此为英文文档-Digital transformation of TVET and skills development systems in Africa - state of play and prospects

Digitaltransformationof

TVETandskillsdevelopmentsystemsinAfrica

2022

Digitaltransformationof

TVETandskillsdevelopment

systemsinAfrica

Stateofplayandprospects

2022

Publishedin2022by:

IIEP-UNESCODakar

Almadies–RoutedeNgor

BP3311Dakar–Senegal

Tel:+221338597730

Attribution:

DigitaltransformationofTVETandskillsdevelopment

systemsinAfrica:Stateofplayandprospects,IIEP-UNESCO

Dakar,2022

ISBN:978-92-803-1455-7

Leadconsultant:FrançoiseCROS(SOFRECO)

Countryconsultants:MarsonRAHERIMANDIMBYetHerizo

ANDRIAMBOLOLONIAINA(Madagascar);MauriceEKPONG

(Nigéria);DidierMUNEZEROetBenjaminHAKIZIMANA

(Rwanda);HadhamiABASSI(Tunisie);Djimramadji

MINGUEYAMBAYE(Tchad)

GraphicDesign:SuzanneGrossmann

Photocredit:©Shutterstock

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nesco

InternationalInstitutefr

Educationalplanning

DigitaltransformationofTVETandskillsdevelopmentsystemsinAfrica

3

Tableofcontents

Listofabbreviationsandacronyms5

Acknowledgements7

Executivesummary8

Introduction12

Part1.

Internationalcontext:keyissuesforadigitaltransition

ofTVETandskillsdevelopment13

1.1Recentinitiativestoaddressthefourthindustrialrevolution14

1.2ContinentalframeworksetbythePan-AfricanInitiative16

1.3WhatcanbedonetoacceleratethetransitioninAfrica?17

Part2.

Objectivesofthisstudy19

2.1Generalobjective20

2.2Specificobjectives21

Part3.

Methodology23

3.1Countryselection24

3.2Researchmethodologyandprocess

25

Part4.

Thedigitallandscapeofsampledcountries

27

4.1Generalstatusofcountriesintermsofdigitalequipment

28

4.2Overviewofthedigitalpolicycontext

32

4.3Education,training,andguidancesystem

35

Part5.

DigitalizationofTVET

37

5.1NationalresponsibilitiesofTVETinrelationtoitsdigitalization

39

5.2SomekeytrendsinthedigitalizationofTVETinstitutions

41

5.3Trainingbyandfordigitaltechnology:Methodsandtraining

modalities

44

5.4KeyissuesindigitaltrainingforTVETstaff

47

Tableofcontents

4

5.5SuccessiveTVETfundingandsupportschemes

50

5.6Linkswiththelabourmarket:Anecessarystrengthening

ofdigitalskillstoimproveemployability

51

Part6.

Prospectsandrecommendations

53

6.1Lessonslearned,gapstofill

54

6.2Somegoodpractices

56

6.3Promisingcentresineachcountry

59

6.4Priorityneeds,improvementactions

64

Conclusion

69

Annex1:Commonoutlineofcountryreports

70

DigitaltransformationofTVETandskillsdevelopmentsystemsinAfrica

5

Listofabbreviations

andacronyms

4IR

Fourthindustrialrevolution

ADEA

AssociationfortheDevelopmentofEducationinAfrica

ADSL

AsymmetricDigitalSubscriberLine,atypeofdigitalsubscriberlinetechnology

AFD

AgenceFrançaisedeDéveloppement

AMU

ArabMaghrebUnion

ARCEP

AutoritédeRégulationdesCommunicationsElectroniquesetdesPostes

AU

AfricanUnion

BTP

Brevetdetechnicienprofessionnel

BTS

Highertechniciandiploma(BrevetdeTechnicienSupérieur)

CAP

Certificateofprofessionalcompetence(Certificatd’AptitudeProfessionnelle)

CBA

Competency-basedassessment

CBDC

Centralbankdigitalcurrency

CBT

Competency-basedtraining

CC

Certificateofcompetence

CENAFFIF

NationalCentreforTrainingofTrainersandTrainingEngineering

CFP

Vocationaltrainingcentre(CentredeFormationProfessionnelle)

CFTP

Vocationalandtechnicaltrainingcentre(CentredeFormationTechniqueetProfessionnelle)

