Digital Divide

Key message

Advancements in technology make it possible to learn in remote corners of the globe without physically going to school.

Mobile phones, broadband and online communities have made it possible to share information and ideas, and learn in new ways. Investing in inclusive digital access – and getting every school and student equipped to be online – will dramatically expand educational opportunities. It will also create more resilient education systems capable of hybrid online and offline learning during crises and generate additional opportunities to reach marginalised children and young people who are most likely to be left behind. However, while technology promises easier access to education, in reality the digital divide still exists and has the potential to increase educational inequalities.

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Key challenges

In the poorest countries, household access to the internet is extremely limited. Globally 2.2 billion children and young people aged 25 or less do not have internet connection at home. Only 6% of children and young people in low-income countries have internet access at home, compared to 87% in high-income countries.
(UNICEF, 2020)
There are large gaps in access to the internet for girls and those living in rural areas. Women are 17% less likely than men to use the internet in the Arab States and Asia and 25% less likely in Africa. Globally 25% of rural children and young people aged 25 or less have internet access compared to 41% of their urban peers.
(GEM, 2020) (UNICEF, 2020)
The gender gap in the digital divide is more pronounced in poorer countries. It has been estimated that 9% fewer women than men own a mobile phone and 16% fewer use mobile internet in low and middle income countries.
(GEM, 2023)
Young people are more likely to use digital tools for education and skill building. They are twice as likely as adults to self-study or seek online training for digital skills acquisition.
(GEM, 2020)
Without education, internet coverage does not translate to internet usage. In 2018, approximately 70% of the people in sub-Saharan Africa and South Asia indicated that they did not understand what the internet was or how to use it.
(UNESCO, 2024)
Access to devices and connectivity at home impacts educational outcomes. Even before Covid-19, one in five teenagers aged 13 to 17 in the US said they are often or sometimes unable to complete homework assignments because they do not have reliable access to a computer or an internet connection.
(Pew Research Center, 2018)
The pandemic put the challenges of the digital divide front and center. Approximately 60% of national distance learning alternatives developed during Covid-19 relied on on-line learning platforms, yet 47% of the students targeted lacked internet access. During the pandemic, almost 1/3 of pupils did not have effective access to distance learning, since only 40% of primary schools worldwide currently have internet access.
(UNESCO, 2022) (GEM, 2023)
Distance learning rates are linked to household income. Only 60% of low-income students are regularly logging into online instruction, compared with 90% of high-income students.
(Dorn et al., 2020)

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In the poorest countries, household access to the internet is extremely limited.
Globally 2.2 billion children and young people aged 25 or less do not have internet connection at home. Only 6% of children and young people in low-income countries have internet access at home, compared to 87% in high-income countries.
Source: (UNICEF, 2020)

There are large gaps in access to the internet for girls and those living in rural areas.
Women are 17% less likely than men to use the internet in the Arab States and Asia and 25% less likely in Africa. Globally 25% of rural children and young people aged 25 or less have internet access compared to 41% of their urban peers.
Sources: (GEM, 2020) (UNICEF, 2020)

The gender gap in the digital divide is more pronounced in poorer countries.
It has been estimated that 9% fewer women than men own a mobile phone and 16% fewer use mobile internet in low and middle income countries.
Source: (GEM, 2023)

Young people are more likely to use digital tools for education and skill building.
They are twice as likely as adults to self-study or seek online training for digital skills acquisition.
Source: (GEM, 2020)

Without education, internet coverage does not translate to internet usage.
In 2018, approximately 70% of the people in sub-Saharan Africa and South Asia indicated that they did not understand what the internet was or how to use it.
Source: (UNESCO, 2024)

Access to devices and connectivity at home impacts educational outcomes.
Even before Covid-19, one in five teenagers aged 13 to 17 in the US said they are often or sometimes unable to complete homework assignments because they do not have reliable access to a computer or an internet connection.
Source: (Pew Research Center, 2018)

The pandemic put the challenges of the digital divide front and center.
Approximately 60% of national distance learning alternatives developed during Covid-19 relied on on-line learning platforms, yet 47% of the students targeted lacked internet access. During the pandemic, almost 1/3 of pupils did not have effective access to distance learning, since only 40% of primary schools worldwide currently have internet access.
Sources: (UNESCO, 2022) (GEM, 2023)

Distance learning rates are linked to household income.
Only 60% of low-income students are regularly logging into online instruction, compared with 90% of high-income students.
Source: (Dorn et al., 2020)

Make the case

Increasing community connectivity can enhance educational development While school connectivity can go part of the way in closing the digital divide, community connectivity goes a step further in closing the homework gap. This allows all students to complete assignments and engage in independent learning outside of school.
(Lee, 2020)
Digital connectivity in schools is possible and rapidly improving. Korea has rolled out fast connectivity to all schools, Uruguay is on track to connect all schools, and China is expanding full broadband coverage by 2020 with a priority to connect poor schools.
(Education Commission, 2016; ITU/UNESCO Broadband Commission, 2015)

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Key opinion

Nasser Siabi

CEO of Microlink

The global education gap can finally be addressed in a meaningful way through improved communication. One problem has been getting talented teachers into remote or impoverished areas. Covid-19 has shown us that teachers can be seen and heard across the world from any location. Why not harness the power of the world’s best teachers and make them available to everyone? It’s a workable idea because we also have technology that accurately translates speech into most languages. This could be used both for training teachers and for directly teaching students. The only limits are electricity, imagination, and our will.

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Key talking points

Advancements in technology make it possible to learn in remote corners of the globe without physically going to school.
The recent global pandemic has exposed wide inequities in access and learning based on limited connectivity.
Closing the digital divide is essential to providing universal access to high-quality and inclusive learning opportunities.

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