Democratic Republic of the Congo: connectivity, teacher capacity and learning continuity have to move together
What a 20-school digital-learning initiative shows about the layer of support around internet access.
The context
A DRC partnership connected secondary schools in Kinshasa and Haut-Katanga while also strengthening teachers and inspectors in the use of digital tools. The broader education context includes millions of children out of school and areas where conflict makes continuity of learning difficult.
What the public evidence shows
- Connectivity was introduced through a defined school pilot.
- Teacher and inspector capacity formed part of the implementation.
- The initiative aimed to reach learners through national education structures.
- Conflict-affected areas still require radio, distance and alternative learning routes.
What Asmbly takes from the case
Asmbly’s offline-first direction is relevant where connectivity is uneven, but any use in the DRC would require language, curriculum, security and implementation partnerships specific to each province.
What cannot be assumed
A 20-school initiative cannot represent the national system. Connectivity figures and participant targets should not be treated as evidence of learning impact.