Digital connectivity, including through the modern cellular network technologies, is expected to play a key role for the Future of Work in sub-Saharan Africa (SSA). We estimate the cost of introducing a full-scale 4G network by 2025 in SSA and an operable 5G network by 2040. We adapt the costing model of Lombardo (2019) by accounting for the significant demographic transformation and rapid urbanization in SSA. We use the WorldPop and GADM databases and the UN’s medium-variant population projections to project the population densities at the highest level of administrative division for each SSA country in 2025 and 2040. For full 4G connectivity, the required capital and operational costs stands approximately at US$14 billion by 2025 and for 5G connectivity, costs amount to US$57 billion in 2040, conditional on having the 4G in place by 2025. These costs roughly translate to 8.4 percent of annual subscriber income, on a median basis, by 2025 for 4G and 4.9 percent of subscriber income by 2040 for 5G. Having the infrastructure in place is not sufficient to bridge the mobile Digital Divide. In addition, policies are needed to address affordability and knowledge gaps.

Digital connectivity, including through the modern cellular network technologies, is expected to play a key role for the Future of Work in sub-Saharan Africa (SSA). We estimate the cost of introducing a full-scale 4G network by 2025 in SSA and an operable 5G network by 2040. We adapt the costing model of Lombardo (2019) by accounting for the significant demographic transformation and rapid urbanization in SSA. We use the WorldPop and GADM databases and the UN’s medium-variant population projections to project the population densities at the highest level of administrative division for each SSA country in 2025 and 2040. For full 4G connectivity, the required capital and operational costs stands approximately at US$14 billion by 2025 and for 5G connectivity, costs amount to US$57 billion in 2040, conditional on having the 4G in place by 2025. These costs roughly translate to 8.4 percent of annual subscriber income, on a median basis, by 2025 for 4G and 4.9 percent of subscriber income by 2040 for 5G. Having the infrastructure in place is not sufficient to bridge the mobile Digital Divide. In addition, policies are needed to address affordability and knowledge gaps.

Most discussions of the digital divide treat it as a "North-South" issue, but the conventional dichotomy doesn't apply to cell phones in Sub-Saharan Africa. Although almost all Sub-Saharan countries are poor by international standards, they exhibit great disparities in coverage by cell telephone systems. Buys, Dasgupta, Thomas and Wheeler investigate the determinants of these disparities with a spatially-disaggregated model that employs locational information for cell-phone towers across over 990,000 4.6-km grid squares in Sub-Saharan Africa. Using probit techniques, a probability model with adjustments for spatial autocorrelation has been estimated that relates the likelihood of cell-tower location within a grid square to potential market size (proximate population); installation and maintenance cost factors related to accessibility (elevation, slope, distance from a main road, distance from the nearest large city); and national competition policy. Probit estimates indicate strong, significant results for the supply-demand variables, and very strong results for the competition policy index. Simulations based on the econometric results suggest that a generalized improvement in competition policy to a level that currently characterizes the best-performing states in Sub-Saharan Africa could lead to huge improvements in cell-phone area coverage for many states currently with poor policy performance, and an overall coverage increase of nearly 100 percent.

Higher digital connectivity is expected to bring opportunities to leapfrog development in sub-Saharan Africa (SSA). Experience within the region demonstrates that if there is an adequate digital infrastructure and a supportive business environment, new forms of business spring up and create jobs for the educated as well as the less educated. The paper first confirms the global digital divide through the unsupervised machine learning clustering K-means algorithm. Next, it derives a composite digital connectivity index, in the spirit of De Muro-Mazziotta-Pareto, for about 190 economies. Descriptive analysis shows that majority of SSA countries lag in digital connectivity, specifically in infrastructure, internet usage, and knowledge. Finally, using fractional logit regressions we document that better business enabling and regulatory environment, financial access, and urbanization are associated with higher digital connectivity.

Africa’s Development Dynamics uses lessons learned in the continent’s five regions – Central, East, North, Southern and West Africa – to develop policy recommendations and share good practices. Drawing on the most recent statistics, this analysis of development dynamics attempts to help African leaders reach the targets of the African Union’s Agenda 2063 at all levels: continental, regional, national and local.

Active blended learning (ABL) is a pedagogical approach that combines sensemaking activities with focused interactions in appropriate learning settings. ABL has become a great learning tool as it is easily accessible online, with digitally rich environments, close peer and tutor interactions, and accommodations per individual learner needs. It encompasses a variety of concepts, methods, and techniques, such as collaborative learning, experiential learning, problem-based learning, team-based learning, and flipped classrooms. ABL is a tool used by educators to develop learner autonomy, engaging students in knowledge construction, reflection, and critique. In the current educational climate, there is a strong case for the implementation of ABL. Cases on Active Blended Learning in Higher Education explores strategies and methods to implement ABL in higher education. It will provide insights into teaching practice by describing the experiences and reflections of academics from around the world. The chapters analyze enablers, barriers to engagement, outcomes, implications, and recommendations to benefit from ABL in different contexts, as well as associated concepts and models. While highlighting topics such as personalized university courses, remote service learning, team-based learning, and universal design, this book is ideal for in-service and preservice teachers, administrators, instructional designers, teacher educators, practitioners, researchers, academicians, and students interested in pedagogical approaches aligned to ABL and how this works in higher education institutions.