Malawi: Connect-A-School and the difference between access and integration
What a five-year connectivity programme suggests about devices, internet and the work required inside schools.
The context
Malawi’s Connect-A-School programme brings smart displays, tablets and connectivity into public schools as part of a wider national digitalisation direction. The programme creates an enabling layer; classroom value depends on how teachers and learners use it.
What the public evidence shows
- Infrastructure is planned over several years.
- Schools receive devices and connectivity together.
- Digital education is linked to national development goals.
- Teacher practice remains the implementation bridge.
What Asmbly takes from the case
Asmbly can sit closer to that bridge by organising the teacher’s timetable, curriculum and lesson work on the available devices. A connected school still needs a connected teaching workflow.
What cannot be assumed
Hardware visibility can overshadow quieter constraints such as support, maintenance, curriculum fit and teacher time. These need to be measured during implementation.
Sources and further reading
Connected reading
Kenya · Case study