CNFCPP

NationalCentreforContinuingEducationandProfessionalDevelopment

EAC

EastAfricanCommunity

ECCAS

EconomicCommunityofCentralAfricanStates

ECOWAS

EconomicCommunityofWestAfricanStates

EOT

OpenSchoolforWorkers

ESP

EducationSectorPlan

FGN

FederalGovernmentofNigeria

FMoCDE

FederalMinistryofCommunicationsandDigitalEconomy

FONAJ

NationalYouthSupportFund

FONAP

NationalSupportFundforVocationalTraining

G2B

Government-to-businessservices

G2C

Government-to-citizenservices

GIZ

GesellschaftfürInternationalZusammenarbeit

GDP

GrossDomesticProduct

ICT

InformationandCommunicationTechnology

ICTE

InformationandCommunicationTechnologyforEducation

IDEAS

DevelopmentofInnovationandEfficiencyinSkillsAcquisition

IDI

ICTDevelopmentIndex(ITU)

IIEP

UNESCOInternationalInstituteforEducationalPlanning

ILO

InternationalLabourOrganisation

INfor

NationalTrainingInstituteforPublicandPrivateTVETPersonnel

IPST

InstitutdePromotionSupérieureduTravail

ITU

InternationalTelecommunicationUnion

LASTVEB

LagosStateCouncilforTechnicalandVocationalEducation

Listofabbreviationsandacronyms

6

MDNTDPT

MinistryofDigitalDevelopment,DigitalTransformation,Posts,andTelecommunications

METFP

MinistryofEmployment,TechnicalEducationandVocationalTraining

MEN

MinistryofNationalEducation(Ministèredel’EducationNationale)

MESupRES

MinistryofHigherEducationandScientificResearch

MFPTPEM

MinistryofPublicService,Labour,EmploymentPromotionandModernization

MINICT

RwandanMinistryofICT

MPNTIC

MinistryofPosts,NewInformation,andCommunicationTechnologies

NBTE

NationalCouncilforTechnicalEducation

NCC

NigerianCommunicationsCommission

NESA

NationalExaminationandSchoolInspectionAuthority

NPE

NationalEducationPolicy

NST

NationalStrategyforTransformation

OBSEFE

ObservatoryofEducation,Training,andEmployment

OECD

OrganizationforCooperationandDevelopment

SDG

Sustainabledevelopmentgoal

ODEL

Open-DistanceE-Learning

ODFEL

Open,distance,flexible,andonlinelearning

ONEQ

NationalObservatoryofEmploymentandQualifications

PIFTIC

InformationandtrainingpointusingICT

PNEFP

NationalTechnicalEducationandVocationalTrainingPolicy

PRODIGY

MalagasyDigitalGovernanceandIdentityManagementProject

PSE

EducationSectorPlan

RTTI

RwandaTrainers’TrainingInstitute

TVET

TechnicalandVocationalEducationandTraining

UGD

DigitalGovernanceUnit(UnitédeGouvernanceDigitale)

UNESCO

UnitedNationsEducational,Scientific,andCulturalOrganization

DigitaltransformationofTVETandskillsdevelopmentsystemsinAfrica

7

Acknowledgements

TheentireteamthatconductedthisstudywouldliketothankNicolaTissioftheUNESCOInternationalInstituteforEducationalPlanning(IIEP)andLauraHochmannofSOFRECOfortheirtechnical,logistical,organizational,andintellectualsupport.Theteamwouldalsoliketopaytributetoallthosewhoagreedtoanswerthequestionsposedbythestudy,whetherthroughinterviews,groupmeetings,obser-vations,or,quitesimply,inalessformalwaybytelephoneortelevision.Thanksarealsoduetothevariouspartnersinvolvedinthepan-Africaninitiativewhosehighlevelofexpertiseinthefieldinquestionenabledathoroughrevisionofthisreport.

Thecohesionoftheteamofinvestigators1hasenabledthemtomakeharmoniousprogressinaspiritofmutualsupport,andtheteamwelcomesthiscollectivespirit,whichhasenabledthemtoproduceanationalreportinthefirstinstance,andasummaryreportinthesecond,whileremainingveryfaithfultolocalconsider-ations.Thisisimportantsince,inthefieldoftrainingbyandforICT,localactivitiesandeventsplayaconsiderableroleinthedevelopmentnotonlyofsophisticatedtechnicaltools,butalsooftheskillsoftheplayerstoexploitthem,toopenup,andtobenefitfromqualitytraining.

