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Case study

Forming an $11mn public-private partnership to train 2mn teachers and enhance access to quality early education across the MENA

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Establishing a bold teacher training program

In classrooms across the MENA, the slow adoption of technologies that can enhance quality and access to education has led to luddite approaches to technology by national education systems and teachers and students who lack sufficient 21st century digital skills. We were asked by the largest semiconductor company in the world and a UAE government entity to support the development of the largest teacher training program in the MENA.

Securing partner commitment

We worked with the partners to develop a preliminary proposal to facilitate partnership discussions and advance alignment on the impact aspirations and key features of the program. This involved securing organizational buy-in from a range of stakeholders including funding institutions in the UAE, beneficiary ministries of education across the region, and teachers. The process culminated in a cooperation agreement and commercial contract worth $11 million.

Getting the partnership over the line

This was one of the first multi-stakeholder partnership platforms formed with a global technology company in the UAE that secured tech sector buy-in for setting and delivering regional development priorities. The high-level partnership formalized in signing by a head of state and the Chief Executive Officer became a model for creating effective platforms to systematically engage tech companies as partners in development through public-private collaboration.

Implementing the vision

A multi-stakeholder working group was established to rapidly move from words to action and scale the program across the region to classrooms in Egypt, KSA, UAE, Libya, Morocco, Lebanon, Jordan, and Palestine. We supported the work of the group to roll out program implementation in cooperation with on-the-ground partners.


Over 4 years, the program reached its target of training 2 million teachers in technology integration in the classroom. Monitoring and evaluation surveys showed a range of positive impacts of the program. For example, more than 90% of participants reported increased use of technology for lesson planning and preparation, and 90% of teachers reported positive student learning outcomes such as:

  • Stronger engagement in independent research
  • Enhanced confidence and ability to review and revise work
  • Increased willingness to present individual work to class