Report: Digital Innovation Can Close Africa’s Education Gap

Emma Okonji

A new report by Boston Consulting Group (BCG), titled: “Boosting Education Technology in Africa: Scaling Innovation for the Future of Education,” explores how digital solutions can address the main challenges faced by the African school system, which has become a pressing issue to deal with, as over one billion children have been projected to live on the continent by 2055. 

The report, which was released recently, came at a time when Africa’s population is put at 1.5 billion as at today, 70 per cent of which, is under 30 years old, making it the world’s youngest. Yet, in the sub-Saharan region only, 98 million children are said to be out-of-school, not to mention another 72 million young people, aged from 15 to 24, who are neither trained nor employed and two thirds of them are women.

The report however said technology could strengthen education at all levels, starting from early childhood to adult training, by fast-tracking education change with digital solutions.

The BCG analysis indicates, through multiple examples, the different ways in which digital solutions can be more inclusive, as they deliver scalable, cost-effective means to reach all populations.

Analysing the report, Education, Employment, and Welfare Lead/ Managing Director and Partner at BCG Casablanca, Badr Choufari, said: “These statistics could grow, should Africa’s digitalisation expand. Projections are encouraging. Mobile penetration is expected to reach 51 per cent in 2025, which is quite impressive, as it was only three per cent in 2010.” 

According to the report, technology seems to be Africa’s most powerful tool for promoting education. However, three different challenges are looming. 

First, even though more than four hundred EdTech start-ups have developed throughout the continent, half of them are located in only three countries (Nigeria, South Africa and Kenya). 

“Moreover, some segments need reinforcement. Around 64 per cent of EdTech startups in Africa serve K-12 levels, while fewer address higher education and professional skills. In contrast, North American EdTech startups emphasise workforce training and higher education more heavily, with only about 25 per cent focusing on K-12, about 50 per cent targeting vocational and workforce learning, and the remaining 25 per cent serving higher education. 

Finally, funding is still a major issue, as EdTech accounts for only four per cent of African-tech fundraising. Startup development is impaired. Between 2010 and 2021, the gap in the creation of new EdTech startups widened by a factor of seven relative to FinTech and doubled compared to AgTech.

“Not to mention that, despite the sector’s potential, more than 70 per cent of EdTech companies are founded by men, highlighting a significant gender gap in leadership,” Choufari added.  

The BCG report also highlights the fact that the slow progression is further compounded by the dominance of very early-stage start-ups, as more than half of African EdTech startups are at the pre-seed stage. Only 13 per cent reach the seed stage. The landscape is very different in countries like India or the USA that benefit from a more balanced distribution across funding stages. 

Managing Director and Senior Partner at BCG Nairobi, Mills Schenck, said:“Scaling EdTech in Africa will take bold collaboration—between governments, investors, and local innovators. This is not just a technology challenge; it is a systems challenge. What is at stake is how we prepare the next generation for the future of work.”

Proffering solutions to address the identified issues, the report said Africa’s EdTech sector has the capacity to improve its scaling results, should it rely on sufficient funding, and also on efficient policies and collaborative networks. The report emphasises several key levers to unlock Africa’s EdTech potential to include: Government vision and policy; Business and users’ alignment; Increased funding; and Pan-African accelerators.  

For Government vision and policy, the report said domestic strategies, such as active sourcing, technology grants and subsidies, could generate a hospitable environment encouraging EdTech’s expansion.

For Business and users’ alignment, the report suggested tha both organisations and users should understand their mutual requirements for EdTech solutions to be tailored to meet needs on both ends. To that extent, developers and entrepreneurs can get inspiration from a platform like Skills Future Singapore that matches workforce demands with education outputs. 

In the area of increased funding, the report said Development Finance Institutions (DFIs) have supported African FinTech startups. It however said similar initiatives could foster the rise of EdTech companies, as well as public-private partnerships, donor programmes or venture capital, adding that all of these could in turn create professional openings. 

In the area of Pan-African accelerators, the report said Africa has very few accelerators dedicated to EdTech, among which are Injini or iHub. The report however said increasing mentorship, funding, and networking efforts could promote cross-border growth. 

Partner at BCG Nairobi and co-author of the report, Sylvia Mwangi, said: “Technology can help Africa leapfrog long-standing barriers in education. But to unlock its full potential, we must close the funding gap, invest in inclusive innovation, and champion homegrown solutions tailored to Africa’s unique needs.”