Though progress in increasing access to schooling has been made, far too many children remain on the margins. This challenge is particularly acute in sub-Saharan Africa, where more than half of the world's 59.1 million primary school-aged out of school children (OOSC) reside. As it happens, that figure does not include the countless millions of children who are affected by the closure of schools and learning spaces due to the COVID-19 pandemic.
Hence, this case study examines EAC-supported interventions in Kenya and Uganda that leverage ICT to facilitate and monitor enrolment, attendance and retention, drawing out the contributions that such tools have made, EAC’s role in shaping the ICT programmes and the lessons these applications offer for improving education services with respect to OOSC.
