制定政策以解决撒哈拉以南非洲地区的性别数字技能差距（英）

No. 17 | June 2025No. 17 | June 2025 Formulating Policies to Addressthe Gender Digital Skills Dividein Sub-Saharan AfricaFormulating Policies to Addressthe Gender Digital Skills Dividein Sub-Saharan Africa Alberto Munoz Najar Luque, Priyal Gala, and Maria Rebeca Barron Rodriguez © 2025 International Bank for Reconstruction and Development / The World Bank 1818 H Street NWWashington DC 20433Telephone: 202-473-1000Email: AskEd@worldbank.orgInternet: www.worldbank.org/en/topic/education This work is a product of the staff of The World Bank with external contributions. The findings, interpretations,and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board ofExecutive Directors, or the governments they represent. The World Bank does not guarantee the accuracy, completeness, or currency of the data included in this work anddoes not assume responsibility for any errors, omissions, or discrepancies in the information, or liability withrespect to the use of or failure to use the information, methods, processes, or conclusions set forth. Theboundaries, colors, denominations, links/footnotes and other information shown in this work do not imply anyjudgment on the part of The World Bank concerning the legal status of any territory or the endorsement oracceptance of such boundaries. The citation of works authored by others does not mean the World Bankendorses the views expressed by those authors or the content of their works. Nothing herein shall constitute or be construed or considered to be a limitation upon or waiver of the privilegesand immunities of The World Bank, all of which are specifically reserved. Please cite the work as follows: Luque, A. M. N., P. Gala, and M. R. B. Rodriguez. 2025.Formulating Policies toAddress the Gender Digital Skills Divide in Sub-Saharan Africa.Education Working Paper Series No. 17. Washington,DC: World Bank Group. Rights and Permissions The material in this work is subject to copyright. Because The World Bank encourages dissemination of itsknowledge, this work may be reproduced, in whole or in part, for noncommercial purposes as long as fullattribution to this work is given. Any queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Publications,The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail:pubrights@worldbank.org. Cover design: Marianne Siblini. Formulating Policies to Address the Gender Digital Skills Divide in Sub-Saharan Africa Alberto Munoz Najar Luque, Priyal Gala, and Maria Rebeca Barron Rodriguez Abstract The rapid expansion of the digital economy in Sub-Saharan Africa (SSA) presents opportunities andchallenges 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 skillsand STEM education for girls and women. Drawing on global and regional case studies, this paperemphasizes the importance of integrating digital literacy into early education, promoting inclusive STEMparticipation, and supporting women’s transition into the labor market through targeted interventionssuch as scholarships, mentorship, vocational training, and entrepreneurship programs. The report alsounderscores the need for reforms that dismantle gender biases in curricula, improve access to digitalinfrastructure, and foster inclusive learning environments. It also highlights the role of public-privatepartnerships and community-based initiatives in scaling impact. The proposed policies aim to enhancegirls and women economic empowerment, increase their participation in the digital economy, andcontribute to inclusive and sustainable development across SSA. JEL Classification: I28, J16, O15, O33, J24, L86 Keywords: Gender digital divide, digital skills, STEM education, gender equality, education policy,women in technology, ICT access, digital inclusion, technical and vocational education and training(TVET), workforce development, digital literacy, girls’ education, economic empowerment, public-private partnerships, labor market integration, digital economy, youth skills development, gender-responsive pedagogy, entrepreneurship Contents Acknowledgments........................................................................................................................................ iiiAbbreviations ............................................................................................................................................... iv1.Gender-responsive policies to open pathways into digital skills and STEM participation................... 11.1Basic education............................................................................................................................ 21.1.1Incorporating basic digital literacy into primary and secondary school curricula .................. 21.1.2Providing equal access to dig