Designing, Implementing and Scaling National Digital Talent Pipelines: Lessons from a Multi-Stakeholder Innovation Program in Nigeria.

References

[1] African Development Bank. (2024). Africa sustainable development report 2025. African Development Bank. https://www.afdb.org/sites/default/files/documents/publications/asdr_2025_book.pdf

[2] Ansell, C., & Gash, A. (2008). Collaborative governance in theory and practice. Journal of Public Administration Research and Theory, 18(4), 543–571. https://doi.org/10.1093/jopart/mum032

[3] Arslan, H., Tunçer, K., Buzoianu, C., Karatsiori, M., Lefkos, I., Zālīte-Supe, Z., & Rutkauskiene, D. (2025). Enhancing digital teaching competence through modular curriculum innovation. International Advanced Research Journal in Science, Engineering and Technology (IARJSET), 12(8), 1–10. https://doi.org/10.17148/IARJSET.2025.12802

[4] Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415

[5] Bertot, J. C., Jaeger, P. T., & Grimes, J. M. (2010). Using ICTs to create a culture of transparency: E-government and social media as openness and anti-corruption tools. Government Information Quarterly, 27(3), 264–271. https://doi.org/10.1016/j.giq.2010.03.001

[6] Bodin, Ö., & Crona, B. (2009). The role of social networks in natural resource governance: What relational patterns make a difference? Global Environmental Change, 19(3), 366–374. https://doi.org/10.1016/j.gloenvcha.2009.05.002

[7] Brodersen, R. M., & Melluzzo, D. (2017). Summary of research on online and blended learning programs that offer differentiated learning options. REL 2017-228. Regional Educational Laboratory Central. https://files.eric.ed.gov/fulltext/ED572935.pdf

[8] Dede, C. (2010). Comparing frameworks for 21st-century skills. In J. Bellanca & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (pp. 51–76). Solution Tree Press.

[9] Deloitte. (2025). Nine trends advancing government's capacity to deliver on big things. https://www.deloitte.com/us/en/insights/industry/government-public-sector-services/government-trends/2025/ai-public-services-enhancement.html

[10] Dunleavy, P., Margetts, H., Bastow, S., & Tinkler, J. (2006). New public management is dead—Long live digital-era governance. Journal of Public Administration Research and Theory, 16(3), 467–494. https://doi.org/10.1093/jopart/mui057

[11] Fietz, K., & Lay, J. (2023). Digital skills in the Global South: Gaps, needs, and progress. GIGA Focus Global. https://doi.org/10.57671/gfgl-23022

[12] Fountain, J. E. (2001). Building the virtual state: Information technology and institutional change. Brookings Institution Press.

[13] George, A. L., & Bennett, A. (2005). Case studies and theory development in the social sciences. MIT Press. https://mitpress.mit.edu/9780262572224/case-studies-and-theory-development-in-the-social-sciences/

[14] Getenet, S., Cantle, R., Redmond, P., & Albion, P. (2024). Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement. International Journal of Educational Technology in Higher Education, 21, Article 3. https://link.springer.com/article/10.1186/s41239-023-00437-y

[15] Gil-Garcia, J. R., Zhang, J., & Puron-Cid, G. (2018). Conceptualizing smart cities and smart governments: An integrative framework. Government Information Quarterly, 35(2), 207–215.

[16] International Labour Organization. (2021). Skills Demand And Supply In South Africa’s Digital Economy: A focus on the National Digital and Future Skills Strategy (2021-2025).

[17] Jara, I., Claro, M., Hinostroza, J. E., San Martín, E., Rodríguez, P., Cabello, T., Ibieta, A., & Labbé, C. (2015). Understanding factors related to Chilean students' digital skills: A mixed methods analysis. Computers & Education, 88, 387–398. https://doi.org/10.1016/j.compedu.2015.07.016

[18] Jobtech Alliance. (2025). Digital employment pipelines for refugees. Digital Employment Pipelines for Refugees:

[19] Klievink, B., Neuroni, A., Fraefel, M., & Zuiderwijk-van Eijk, A. (2017). Digital strategies in action - a comparative analysis of national data infrastructure development. In Proceedings of the 18th Annual International Conference on Digital Government Research (dg.o 2017) (pp. 129–138). Association for Computing Machinery (ACM).

