The New Partnership for Africa’s Development E‑School Program is an ambitious education and technology initiative that aims to transform learning in classrooms across Africa by placing digital tools where they are needed most. African leaders launched this effort to give millions of young learners access to computers, the internet, and other digital resources that support modern education. This programme is part of the broader New Partnership for Africa’s Development initiative, which seeks to accelerate social and economic progress for the continent by using technology as a key driver of educational growth and opportunity.
At its heart, the E‑School Program is built around the belief that access to information and communication technology can help narrow the gap between African learners and their peers in more developed regions. The programme seeks to equip primary and secondary schools with computers, networking infrastructure, internet access, and educational software that can enhance teaching and learning. By doing this, the intention is to ensure that African students not only learn from textbooks but also develop digital literacy skills that are essential for work and life in the 21st century.
Although the initiative has been underway since the early 2000s, it still remains a work in progress, with some countries making significant headway, while others continue to struggle with funding and infrastructure challenges. Despite these hurdles, the E‑School Program remains one of the continent’s most talked‑about strategies for linking education with digital inclusion and economic growth.
Table of Contents
How the E‑School Program Started and Its Goals
The origins of the E‑School Program date back to 2003, when leaders of the African Union and the New Partnership for Africa’s Development agreed on a bold plan to bring information and communication technology into schools throughout member states. The idea was straightforward and powerful: over a ten‑year period, equip all primary and secondary schools in Africa with computers, digital learning tools, and reliable internet access to support learning that reflects global standards.
Under this plan, all high schools were expected to be connected with ICT tools and internet infrastructure within five years of the programme’s launch, with primary schools to follow within ten years. The wider vision was to impact around 600,000 schools across the continent, setting the stage for a generation of students comfortable with digital technologies and prepared for the challenges of a digital economy.
To begin implementation, the programme first established demonstration projects in a selection of African nations. These demonstration sites served as testbeds where lessons could be learned about the best ways to implement technology in diverse school environments. In these early stages, major private sector partners such as Cisco, HP, Microsoft, Oracle and others joined the effort, bringing expertise, equipment, and training support to these pilot schools.
The demonstration phase included schools from 16 countries across the continent, each selected to provide insights into how the programme might scale effectively. Countries such as Algeria, Ghana, Kenya, Nigeria, Rwanda, South Africa, and Uganda were among those that took part. The experiences from these pilot schools helped stakeholders understand the challenges and opportunities of implementing large‑scale digital learning projects in Africa’s varied educational landscapes.
Beyond hardware and connectivity, the programme also prioritised teacher training so that educators could effectively use digital tools in the classroom. Schools that successfully integrated ICT into teaching found that both teachers and students gained confidence with digital platforms, enriching lessons and improving engagement.
Yet despite these promising early efforts, the programme’s goals have faced delays in many countries. Factors such as limited national budgets, gaps in electricity infrastructure, and shortages of trained technical staff have all slowed progress. In some places, schools received equipment but lacked consistent power or internet service, reducing the impact of the investment.
Successes, Challenges, and the Human Side of E‑School Implementation
Where the E‑School Program has taken root, learners and teachers have witnessed real changes in how education is delivered. Students exposed to digital learning tools have had the opportunity to develop computer skills that are crucial in today’s job market. Teachers have also gained new methods for presenting lessons, using multimedia and online content to make subjects more engaging. �—
In Kenya, for example, studies comparing NEPAD E‑Schools with non‑NEPAD schools found that students in E‑Schools benefited from better teacher support in using digital tools and more extensive exposure to online learning platforms. This experience demonstrates how digital access can improve classroom experiences when teachers are supported with professional development and resources.
Despite these positive results, the programme has not been without critics. In Rwanda, researchers noted that some schools struggled to fully leverage the technology they received, citing a lack of ongoing funding, limited teacher training beyond basic instruction, and challenges with maintaining equipment. These findings highlight a central issue facing technology initiatives in education: sustainability beyond initial investment.
Many educators stress that teacher training must be continuous, not a one‑off event. When teachers are left to navigate complex digital tools without follow‑up support, the value of the technology is diminished. Experts argue that stronger investment in teacher development and educational infrastructure is key to realising the full potential of the E‑School programme.
Another challenge is financing. The cost of providing and maintaining digital infrastructure on such a large scale is substantial, and many African nations have competing priorities such as health care, roads, and basic schooling needs. This reality has meant that some governments have been unable to allocate enough budget to fully implement the programme.
On the other hand, communities involved in the E‑School rollout have sometimes created their own sustainability plans, involving parents, local businesses, and community leaders to raise funds, offer technical support, and advocate for ongoing government involvement. These community‑driven approaches show that when stakeholders take ownership of the programme, there is a greater chance of long‑term success.
Why the NEPAD E‑School Program Matters for Africa’s Future
The importance of the E‑School Program goes beyond just putting computers in classrooms. It represents a broader shift in how education and technology intersect across the continent. By prioritising digital literacy early in students’ lives, African nations are investing in future generations who will be more equipped for jobs that require technology skills. This can help reduce unemployment, enhance innovation, and support economic growth.
In Nigeria and other countries, digital education initiatives show how technology can be harnessed to improve learning opportunities for young people from diverse backgrounds. When implemented well, the E‑School framework can inspire students to explore subjects such as science, technology, engineering, and mathematics, which are key to participation in the digital economy.
The programme also aligns with continental development goals that emphasise skills development, technology adoption, and economic participation for all citizens. Africa’s Agenda 2063 and global education frameworks both highlight the need for inclusive, quality education that prepares learners for the demands of a rapidly changing world. When digital education is accessible to more students, countries can work towards reducing inequalities in learning outcomes.
Looking ahead, the E‑School Program’s success will depend on partnerships between governments, international organisations, the private sector, and local communities. Continued collaboration can help bridge funding gaps, strengthen teacher training systems, and ensure that children everywhere on the continent benefit from digital learning tools.
In the long term, the E‑School Programme could be a cornerstone of Africa’s education transformation. As more learners gain access to technology and the internet, they gain access to a world of information, ideas, and opportunities that were previously out of reach. That moment, when digital inclusion becomes a reality for all students, is when the true impact of this initiative will be felt.
Join Our Social Media Channels:
WhatsApp: NaijaEyes
Facebook: NaijaEyes
Twitter: NaijaEyes
Instagram: NaijaEyes
TikTok: NaijaEyes
READ THE LATEST EDUCATION NEWS
