Around the world, the sudden break out of the COVID-19 pandemic forced TVET stakeholders to reorganize at extremely short notice. Priority was first given to health issues, learning continuity and maintaining a connection between learners, training centres and companies. Digital technologies have been a key lever for short-term responses, however some underlying challenges, including the lack of equipment and internet connection access in Africa and the practice-oriented nature of TVET, limit the scope for distance learning.

In spite of this difficult context, all countries in sub-Saharan Africa succeeded relatively quickly in setting up various alternatives to traditional in-class teaching. A recent memorandum by IIEP-UNESCO Dakar, based on a survey in 34 sub-Saharan African countries on distance education in the context of COVID-19, presents their successes, limitations, and prospects in order to capitalize on the lessons of this unprecedented crash test.