Prioritising Digital Literacy in East African Countries: A Critical Discourse Analysis of National Policies and Plans

• In Event: Digital Learning Modalities

Proposal

The rapid digital transformation in today’s age of AI, with increasing access to digital tools and media, presents new challenges and opportunities for education systems worldwide. The National Digital Inclusion Alliance (2024) defines ‘digital equity’ as “a condition in which all individuals and communities have the information technology capacity needed for full participation in our society, democracy and economy.” Here, capacity is not just access to the internet or digital tools but also the digital literacy required to navigate them. Digital literacy emerges as a critical skill set, encompassing the ability to easily find, critically evaluate, ethically create, and responsibly communicate information digitally. It is not merely a technical competency but a multifaceted skill that enables individuals to engage meaningfully in a knowledge-driven global economy. As such, there is emerging evidence of the positive impact of digital literacy in agriculture (FAO,2024; Lu, Sun, and Huang, 2024; Magesa, Jonathan, and Urassa, 2023).

The ‘digital divide’ is not a new term and is defined as “the gap between those who have access to IT and those who do not” (Rice and Katz, 2003). In East Africa, where the digital divide continues to run deeper than its promising human potential, with average mobile internet access in the region being just 51% (IPRIS, 2023), national education policies must prioritise their citizen's digital literacy. Our research explores a crucial yet often overlooked area: To what extent and how is digital literacy prioritised in national education sector plans in East African countries?

In the existing discourse around education policy, particularly in developing regions, discussions on digital literacy have been superficial or limited to anecdotal evidence. There has been limited comprehensive and comparative analysis of how national education policies systematically prioritise digital literacy across East Africa from 2020 onwards. This research aims to provide a deeper understanding of how national education policies in East Africa systematically approach or overlook digital literacy.

In recent years, there has been an increase in research on digital literacy; however, this has primarily focused on interventions rather than the underpinning national policies. Policy is the foundation of robust and effective governance, particularly in education (UNESCO, 2024). Policies provide governments with direction and pathways to change, ensuring boundaries, expectations, and responsibilities, demonstrating the efforts of political will. Technology in education, particularly AI in education, is a new concept, requiring governments to think beyond traditional education and ensure that their children are prepared and equipped for a technologically driven future.

This research will highlight how policies focus on empowering citizens with relevant digital competencies. It will help stakeholders call for better, fairer, and progressive educational systems. It will inform policymakers and development agencies about the strategic shifts required to prepare East African people for meaningful participation in the global digital economy. Without such insights, attempts to address the digital divide may continue to be disjointed and unproductive, which creates a continuation of the inequalities in education and future advancement.

Demographics play a significant role in the focus on East Africa. Africa is home to the world's youngest population, with the continent continuing to experience rapid growth. The Population Reference Bureau (2019) estimates that by 2030, African youth will comprise 42% of the global youth population. In East Africa, approximately 76.2% of the population is under 35 (Population Pyramid, 2024). This young population presents tremendous opportunity to drive innovation, economic development, and social equity in the region. However, without adequate digital literacy, they may be left unprepared to face a future increasingly being shaped by rapid technological advancements.

Second, increasing access to mobile devices and social media demonstrates the growing need for digital literacy. However, while many East Africans use phones for basic communication or social media, there still is a substantial digital literacy divide in terms of critical thinking skills in the face of misinformation/disinformation, positive use of the internet, and the ability to leverage everything that the digital realm has to offer to improve personal situations. National education sector plans must address this gap to ensure that access to technology translates to empowerment.

Moreover, the geo-political context of East Africa calls for a need to evaluate digital literacy policies. While Rwanda, for instance, has made strides in advancing digital equity, it is often considered a “pioneer in digital technologies in Africa” (BMZ, 2023), while neighbouring countries are struggling. In countries experiencing conflict and political unrest, such as Somalia and Ethiopia, digital literacy is an economic enabler and an agent of positive change, empowering the populations of post-conflict and other marginalised societies and helping them learn critical thinking skills.

Finally, East Africa's economic development is increasingly tied to its digital equity. The use of digital tools and technologies in various industries in the region is increasing the need for a workforce conversant with digital tools and technologies (MasterCard Foundation, 2023). However, most education systems today have not aligned themselves with these new economic realities, thus resulting in a huge skills deficit.

Research Methods
The focus countries for this research are Tanzania, Rwanda, Somalia, Kenya, Uganda, and Ethiopia, the rationale for which will be articulated in the paper. We will employ critical discourse analysis (CDA) (Cummings, 2020) to uncover how digital literacy is framed in publicly available national education sector plans and policies. By focusing on language in policy, CDA helps comprehend how countries view digital literacy; for instance, in education, it may be viewed as simply a technical skill, as a means of social inflow, or as a prerequisite in naked commerce. CDA also allows us to explore underlying assumptions and biases: What values are being promoted? Whose problems are prioritised, and whose are ignored? Whose voices and interests are represented or excluded?

The research will compare the policies, examining the similarities, differences, and patterns in digital literacy prioritisation and strategy across the selected countries. More importantly, it will contribute to discussions and inform recommendations for policymakers to address identified biases that become barriers in enabling the population to become genuinely digitally literate, or rather ‘digitally intelligent’.

Authors

• Sarah Wragg, Education Above All Foundation

• Aishwarya Manjunath Shetty, Education Above All Foundation