTech in Sub-Saharan Africa has evolved over the past decade—from administrative efficiency to instructional equity—and argues that gaps in infrastructure, inclusion, and accountability remain.
The Global Turn to EdTech: New Actors, Old Agendas?
The integration of educational technology (EdTech) into global education has evolved through successive waves of innovation, accelerating during the COVID-19 pandemic. As schools shifted to remote learning, international organizations like the World Bank promptly pivoted to technology-driven solutions for education. Although the crisis has eased, “pandemic pedagogy” persists, and new technical actors, such as transnational organizations, private tech firms, and philanthropic foundations, continue to shape digital education policy and governance (Teräs et al., 2020; Williamson et al., 2020).
The World Bank, a key global actor in education financing and policymaking, has shaped ICT use in education for decades. However, its EdTech policies and practices remain underexplored, and critics argue that the Bank often privileges neoliberal, technocratic approaches prioritizing cost-effective, short-term results (Broad, 2007; Clegg 2013; Jones, 2007; Klees, 2008; Sondarjee, 2021). In regions like Sub-Saharan Africa, where infrastructure gaps, persistent learning poverty, and lack of localized content deepen the digital divide, global EdTech shifts carry significant implications for already vulnerable education systems.
This research, originally published in Policy Futures in Education (Salimi, 2025), is among the first to systematically examine how the Bank’s EdTech policies and projects evolved in Sub-Saharan Africa between 2011 and 2022, highlighting shifts in priorities, challenges in implementation, and emerging concerns about long-term sustainability and equity.
Pre-Pandemic Focus: Infrastructure and Management (2011–2015)
Following the publication of the Bank’s last education sector strategy (World Bank, 2011), EdTech was primarily framed as a means to enhance administrative and managerial processes. Project documents routinely referenced ICT’s potential for real-time data collection, attendance monitoring, and resource management. At the policy level, the Bank acknowledged the need for digital infrastructure (computers, internet connectivity, and mobile phones) but offered scant detail on the pedagogical value of these tools or their potential to reduce learning inequalities. Issues such as the digital gender gap or the challenges faced by marginalized communities (e.g., learners in rural or conflict-affected regions) received minimal attention.
A key takeaway from this era is the low number of projects that evaluated ICT’s impact on learning outcomes. Although Bank documents spoke of “technology for improved system efficiency,” there was little discussion about classroom engagement or using EdTech to transform teaching methods.
Gradual Shifts Toward Pedagogy and Access (2016–2019)
With the publication of the SABER-ICT policy paper (Trucano, 2016), World Bank publications began to highlight more holistic EdTech solutions, including teacher training, localized digital content, and strategies to bridge the digital divide. However, funding still prioritized system management tools like information systems and data platforms. While classroom integration of EdTech became more common, robust evaluations and frameworks to assess learning impact were rare.
In Sub-Saharan Africa, lower-middle-income countries were more likely to introduce teacher training or provide equipment beyond administrative use (e.g., tablets or interactive software in the classroom). Low-income countries, however, still prioritized system management and often struggled with basic digital infrastructure. References to digital equity and local relevance increased, but these ideals rarely translated into practice.
COVID-19 as a Watershed Moment (2020–2022)
When the pandemic forced schools to close globally, the Bank pivoted more decisively toward “instructional solutions” through technology. Terms such as “remote learning,” “multimodality,” “radio,” and “television” became prominent in policy recommendations. To sustain learning, the Bank promoted a mix of on-air lessons, online platforms, and mobile apps, emphasizing teacher preparedness.
In Sub-Saharan Africa, many Bank-supported countries turned to radio and TV-based lessons, which were more accessible than internet-dependent options. Policy documents from this period increasingly acknowledged digital ethics, privacy, and cybersecurity, with some projects beginning to address these risks, but most still lacked robust frameworks for data protection.
Equity also became more visible in several projects, with girls receiving targeted support, though other underserved communities–such as children with disabilities and ethnic minorities–remained overlooked. Despite these shortcomings, during 2020–2022 the Bank’s policy advice and project investments converged around using EdTech explicitly for instruction rather than merely for administrative efficiency.