Thestudysetouttoconsiderthechainofresponsibilitiesfrombothsides,i.e.boththroughdatacollectedfromministersandnationalofficialsresponsibleforthedevelopmentofthecountry’sdigitaliza-tion,particularlyinthefieldoftechnicalandvocationaltraining,andthroughtheactorsinthefieldintheirtrainingplaces,wherethepedagogicalscriptingofdigi-talizationtoolsisthemostessentialskillofanytrainertoday.Whileskillsintheuseofdigitaltechniquesarenecessary,evenindispensable,theyarenotsufficientfortheimplementationofdidacticandpeda-gogicalscenariosforsuccessfullearning,bothforyoungpeopleandforadultsininitialandcontinuingtraining.

Thisstudyhasthereforenotneglectedanylevelofthetechnicalandvocationaleducationandtraining(TVET)devel-opmenthierarchy,inordertoensureabottom–upprocessrelevanttotheactualeffectivenessoftheimplementationofthedigitaltransformationofTVET.

Forthisreason,theauthorsofthisstudywouldliketothanktheauthoritiesineachofthecountrieswhomadeitpossibletoopeninstitutionaldoors,aswellastheactorsinthefield,whoaremoreoftenanonymous,fortheircontributiontotheprovisionofinformation,reflections,anddataconcerningthefeelingsandrealityofthedigitaldevelopmentactionsinTVETimplementedinthevariouscoun-triesexamined.

1Madagascar:FalyHerizoANDRIAMBOLONIAINA,ICTEexpert,andMarsonRAHERIMANDIMBY,

TVETexpert;Nigeria:MauriceEKPONG,combinedexpert;Rwanda:BenjaminHAKIZIMANA,ICTEexpert,andDidierMUNEZERO,TVETexpert;Chad:DjimramadjiMINGUEYAMBAYE,combined

expertise;Tunisia:HadhamiABASSI,combinedexpertise.

8

Executivesummary

Africancountriesarecurrentlyexperi-encingafourthindustrialrevolution,drivenbyrapiddigitaladvances,butexperiencedinanunevenandunequalmanner.Thepresentstudy,carriedoutbySOFRECOattherequestoftheUNESCOInternationalInstituteforEducationalPlanning(IIEP),takesstockofthestateofplayinthedigitalizationoftechnicalandvocationaleducationandtraining(TVET),thedemandforwhichhas,untilnow,largelyconcernedmanufacturinglabour,butwhichisbecomingpressinginthefieldofhighdigi-talization.Indeed,theevolutionofprofes-sionsurgentlyrequireshigh-leveldigitalskillsintrainingby,andfor,digitaltech-nology.ThisstudywasconductedlocallyinonecountryofeachofthefiveregionaleconomiccommunitiesofAfrica,namely:Madagascar,Nigeria,Rwanda,Chad,andTunisia2.ItsupportsthePan-AfricanInitiativefortheDigitalTransitionofTVETandSkillsDevelopmentSystems,avastinternationaloperationinAfrica,supportedbyUNESCOamongothers3,tocreate,develop,andstrengthenthedigita-lizationofbothinitialandcontinuingtech-nicalandvocationaltraining.

Theaimisthereforetoprovide,asarefer-encepoint,anexaminationandanalysisofthecurrentstateofplayinthesecountriesintermsofthedevelopmentofdigitaliza-tion,bothregardingtheuseoftechnolog-icaltoolsbycitizensandtheirtechnical,technological,andprofessionaltraining.

Indeed,theculturalenvironmentofadigi-tally-orientedcountryisdecisiveintheexponentialdevelopmentoftheapplica-tionofdigitaltechnologyinsociety.

Thisreportdescribesthemeasurestakeninthesefivecountriestoprovidethepopulationwithaccessnotonlytodigitaltools,butalsototheskillsthatwillenableeveryonetousedigitaltechnology,notonlyforprofessionalpurposesbutalsointheirdailylives.Itisinthissensethatthisstudyfocusesondigitaltrainingandonfamiliarizingindividualswithdigitalizationsothatitbecomesadailypractice.Itwillidentifythestrengthsandprospectsonwhichinternationalsupportmaybebased.

