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Analyzing the Gender Digital Skills Divide in Sub-Saharan Africa: Current State and Contributing Factors. Education Working Paper No. 16

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Title: Analyzing the Gender Digital Skills Divide in Sub-Saharan Africa: Current State and Contributing Factors. Education Working Paper No. 16
Language: English
Authors: Christiane Wendy Voufo, Priyal Mukesh 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: Secondary Education
Descriptors: Foreign Countries, Digital Literacy, Educational Attainment, Access to Computers, Employment Level, STEM Careers, Information Technology, Gender Bias, Social Attitudes, Females, Developing Nations, Developed Nations, Barriers, Access to Education, Sex Stereotypes, Role Models, Late Adolescents, Young Adults, COVID-19, Pandemics, STEM Education, Computer Science Education, Secondary Education, Disproportionate Representation, Rural Urban Differences
Geographic Terms: Africa
Abstract: This paper examines the current state of the gender digital skills divide in Sub-Saharan Africa (SSA), drawing on a broad set of data sources to assess disparities between men and women across key dimensions of digital readiness. The analysis explores differences in educational attainment, digital skills levels, access to digital infrastructure and devices, labor force participation, and representation in STEM and ICT fields. It also investigates the influence of gender norms--including both societal attitudes and internalized perceptions among women--on digital engagement and skills development. To contextualize regional findings, the paper compares SSA with other regions in the Global South and with High-Income Countries, highlighting both shared patterns and region-specific challenges. The assessment reveals that women and girls in SSA face persistent barriers to developing and applying digital skills, with particularly pronounced gaps in access to internet-enabled devices, digital learning opportunities, and advanced training in STEM-related fields. These disparities are further compounded by prevailing gender norms and limited exposure to female role models in the digital economy. Across most indicators, SSA lags both comparator regions and global averages, underscoring the urgency of narrowing the divide. This paper contributes to the evidence base needed to understand the scope and drivers of the gender digital skills gap in SSA and serves as a foundational input for future policy design and programmatic action.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679808
Database: ERIC
FullText Text:
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  Data: Analyzing the Gender Digital Skills Divide in Sub-Saharan Africa: Current State and Contributing Factors. Education Working Paper No. 16
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  Data: World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
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  Data: <searchLink fieldCode="DE" term="%22Africa%22">Africa</searchLink>
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  Data: This paper examines the current state of the gender digital skills divide in Sub-Saharan Africa (SSA), drawing on a broad set of data sources to assess disparities between men and women across key dimensions of digital readiness. The analysis explores differences in educational attainment, digital skills levels, access to digital infrastructure and devices, labor force participation, and representation in STEM and ICT fields. It also investigates the influence of gender norms--including both societal attitudes and internalized perceptions among women--on digital engagement and skills development. To contextualize regional findings, the paper compares SSA with other regions in the Global South and with High-Income Countries, highlighting both shared patterns and region-specific challenges. The assessment reveals that women and girls in SSA face persistent barriers to developing and applying digital skills, with particularly pronounced gaps in access to internet-enabled devices, digital learning opportunities, and advanced training in STEM-related fields. These disparities are further compounded by prevailing gender norms and limited exposure to female role models in the digital economy. Across most indicators, SSA lags both comparator regions and global averages, underscoring the urgency of narrowing the divide. This paper contributes to the evidence base needed to understand the scope and drivers of the gender digital skills gap in SSA and serves as a foundational input for future policy design and programmatic action.
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  Data: 2026
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  Data: ED679808
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      – Text: English
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        PageCount: 30
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Educational Attainment
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      – SubjectFull: Access to Computers
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      – SubjectFull: Employment Level
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      – SubjectFull: STEM Careers
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      – SubjectFull: Information Technology
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      – SubjectFull: Gender Bias
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      – SubjectFull: Social Attitudes
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      – SubjectFull: Females
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      – SubjectFull: Developing Nations
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      – SubjectFull: Developed Nations
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      – SubjectFull: Barriers
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      – SubjectFull: Sex Stereotypes
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      – SubjectFull: Role Models
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      – SubjectFull: Late Adolescents
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      – SubjectFull: COVID-19
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      – SubjectFull: Secondary Education
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Rural Urban Differences
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      – SubjectFull: Africa
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      – TitleFull: Analyzing the Gender Digital Skills Divide in Sub-Saharan Africa: Current State and Contributing Factors. Education Working Paper No. 16
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