A dedicated advisory service for ministries and public decision-makers
As AI-driven tools multiply and markets overflow with bold but unverified claims about EdTech’s impact, ministries face high-stakes decisions with limited independent guidance. EFAF provides impartial, research-grounded advice to help governments evaluate cost-effectiveness, compare credible evidence, and adopt financing models that keep providers accountable for real learning outcomes. By aligning investment decisions with rigorous science and global standards, the service ensures that public funds support technologies that truly improve teaching and learning.
EFAF is the first advisory facility focused specifically on financing, including outcomes-based and performance-based contracting for digital learning.
How does it work?
EFAF operates as a direct support mechanism for policy-makers. Through a streamlined request process, ministries can submit a short one-minute form describing their financing challenge or procurement question. ICEI experts then prepare tailored advisory support, either via a consultation call or by providing curated materials, comparative data, and customised locally-anchored recommendations. Upon request, workshops are also available.
Who is it for?
Access to EFAF is exclusively available to policy-makers and public-sector leaders responsible for digital learning and EdTech investment decisions. The service is FREE to these stakeholders.
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Use cases
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A Director at Nigeria’s Federal Ministry of Education asks EFAF how to procure a national adaptive literacy platform for public primary schools, comparing a lowest-bidder tender against a performance-based contract that only pays vendors if Grade 3 reading scores improve by a defined margin. EFAF advises on structuring the RFP with measurable learning outcomes and verification methods to reduce procurement risk and vendor lock-in.
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A provincial policy-maker in Ontario seeks advice on whether to invest public funds in scaling an AI tutoring tool for secondary math, or to co-invest with a private provider through a public–private partnership. EFAF models the cost-effectiveness of each option using local assessment data and recommends an outcomes-based investment where continued funding depends on demonstrated gains in algebra proficiency.
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An official in Laos’ Ministry of Education requests help building a financial model for donor-funded EdTech to support rural teacher professional development via low-bandwidth tablets. EFAF designs a blended financing model combining grants with milestone-based payments tied to teacher uptake and classroom practice indicators, ensuring long-term affordability once donor funding tapers off .
