Uganda, DRC, and Namibia are using AI in education with UNESCO's support, focusing on teacher training, inclusion, and local solutions.

Uganda is experimenting with AI to overcome teacher opposition, ethical issues, and a lack of resources as part of its Digital Learning Agenda Strategy. The Permanent Secretary of Uganda's Ministry of Education and Sports, Dr. Kedrace Turyagenda, described the creation of policies and procedures that adhere to UNESCO's ethical framework, as well as a National Teacher Institute for AI and data protection training.

AI is being implemented in the Democratic Republic of the Congo for administrative enrollment management (in progress), student performance evaluation in Kinshasa, and national exam correction. According to Hon. Dr. Marie-Thérèse Sombo Ayanne Safi Mukuna, Minister of Higher and University Education in the Democratic Republic of the Congo open and distance learning is expanding under UNESCO's strategic direction.

There are still many significant obstacles to overcome, though, such as those related to infrastructure, connectivity, skills, regulation, and data protection. A national digital strengthening project is currently in progress. Namibia and Mozambique are the most recent countries to use UNESCO's Readiness Assessment Methodology (RAM) to map their possibilities and limitations and to inform their national AI initiatives.

Prioritizing digital transformation initiatives, infrastructure investment partnerships, AI that is local language-adaptable and customized learning, the DRC is structured around industrialization, governance, and human capital regulation. RAM has backed capacity-building, businesses, and scholarships, pointing to independent digital infrastructures and talent retention. According to Dr. Turyagenda, the National AI Strategy and Digital Agenda Strategy are in line with UNESCO, AU, and East African frameworks, and instructors have been involved from the beginning. Youth are already utilizing AI and require a formal framework.