Transforming Algeria’s education system through digital creativity and Micro:bit

Algeria faces a growing need for equitable access to high‑quality digital education, particularly for girls and students in underserved or rural communities. The project set out to build teacher capacity so coding and digital creativity using micro:bit could be integrated sustainably into middle‑school IT teaching and beyond.

Key stakeholders

• British Council – programme design, in‑country delivery and monitoring & evaluation.

• Micro:bit Educational Foundation – device, expertise and digital skills content.

• Fair Chance Learning – course provider and specialist facilitators (Tier 1 in 2022–23; Tier 2 in 2023–24).

• Algerian Ministry of National Education – enabling teacher participation and school access.

Core components include:

•       Teacher training: Online modules plus live, interactive sessions; Tier‑1 teachers mentored Tier‑2.

•       Classroom projects: Teachers created mini projects (e.g., thermometer, metric converter) to apply learning.

•       Competition: Lesson‑plan submissions and hands‑on practice with students; top three winners joined a UK Coding Tour in 2024.

•       Re‑engagement: Webinars and site visits to sustain momentum and scale to new/returning educators.

 

The programme followed a phased approach:

1. Tier‑1 teacher training and mentoring set‑up.

2. Tier‑2 onboarding supported by seven webinars delivered by Tier‑1 teachers.

3. Mini‑project development and classroom practice.

4. National competition and UK study visit for winners.

5. Monitoring, evaluation and re‑engagement to embed sustainability.

Teacher development combined hands‑on live sessions led by a specialist facilitator with self‑paced online modules hosted on an accessible platform, supported by peer mentoring and in‑country school visits.

“Our students love IT and Tech and are passionate about the micro:bit as a tool, and we are happy to be able to give back to our students.” — IT teacher, middle school, Algeria.

 

Short‑term impacts:

•       Increased student engagement in coding and digital creativity.

•       Enhanced teacher confidence integrating micro:bit into lessons.

•       Creation of classroom mini projects linked to real‑world problems.

Long‑term benefits:

•       Growing community of micro:bit‑enabled schools and IT clubs.

•       Stronger pathways for girls and underrepresented groups in tech.

•       Sustainable, locally led practice through Champions of Coding.

Progress and initial observations

•       104 teachers completed training by early 2024, demonstrating confident classroom use.

•       Teachers’ mini projects showcased creativity and problem‑solving (e.g., instruments, sensors, converters).

•       Site visits (Jan–Feb 2024) evidenced high enthusiasm from school leadership, teachers and students, including rural schools about 100 km from Algiers.

Challenges and considerations

•       Ensuring inclusive participation for teachers with varied digital literacy.

•       Maintaining momentum post‑training through re‑engagement and mentoring.

•       Embedding coding into timetables while supporting extra‑curricular clubs.

Conclusion

Coding for Kids with micro:bit in Algeria demonstrates how targeted teacher development, accessible technology and strong partnerships can widen access to quality digital education. With 58 Champions of Coding, a national competition and outreach to as many as 300 educators, the programme is building a sustainable foundation for future scale and impact.[FE3] 

This programme successfully provided the foundations for continued growth into 2025 where further webinars and training have taken place.

 

•       Location: Algeria

•       Project: Coding for Kids with micro:bit

•       Timeline: 2022–24 (Tier 1 & Tier 2)

•       Partners: Micro:bit Educational Foundation; Fair Chance Learning; Ministry of National Education

•       Educators reached: 300 (new and re‑engaged)

•       Champions of Coding: 58

•       Competitions: 1 national competition (2024)