Zambia’s development path is closely tied to its ability to create more and better jobs, especially for its rapidly growing youth population. As digital technologies continue to transform how businesses operate and how work is performed, building relevant digital skills has become essential for improving employability, boosting productivity, and expanding access to opportunities. Strengthening technical and vocational education and training (TVET) systems is therefore critical to helping young people transition into quality employment.
Globally, digital transformation is advancing faster than education systems can keep up. New technologies are reshaping how people learn, work, and connect with opportunities. However, the benefits of this shift are not evenly distributed, particularly for young people enrolled in TVET programs who often lack access to the tools and training needed to keep pace.
In Zambia, this gap is becoming increasingly visible. While national strategies and investments in digital infrastructure reflect strong momentum toward a digital economy, employers are actively seeking workers who can use digital tools, adapt to evolving technologies, and solve problems in tech-driven environments. Developing digital skills among young people is therefore one of the most effective ways to improve their access to the labor market and support long-term economic stability.
TVET institutions are central to this transition, as they train a significant portion of youth entering technical and mid-skilled occupations. The key question, however, is whether these institutions are adequately prepared to meet changing labor market demands. To explore this, two complementary studies supported by the Mastercard Foundation were conducted. One examined the EdTech readiness of TVET institutions across Zambia, while the other assessed the digital skills of teachers and students through a task-based approach. Together, these studies provided a comprehensive view of both institutional capacity and individual competencies.
Understanding both readiness and skills is crucial because aligning education systems with labor market needs remains a global challenge. While policies often emphasize this alignment, there is limited evidence on how training institutions are adapting in practice or whether students and teachers possess the digital capabilities required in modern workplaces. Today’s workforce needs more than technical expertise. Workers must be able to navigate digital platforms, manage information effectively, collaborate online, and maintain safety in digital environments. Evidence from across Africa shows that digital skills are increasingly required even in roles traditionally considered low-tech, such as retail, hospitality, and transportation, where digital systems and online platforms are now commonplace.
The EdTech Readiness Index (ETRI) highlights both progress and gaps within Zambia’s TVET sector. The assessment focused on device availability, internet connectivity, and instructor preparedness. While many institutions report having internet access and benefit from expanding broadband infrastructure, the day-to-day reality is less consistent. More than half of the institutions experience unreliable electricity despite being connected to the grid, which disrupts digital learning and limits the effective use of technology. Device access is also uneven, with a significant number of institutions lacking adequate equipment for teaching and learning, and high student-to-device ratios restricting regular use.
Instructor preparedness presents another major challenge. Although Zambia has established a national digital competency framework, its implementation within TVET institutions remains limited. Many institutions do not offer structured digital training for instructors, and where such training exists, it tends to focus on basic skills. Formal assessments of instructors’ digital competencies are also rare, making it difficult to identify and address gaps effectively.
To better understand how these conditions translate into actual capabilities, teachers and students were assessed using a task-based digital skills test conducted on the Pix platform. This approach provided a more accurate measure of practical skills by requiring participants to complete real-world tasks. The results revealed that teachers generally demonstrate beginner-level proficiency. While they can handle simple tasks, many struggle with essential activities such as managing files, identifying email attachments, and conducting effective online searches. Despite some familiarity with AI tools, their overall digital competence remains limited.
Students perform at even lower levels, with skills largely confined to basic smartphone usage. There are also noticeable gender disparities, with male students performing better on average. Critical areas such as online safety, data management, and recognizing digital risks like phishing remain weak, highlighting the need for more comprehensive digital literacy training.
These findings point to a clear conclusion: while Zambia has made meaningful progress and policy momentum is strong, infrastructure alone is not enough to drive digital transformation. Real change requires a coordinated approach that integrates digital skills into curricula, strengthens teacher training, and ensures consistent access to electricity, reliable internet, devices, and technical support.
Encouragingly, insights from the ETRI are already being used to inform practical solutions, including the development of an AI-enabled career guidance pilot. This demonstrates how system-level analysis can guide targeted interventions. Looking ahead, initiatives such as the Zambia Skills Training for Resilience and Industry Valued Employment (STRIVE) Project offer a promising opportunity to translate these insights into action by aligning digital skills development with occupational training in key sectors.
