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Formulating Policies to Address the Gender Digital Skills Divide in Sub-Saharan Africa. Education Working Paper No. 17

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Bibliographic Details
Title: Formulating Policies to Address the Gender Digital Skills Divide in Sub-Saharan Africa. Education Working Paper No. 17
Language: English
Authors: Alberto Munoz Najar Luque, Priyal Gala, Maria Rebeca Barron Rodriguez, World Bank
Source: World Bank. 2025.
Availability: World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
Peer Reviewed: N
Page Count: 30
Publication Date: 2025
Sponsoring Agency: MasterCard Foundation
Document Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Educational Policy, Gender Bias, Technological Literacy, Equal Education, STEM Education, Females, Womens Education, Technology Integration, Intervention, Educational Change, Access to Computers, Educational Environment, Inclusion, Digital Literacy, Employment Qualifications, Mentors, STEM Careers, Apprenticeships, Career and Technical Education, Communities of Practice, Elementary Secondary Education, Foreign Countries
Geographic Terms: Africa, Asia
Abstract: The rapid expansion of the digital economy in Sub-Saharan Africa (SSA) presents opportunities and challenges in addressing the gender digital skills divide. This report analyzes comprehensive, gender-responsive policy approaches to bridge this gender divide and promote equitable access to digital skills and STEM education for girls and women. Drawing on global and regional case studies, this paper emphasizes the importance of integrating digital literacy into early education, promoting inclusive STEM participation, and supporting women's transition into the labor market through targeted interventions such as scholarships, mentorship, vocational training, and entrepreneurship programs. The report also underscores the need for reforms that dismantle gender biases in curricula, improve access to digital infrastructure, and foster inclusive learning environments. It also highlights the role of public-private partnerships and community-based initiatives in scaling impact. The proposed policies aim to enhance girls and women economic empowerment, increase their participation in the digital economy, and contribute to inclusive and sustainable development across SSA.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679804
Database: ERIC
Description
Abstract:The rapid expansion of the digital economy in Sub-Saharan Africa (SSA) presents opportunities and challenges in addressing the gender digital skills divide. This report analyzes comprehensive, gender-responsive policy approaches to bridge this gender divide and promote equitable access to digital skills and STEM education for girls and women. Drawing on global and regional case studies, this paper emphasizes the importance of integrating digital literacy into early education, promoting inclusive STEM participation, and supporting women's transition into the labor market through targeted interventions such as scholarships, mentorship, vocational training, and entrepreneurship programs. The report also underscores the need for reforms that dismantle gender biases in curricula, improve access to digital infrastructure, and foster inclusive learning environments. It also highlights the role of public-private partnerships and community-based initiatives in scaling impact. The proposed policies aim to enhance girls and women economic empowerment, increase their participation in the digital economy, and contribute to inclusive and sustainable development across SSA.