Aligning Policy and Practice: Persistent Gaps and New Alignments
Despite the apparent alignment between policy and practice in the Bank’s EdTech efforts during the pandemic, questions remain about their lasting impact. Given the World Bank’s institutional structure and character as a bank (Jones, 2007), its technology strategy may revert to prioritizing measurable outcomes and returns on investment, potentially curtailing its ability to address deeper educational needs.
Private sector involvement adds further complexity. While partnerships formed during school closures highlight a growing reliance on tech firms (Williamson et al., 2020), concerns persist regarding corporate interests, data commercialization, and limited accountability (Ball and Youdell, 2008; Couldry and Mejias, 2019; Kwet, 2019). Although these collaborations expanded digital learning, sustained success depends on teacher training, curriculum alignment, and upgraded infrastructure. Without national ownership, EdTech risks becoming a series of fleeting fixes (Unwin et al., 2020). Reich (2020) cautions that EdTech venture capital tends to prioritize returns over impact, transferring financial conservatism to education systems. As a result, such simplistic and unimaginative technology interventions may act as “digital divide boosters,” reinforcing rather than reducing existing inequalities.
Beyond internal limitations and risks associated with private partnerships, gaps in developing nations’ education systems may further undermine the Bank’s EdTech efforts. In Sub-Saharan Africa, specifically, digital access remains uneven, with low-income countries struggling to provide effective remote learning (Adarkwah, 2021). High learning poverty (World Bank and Independent Evaluation Group, 2022), limited infrastructure (Ezumah, 2020), and insufficient consideration of sociocultural factors (Selwyn, 2012) continue to hinder progress.
The persistent digital divide remains a significant barrier. Lower-income students often use technology for routine tasks with limited adult support, whereas wealthier students engage in more creative, mentored activities (Attewell, 2001, cited in Reich, 2020). Additionally, gendered digital divides, with girls often positioned as consumers rather than creators, continue to demand targeted solutions (Wong and Kemp, 2018). Other marginalized groups, such as children with disabilities, ethnic minorities, and refugees, often receive limited attention in initiatives. Data privacy and cybersecurity, while acknowledged, are often overshadowed by the drive to modernize at scale.
A promising shift is the Bank’s growing collaboration with organizations like UNESCO and the EdTech Hub. This broader engagement, beyond a purely technocratic perspective, may encourage innovation and localized solutions to educational challenges.
Implications for Global EdTech Governance
The World Bank’s evolving EdTech strategy underscores the need to adapt educational technology to local needs and contexts rather than treating it as a one-size-fits-all solution. Emerging tools such as artificial intelligence (AI) and blockchain promise greater personalization and data transparency. Yet success in regions like Sub-Saharan Africa hinges on investments in local infrastructure and the capacity to tailor tools to diverse cultural and linguistic contexts (Makalela and White, 2021). Decolonial critiques further caution against top-down solutions that sideline local expertise, emphasizing the need for community-driven approaches grounded in indigenous knowledge and practices (Koole et al., 2024; Meighan, 2021; Warschauer, 2003).
While challenges remain, momentum for equitable EdTech is building. The Bank’s pandemic-era pivot to instructional technology showed adaptability, but the real test is sustaining this shift. Long-term success relies on strong national frameworks, capacity-building, and accountability measures. Collaboration with private partners can spur innovation, but these alliances must be monitored to prevent profit motives from eclipsing public interests.
Looking Ahead
As the World Bank refines its EdTech approach, further research and dialogue remain crucial. Detailed case studies, interviews, and comparisons with other international bodies, such as UNESCO, UNICEF, and the OECD, can illuminate how global policies translate into local realities. A more comprehensive political economy analysis, involving private tech firms, philanthropic foundations, and local education authorities, is needed to ensure equity and public interest guide EdTech efforts.
Ultimately, the World Bank’s experience in Sub-Saharan Africa serves as both a case study and a call to action: to bridge the gap between global ambitions and local implementation, and to reimagine educational technology as a tool for equity, not just efficiency.
The Author:
Farimah Salimi is an education researcher and consultant specializing in educational technology, learning design, and policy analysis. Her work spans international organizations, higher education, and K–12, focusing on equity, user experiences, and the role of EdTech in global education systems. She holds a Doctor of Education in Educational Leadership and Policy from the University of Toronto.