Tocarryoutsuchastudy,twomainmeth-odologicalprocesseswerefollowed:ontheonehand,directinteractionwiththerealitiesoftheAfricancontinentthroughonecountryineachofthefiveregionaleconomiccommunities,and,ontheotherhand,theuseofacommondatacollec-tionframework.Itgoeswithoutsayingthatwhileeachcountryisuniqueinitself,theyeachreflectgeneraltrendsthatrevealthestrengthsandweaknessesofthecommunitytowhichtheyrelate.Thefiverepresentativecountriesare,:Chad,Madagascar,Nigeria,Rwanda,andTunisia.Thefieldsurveyswerecarriedoutbylocalexpertswhoaimedtocollectthemostaccurateinformation.Eachcountryproducedareport.

2InalphabeticalorderofthecountrynamesinFrench,aspertheoriginalreport.

3UNESCOcooperateswiththeAfricanUnionanditsDevelopmentAgency,throughtheSkills

InitiativeforAfrica;theAfricanInstituteforEconomicDevelopmentandPlanningoftheUnited

NationsEconomicCommissionforAfrica;theAfricanDevelopmentBank;theDeutscheGesellschaftfürInternationaleZusammenarbeit(GIZ);andtheInstitutdelaFrancophoniepourl’Educationetla

Formation

DigitaltransformationofTVETandskillsdevelopmentsystemsinAfrica

9

Forthisexecutivesummary,wewilllookatfivefundamentalthemes:governance,technicalequipment,training,financing,andhumanresources.First,letusconsiderthelevelofinternetcoverageofthesefivecountriesin2021:

Country

Internetcoveragerate

Madagascar

51%

Tunisia

50%

Nigeria

41%

Rwanda

32%

Chad

12%

TheseratesclearlyillustratethepoorinternetcoverageofAfricancountrieswithmajordisparitiesoftenlinkedto:weaknessofelectrificationnetworks,difficultyoftechnicalandfinancialaccess,andinequalitiesbetweenruralandurbanareas.

Thegovernanceofthesecountriesintermsofdigitalizationisundoubtedlyproactiveandprogressing.Facilitatingmechanismshavebeencreatedbythegovernmentstoaccelerateitsdevelop-ment:forexample,inTunisia,withclearsupportfromthestate,throughtheNationalStrategicPlan.Thecreationofadivisiondedicatedtodigitaltechnol-ogieswithintheRwandaTVETboardisoneoftheexamplesofdigitalintegrationinthegovernanceofTVETidentifiedbythisstudy.Inotherwords,governanceismoving,nodoubtataveryslowpace,butthebeginningofthisawarenessandtheproposalofstructuresareelementsthatcanbebuilton.

Intermsoftechnicalequipment,themajorityofinhabitantsusesmartphonesbuttheuseofcomputersisstillverylow

andpassive.Timidadvancesintheuseofsoftwareineverydaylife,particularlyintheareasofhealthandfood,arebeingmadeinNigeria,forexample,andRwandainiti-atedaSmartRwandaMasterPlanin2015,whichproposestheuseofnewtechnolog-icalequipmentaccompaniedbytraining,leadingtoadiploma,andtheopeningupoftheknowledgeeconomy.However,ingeneral,asthecountrystudieshighlight,wheretechnicalequipmentisavailabletotrainingentities,thereislackofskillstoemployit,alackofculturaluseofit,andalackofservicestomaintainthedigitalequipment,representingastructuralgapthatneedstobeaddressed.InNigeria,amappingofICTinfrastructureundertheWorldBankDevelopmentofInnovationandEfficiencyinSkillsAcquisition(IDEAS)projectshowsthatabout75percentofcollegeshavenointernetconnectivityand79percenthavenoservers.

Theresultsofthecountrystudiesshowthat,ingeneral,privatetrainingprovidershavebetterfacilitiesandusethemmoreefficiently.Thesupplyofdigitalanddigi-tallyenhancedvocationaleducationandtechnology(VET)programmesnotonlyappearstobequantitativelyandqualita-tivelyinsufficient,butisalsonotsubjecttoanevaluationorqualityassuranceprocess,ortothescrutinyofaqualificationsframe-work:onlyRwandaspeaksofmeasuringthequalityoftraining.Suchapictureleadstotheobservationthattherearenocurriculadeliveredthroughdigitalmeans.

