Inclusive EdTech in Africa: Scalable, Secure, Student-first

Education is rapidly evolving across Africa. From bustling city classrooms to remote village learning hubs, educators and governments are embracing a new vision: one where digital learning is both inclusive and secure, designed to serve every student, regardless of their background, ability, or access to infrastructure, electricity and internet.

Following eLearning Africa in May, ReadSpeaker convened a roundtable of experts from our valued partner network to delve deeper into the issues driving the evolution of education in Africa.

Chaired by Paddy Mwangi from Brookside Consulting, the virtual roundtable included Dr Mark Glynn from Catalyst IT Europe (opens in a new tab), Patxi Brey from Smowltech (opens in a new tab), Abir Guetti from ReadSpeaker and Geoffrey Nganga from Amref International University (opens in a new tab).

During the roundtable, the team touched on the importance of universal design for learning and the opportunities that new technology is offering students and adults.

Here’s what they shared, and why it matters for the future of education in Africa.

Putting Universal Design for Learning at the Center

Universal Design for Learning (UDL) is more than a buzzword. It’s a proven framework for creating educational experiences that work for diverse learners: students with different languages, literacy levels, cognitive styles, and physical needs.

UDL means offering multiple ways to access information, engage with content and demonstrate learning. And it’s especially vital in African classrooms where learners may span a wide range of needs within a single cohort.

Artificial intelligence is helping make this vision scalable. Tools like ReadSpeaker’s text-to-speech technology use AI to convert written content into spoken word instantly, giving learners flexible, personalised access to content, even in low-resource settings.

When integrated into learning platforms from the start, these technologies support the core principles of UDL: inclusion, equity, and engagement for all.

As edtech continues to expand across the continent, embedding UDL principles into digital tools and platforms is essential to ensure technology enhances access, rather than reinforces barriers.

Why UDL Matters in Africa

“We need to start putting a person in our head when we’re designing a course. If they have no power for two hours a day, how can they participate? If they have no internet, how can they participate? We need to take that learner-centred approach.” Mark Glynn, Head of Business Development at Catalyst IT Europe Limited

• Multilingual environments: Students often learn in a second or third language, making multimodal access, such as audio, visual aids, and native language support, critical for comprehension.
• Infrastructure gaps: Unreliable electricity, internet connectivity, and limited access to digital devices mean tools must be adaptable: offering low-bandwidth, offline, and mobile-friendly options.
• Diverse abilities: Inclusive design ensures neurodiverse, disabled, and marginalised learners are not left behind, particularly in resource-constrained settings.

Across the continent, governments, development partners and organisations in the private sector are investing in scalable digital learning initiatives, and Universal Design for Learning (UDL) offers a powerful framework to ensure these efforts are truly inclusive.

Initiatives by the World Bank in Malawi, the Mastercard Foundation and Kenya’s Ministry of ICT, and UNESCO are advancing digital skills and inclusive edtech across Africa: supporting broadband access, digital literacy, and accessible vocational training through partnerships.

These efforts reflect growing momentum, but they must be underpinned by inclusive design from the outset. UDL ensures that as edtech expands, it doesn’t simply scale access, but improves learning outcomes for every student, regardless of language, ability, or location.

To make a lasting impact, UDL must be embedded not just in tools, but in the education systems themselves. That means working with multiple stakeholders to align policy, teacher training, assessment, and curriculum development with inclusive design principles, so that accessibility is integrated at every level, not treated as a bolt-on.

In short, UDL helps level the playing field, and unlocks the full potential of education technology in Africa. But only when built in from the beginning.

The Role of Assistive Technology: Text-to-Speech in Action

Throughout the conversation, speakers pointed to text-to-speech (TTS) tools like ReadSpeaker as key enablers of UDL.

“Voice technology enables learners with visual impairment, cognitive challenges, language barriers or those who prefer auditory learning, to access content in ways that work for them” Abir Guettiti, Sales & Business Development Manager, Africa at ReadSpeaker

TTS allows students to listen to written content read aloud in natural, lifelike voices. This simple functionality opens doors for learners who:

• Are learning in a second language
• Need support focusing or managing screen fatigue
• Prefer auditory learning
• Struggle with reading or comprehension
• Have unreliable access to power and internet

By supporting bimodal learning, hearing and reading at the same time, TTS also enhances comprehension and retention across the board.

Behind the scenes, artificial intelligence is driving many of these advances: making speech more natural, adapting to different languages and accents, especially within speechMaker.

In African digital classrooms, where one teacher may support a wide variety of learning profiles, TTS is a powerful equaliser so that all students can achieve the same learning outcomes.

As more African countries invest in e-learning and edtech solutions, tools that support digital inclusion, like TTS, are vital for creating meaningful, accessible learning experiences for every student.

Local Initiatives Making Global Impact

During the roundtable, speakers shared inspiring success stories, highlighting the importance of TTS for inclusive learning from across sub-Saharan Africa:

• Zambia: Pilot schemes integrating TTS into LMS platforms improved learner engagement in vocational training programmes, enhancing access for students in technical education.
• Kenya: Teachers used TTS to support students in inclusive education programs, improving course completion among students with reading disabilities.
• Ethiopia: Government-backed AI tools assessed workforce readiness, with TTS ensuring the process was accessible to all participants.

