AI in African education: Between profit and the public good
Authors
In this paper, Katja van der Meer, Admire Mare and Melody Musoni explore how AI is reshaping education in Africa. They examine the dynamics between the private sector and public goods and provide recommendations for African and European policymakers.
This paper is the third of a three-part series in which we explore how AI is used across Africa in three critical sectors: health, agriculture and education.
Summary
In this paper, we explore how artificial intelligence (AI) is reshaping education in Africa, with a focus on secondary schools and technical and vocational education and training (TVET). Policymakers and educators are increasingly exploring how AI in education (AIED) can strengthen access and quality of education, and the private sector is developing solutions that respond to local contexts and languages.
AIED offers many opportunities, with applications ranging from personalised and adaptive learning to translation, inclusive tools for learners with disabilities and tools for remote learning. At the same time, significant barriers risk slowing progress. Weak digital infrastructure, limited connectivity and the high cost of hardware constrain access in many regions. Concerns over data privacy, child protection and bias highlight the need for robust governance. There are also tensions between private sector innovation, often driven by commercial incentives, and public sector objectives of equity and inclusion.
This paper examines these dynamics and sets out recommendations for African and European policymakers. For Africa, priorities include building digital competencies among teachers and learners, enacting national AI and data strategies, investing in local innovation ecosystems and closing the hardware and connectivity gap. For Europe, the challenge is to develop a coherent approach to AIED in external action, back it with sufficient funding and invest in Africa-centric solutions and responsible AI governance.