Thus,theareathatismostlackingisthatofdigitalskillstraining,duetotheabsenceofqualifiedpersonnelandalackofsuitableandequippedtrainingfacili-ties.Thefieldofvocationalandtechnicaltraininghasoftenbeenlefttopeoplewithalowlevelofeducation,whereas

Executivesummary

10

thecontemporarylabourmarketrequirespersonnelhighlyqualifiedinthemobiliza-tionofdigitalproductionprocessesinallfields,includingsoftskills.

InNigeria,theNationalCouncilforTechnicalEducation(NBTE)isindiscus-sionwiththetechnologycommitteetoestablishacentreforthedevelopmentofemergingICTskills,aspartofaproposaltousetheIC34fast-trackstandardtobuildthecapacityofinstructorsandstudentsinNBTE-regulatedTVETinstitutions5.

Inordertomakedigitaltechnologymoreprominent,publicfundingappearstobeessential.InMadagascar,only4percentofeducationexpenditureisallocatedtodigitaleducation,17percentofwhichisininvestments.Attemptsatprivate–publicpartnershipsarestilltootenta-tiveandbasedonasharedinterest,whichcanmakethegovernmentdependentonthedirectionstakenbytheprivatesector.Inthesecountries,employerinvolve-mentislargelyunorganizedandishardlysupportedorencouraged.Inotherwords,thefundingforthedevelopmentofyouthtrainingindigitalizationcomesfromprivatebodiesornon-governmentalorga-nizations(NGOs).

Humanresourceshavebeenbuiltupinrecentyears,bothatnationalandregionallevels,throughamoredecentralizedorga-nization.Forexample,Nigeria,throughitsfederalstructure,hasprovidedallthreelevels(federal,regional,andlocal)withastrictroadmapwitheightprinciples,aimedatregulatingICTdevelopmentthroughstronginfrastructureandauton-omouscontent.

InRwanda,TVETmanagersstilllackdigitalskills.Only50percentoftrainersaretrainedinICT,bytheRwandaTrainers’TrainingInstitute(RTTI)withsupportfromtheICDLprogrammeandMicrosoft.

InMadagascar,trainingontheuseofOpen-DistanceE-Learning(ODEL)soft-warewasorganized,withthesupportoftheAfricanDevelopmentBank,toensurecontinuityoftrainingdespiteanybarriermeasuresintroducedduetotheCOVID-19pandemic.Thus,80technicalhighschoolteachersandschoolofficialsbenefitedfromtrainingon(i)thecreationofadigitalteachingmodule,and(ii)puttingthecontentproducedonlineonaserveroftheMoodleapplication,physicallyinstalledattheinformationsystemdepartmentoftheMinistryofEmployment,TechnicalEducationandVocationalTraining(METFP).

Fromtheseobservations,itisclearthatdigitaldevelopmentactionsshouldbecarriedoutinAfrica.Theproblem,however,liesintheveryeffectivenessoftheaiditself,whichcanbeprovidedatseverallevelsandinseveralareas.Simpleactionscanbelaunchedasafirststep,suchasidentifyinggoodpracticethatisoftenisolatedandnotwidelyrecognized.Thiscouldusefullybebroughttogetherthroughthethreecentresofexcellencebasedineachcountry,whichareconducivetodevelopmentintheprofessionaldigitalsector,andevenmorecomplexstructuralandtrainingactions.Thisstudyidentifiedanumberofpriorityneeds,suchas:investmentinICTequip-mentandinfrastructure(digitalbandwidth,tools),training(certificationframework),adaptationoftrainingcurriculainresponse

4InternetCrimeComplaintCenter.

5TelephoneinterviewswithNBTEandface-to-facemeetingswiththeNBTEconsultant,2021

DigitaltransformationofTVETandskillsdevelopmentsystemsinAfrica

11

tolabourmarketdemands,governance,andconcerteddevelopmentofpublic-privatepartnerships.

TheAfricancontinenthaspotentialandatremendoushopeinitsyouth:thisbringswithittheneedtofocusontrainingthat

providesthedigitalskillsthatlabourmarketsincreasinglydemand.TheCOVID-19pandemiconlyreinforcestheneedtoinvestindigitaleducationandtraining,achallengethatAfricangovern-mentscanmeetwiththesupportofcoop-erationpartnersandtheprivatesector.