These cases show that thoughtfully implemented technology does more than support learning: it transforms futures. Access to inclusive digital tools is closely linked to improved digital literacy and opens the door to more employment and entrepreneurial opportunities, reducing inequality.

TTS can also inspire the next generation of entrepreneurs and startups. As students gain confidence in accessing and presenting information, they’re better equipped to participate in digitally driven economies across the African union and beyond.

With tools like ReadSpeaker, learners can explore voice-based storytelling, podcasting, language learning, and content creation: skills that nurture creativity, agency, and entrepreneurial thinking. B

y making educational content easier to engage with, TTS doesn’t just improve academic outcomes: it lays the groundwork for young people to imagine and shape their own futures.

These examples highlight that when AI-powered accessibility and edtech converge, they don’t just enhance learning: they fuel grassroots entrepreneurship and inclusive economic growth. That’s UDL in action, building skills for the classroom and the marketplace.

Building Secure, Scalable Infrastructure

Inclusivity must go hand-in-hand with security, especially in educational environments handling sensitive student data.

• Offline capabilities: Many regions lack consistent internet access. Tools must function in low- or no-bandwidth settings.
• Data privacy: Systems should align with local and international privacy regulations. That includes offering on-premise or server-based options for extra control.
• Safe integrations: EdTech should work within existing LMS and device ecosystems without creating new vulnerabilities.

ReadSpeaker, for example, supports secure deployments on closed systems and integrates with leading African education and learning platforms. These options are essential for schools, ministries, and correctional institutions prioritizing both accessibility and data protection.

In regions where connectivity is inconsistent, or entirely absent, ReadSpeaker’s offline solutions, such as SpeakUp and speechEngine Embedded, deliver critical continuity. These tools run directly on school desktops or local servers, enabling access to lifelike TTS without any internet connection. In environments with limited infrastructure, they make digital learning possible by transforming static text into accessible audio, supporting students who might otherwise be left behind.

“One of the biggest challenges is our infrastructure: there are so many frequent power outages, especially in rural areas. That’s why we remind students to charge their devices and allow them to resume their examinations.” Geoffrey Nganga, ICT Manager at Amref International University

Just as importantly, offline deployments keep student data secure and local, eliminating the need to transmit information online. This helps meet privacy requirements while also protecting vulnerable learners.

Over time, these tools do more than support instruction: they help narrow the digital divide, boost literacy and comprehension, and equip students with the skills and confidence to pursue further education, employment, or even entrepreneurship, no matter where they start.

The long-term impact goes beyond accessibility. By offering consistent, speech-enabled access to learning resources, offline TTS tools help close the digital education gap, ensuring no learner is left behind due to location or bandwidth.

Over time, this supports better literacy outcomes, fosters independent learning, and builds the digital fluency students need for future employment, entrepreneurship, and lifelong participation in the knowledge economy.

Empowering Educators and Learners Through Skills and Support

“We really need to focus our energies… to make sure that all the staff are appropriately trained and empowered to provide inclusive learning so everyone can benefit from the learning opportunities available.” Mark Glynn, Head of Business Development at Catalyst IT Europe Limited

Technology alone doesn’t drive change. People do.

Across all sectors represented, the importance of continual training and professional development came up again and again. If teachers and learners don’t know how to use inclusive tools, or don’t see the benefit, they’re unlikely to adopt them.

To raise awareness and increase the adoption of TTS we must provide:

• Hands-on workshops for educators
• Built-in tutorials for students
• Peer-to-peer learning opportunities
• Identify and promote local tech champions

Governments and private partners must prioritise skill-building, not just software distribution.

“Empowering educators and learners with necessary skills and resources is essential to navigating digital change.”

Partnering for Progress in Africa’s Digital Learning Ecosystem

The road to inclusive and secure EdTech in Africa won’t be paved by any single group. True progress comes from collaboration: governments, educators, EdTech providers, and NGOs working together toward shared goals.

The roundtable’s closing call-to-action was clear:

• Keep UDL front and centre in content design
• Adopt accessibility tools like text-to-speech
• Support policy and procurement frameworks that value both inclusivity and security
• Continue to create opportunities and events that promote collaboration and innovation and that amplify African voices
  
  

Africa has the talent, vision, and need to lead globally in equitable digital education narrowing the digital divide. With thoughtful implementation and shared purpose, inclusive learning can become the norm, not the exception.

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Dr. Mark Glynn
Head of Business Development, Catalyst IT EU

Catalyst supports organisations across the globe in building flexible, future-ready digital learning environments. Dr. Glynn spoke at eLearning Africa about embedding academic integrity and developing scalable, inclusive assessment strategies.

Patxi Brey
Higher Education Manager, Smowltech

Patxi highlights the importance of assessment integrity and speaks to Smowltech’s work with AMIU, strengthening access to healthcare education across Africa via secure assessment, online proctoring, and remote degree delivery.

Abir Guettiti
Business Development Manager, ReadSpeaker

Abir spoke at eLearning Africa on supporting learner success with TTS and the importance of UDL to create truly inclusive learning environments.

Paddy Mwangi
E-Assessment Consultant, Brookside Consulting

Paddy brings regional expertise in high and medium-stakes assessment best practices, consulting government agencies on vocational skills, higher education, and digital testing.

Geoffrey Nganga
ICT Manager, Amref International University

Geoffrey leads AMIU’s digital transformation, aligning ICT strategy to expand access to quality healthcare education across Africa with secure, scalable learning infrastructure.