The Democratic Republic of Congo has adopted a new national policy aimed at guiding the use of digital technologies across its education system as the government seeks to modernise learning, strengthen governance and expand digital skills.
The National Policy on Information and Communication Technologies for Education and Training (PNICEF) was approved by the Council of Ministers on June 12 and is expected to provide a unified framework for digital transformation across the education sector.
The policy covers all levels of education, including primary and secondary schools, vocational training institutions, universities, scientific research programmes and literacy initiatives.
Led by Education Minister Raïssa Malu, the framework is intended to guide future investments in education technology and ensure that digital tools are introduced in a coordinated and effective manner.
Authorities said the policy will promote the use of secure and compatible digital systems that support national education priorities while improving access to technology-based learning.
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The move comes after several digital initiatives were introduced in recent years to modernise the Congolese education sector.
These efforts have included the digitisation of school administration, improvements to education information systems and the modernisation of data collection and management processes.
However, officials noted that the absence of a comprehensive national framework has limited coordination between different projects, sometimes resulting in fragmented efforts.
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Through PNICEF, the government aims to establish a common roadmap that ensures digital investments contribute directly to improving education quality and access.
One of the major challenges facing the initiative is the country’s limited digital infrastructure.
According to data from DataReportal, the Democratic Republic of Congo had about 34.7 million internet users by the end of 2025, representing an internet penetration rate of 30.5 percent.
This means nearly 70 percent of the population remains without internet access, creating significant barriers to digital learning.
The digital divide is particularly evident in the education sector, where many schools continue to face limited access to internet connectivity, electricity and computer equipment.
Authorities say addressing these gaps will be essential to ensuring that digital transformation benefits students and teachers across the country, including those in underserved areas.
The new policy is also expected to support the development of digital skills among learners and educators.
The government hopes improved technology adoption will strengthen teaching methods, enhance access to educational resources and prepare young people for participation in a growing digital economy.
Beyond learning, officials believe digital systems can improve governance by making education data collection more efficient and supporting better planning and decision-making.
The framework is expected to encourage collaboration among government institutions, education providers, technology companies and development partners.
By creating a structured approach to digital education, authorities aim to maximise the impact of technology investments and avoid duplication of efforts.
The adoption of PNICEF reflects a broader trend across Africa, where governments are increasingly turning to digital solutions to improve education access, strengthen skills development and respond to changing labour market demands.
For the Democratic Republic of Congo, officials say the policy represents an important step toward building a more inclusive and technology-driven education system capable of supporting the country’s long-term development goals.