12

Introduction

IncreasingthedigitalallocationinAfricacontributestothepursuitofSustainableDevelopmentGoal(SDG)4(toensureequalaccesstoqualityeducationandpromotelifelonglearningopportunitiesforall)and,throughasystemicapproach,promotestheexpansionofaccesstoeducationthrougheconomiesofscaleandgreaterequity.Similarly,SDG8istargetedatincreasingemploymentoppor-tunitiesforyoungpeoplebyemphasizingtheskillsrequiredbythefourthindustrialrevolutiontopromotedecentworkthatcontributestothecontinent’seconomicgrowth.Furthermore,theriseofdigitaltechnologyintheeducation-trainingsectorduetotheCOVID-19pandemicdirectlyhasanimpactonAfricangovern-ments,aswellastechnicalandfinancialcooperationpartners,trainingproviders,andtheprivatesector.

Thequestionis,howtobenefitfromtheexperiencesofothercountries,toskipsomeofthestagesofdevelopmenttheyexperienced,andenabletheinstalla-tion,inashortspaceoftime,ofinno-vativepedagogiesandmechanismsforthetransversalintegrationofdigitaltechnologyintechnicalandvocationaltrainingatalllevels,whetherininitialorcontinuingtraining.TrainingthroughandfordigitaltechnologyisakeyissueforthefutureofskillsdevelopmentinAfrica.Thesystemsthatwillbeabletomanagethistransitionbetterwillbethosethataremoreefficientintermsofmatchingthesupplyofskillswiththeneedsofthelabourmarket.

Inordertoknowhowtodevelop,itisnecessarytounderstandacountry’spotentialinthefield,theobstaclesthatcanbeovercome,andtheleverstoenablechange,bothmaterialandintermsoftherepresentationsoftheinhabitants.Inotherwords,beforetakingaction,itisbettertoknowtheterraininwhichtheactionwillbeimplemented.

Thereportpresentedhereisbasedonthisapproachandisasynthesisoflocalcasestudiesfromfivecountries,eachlocatedinoneofthefiveregionaleconomiccommunitiesontheAfricancontinent.

Thereportaimstoinvitereflectiononthestrengthsandweaknessesofthedevelop-mentoftechnologyintechnicalandvoca-tionaleducationandtraining(TVET).Itrepresentsthestateofplayandperspec-tivesforthedigitaltransformationofTVET,accompaniedbythenecessarydevelopmentofrelatedskills.Itsuggestssomepossibleactionstosupportandassistdevelopment.

Thereportconsistsofsixparts.ThefirstpartsetstheinternationalcontinentalsceneforthedigitalizationofTVETandcurrentinternationalprojects;thesecondpresentstheobjectivesofthisstudy;thethirddealswiththemethodologyforconductingthissurvey;thefourthques-tionstheinterregionalcontextofdigita-lizationofcountries;thefifthfocusesonthedigitalizationofTVET;andthesixthproposesperspectivesandrecommenda-tionsandendswithaconclusion.

Part1

Internationalcontext:

keyissuesforadigital

transitionofTVETand

skillsdevelopment

Part1.Internationalcontext

14

1.1Recentinitiativestoaddressthefourthindustrialrevolution

Thereisalargebodyofliteratureonthedigitalizationoftechnicalandvocationallearning6,butthelastfiveyearshaveseenanaccelerationofamovementinwhichinformationandcommunicationtechnology(ICT)arethetriggers.ICTisnolongeranisolatedfieldbutasupportandadrivingforceforexponentialdevel-opmentinthespheresofbiology,physics,industrialtechnology,humanresources,theconductoflabourmarkets,and,aboveall,inthedemandforanewlearningspace.Thissituationchallengesallthestructuresandskillsofcapacitybuildingtocreateabroadecosystemencom-passingbothtechnicalandhumanskills.Thispointstoafundamentalshiftintheformsandmediaoflearning,whichislinkedtoafundamentalchangeintheskillsoftrainersandcomputersystems.

The2020reportbytheAssociationfortheDevelopmentofEducationinAfrica(ADEA)‘’RethinkingtheRoleofTechnicalandVocationalEducationandTraining(TVET)inFutureWorkandLifelongLearning,inLightofDigitalizationandtheFourthIndustrialRevolution(4IR)’’pavesthewayforaconsubstantialsystemicapproachtothedigitalizationofallareasofourlives(health,finance,education,trade,sports,etc.).Thedocumentpointsoutthegapbetweenthisambitionandtherealresourcesavailable,suchasobsoletecurricula,lackofappropriatetraining,andpoorinfrastructure.Itspecifies