[20] Lai, C.-H., Lin, H.-W., & Tho, P. D. (2019). Effect of peer interaction among online learning community on learning engagement and achievement. International Journal of Distance Education Technologies, 17(1), 66–77. https://doi.org/10.4018/IJDET.2019010105

[21] Latifi, S., Noroozi, O., & Talaee, E. (2023). Worked example or scripting? Fostering students' online argumentative peer feedback, essay writing and learning. Interactive Learning Environments, 31(2), 655–669. https://doi.org/10.1080/10494820.2020.1799032

[22] Latifi, S., Noroozi, O., Hatami, J., & Biemans, H. J. A. (2019). How does online peer feedback improve argumentative essay writing and learning? Innovations in Education and Teaching International, 58(2), 195–206. https://doi.org/10.1080/14703297.2019.1687005

[23] Mergel, I., Edelmann, N., & Haug, N. (2019). Defining digital transformation: Results from expert interviews. Government Information Quarterly, 36(4), 101385. https://doi.org/10.1016/j.giq.2019.06.002

[24] Mergel, I., Ganapati, S., & Whitford, A. B. (2019). Agile government: In search of a theory. Public Administration Review, 79(3), 454–464. https://doi.org/10.1111/puar.13062

[25] Munga, J., Sang, D., & Sambuli, N. (2025). Digital public infrastructure: A practical approach for Africa. Carnegie Endowment for International Peace.

[26] Musoni, M. (2024). Envisioning Africa's AI governance landscape in 2024 - ECDPM

[27] Noroozi, O., Hatami, J., Bayat, A., Ginkel, S. V., Biemans, H. J. A., & Mulder, M. (2018). Students' online argumentative peer feedback, essay writing, and content learning: Does gender matter? Interactive Learning Environments, 28(6), 698–712. https://doi.org/10.1080/10494820.2018.1543200

[28] Organisation for Economic Co-operation and Development. (2019). OECD skills strategy 2019: Skills to shape a better future (pp. 45–52, 73–79, 91–96). OECD Publishing. https://doi.org/10.1787/9789264313835-en

[29] Organisation for Economic Co-operation and Development. (2023). Skills outlook 2023: Skills for a resilient future. OECD Publishing. https://doi.org/10.1787/df80bc12-en

[30] Plantinga, P., Shilongo, K., Mudongo, O., Umubyeyi, A., Gastrow, M., & Razzano, G. (2024). Responsible artificial intelligence in Africa: Towards policy learning. Data & Policy, 6, e72. https://doi.org/10.1017/dap.2024.60

[31] Pravin, M., Biplab, B., Nivedita, H., Parijat, U., & Anandadeep, M. (2025). Bridging digital skill gaps in the global workforce: A synthesis and conceptual framework building. Research in Globalization, 11, 100311. https://doi.org/10.1016/j.resglo.2025.100311

[32] Rehman, N., Huang, X., Mahmood, A., Mohammed, A. M., & Javed, S. (2024). Project-based learning as a catalyst for 21st-century skills and student engagement in the math classroom. Heliyon, 10(23), e39988. https://doi.org/10.1016/j.heliyon.2024.e39988

[33] Rehman, N., Zhang, W., Mahmood, A., et al. (2023). Fostering twenty-first century skills among primary school students through math project-based learning. Humanities and Social Sciences Communications, 10, 424. https://doi.org/10.1057/s41599-023-01914-5

[34] Sacavém, A., de Bem Machado, A., dos Santos, J. R., Palma-Moreira, A., Belchior-Rocha, H., & Au-Yong-Oliveira, M. (2025). Leading in the digital age: The role of leadership in organizational digital transformation. Administrative Sciences, 15(2), 43. https://doi.org/10.3390/admsci15020043

[35] Shao, Y., & Kang, S. (2022). The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience. Frontiers in Psychology, 13, 938756. https://doi.org/10.3389/fpsyg.2022.938756

[36] Shi, Y., Zhang, J., Yang, H., & Yang, H. H. (2021). Effects of interactive whiteboard-based instruction on students' cognitive learning outcomes: A meta-analysis. Interactive Learning Environments, 29(2), 283–300. https://doi.org/10.1080/10494820.2020.1769683

[37] Tayanes, G. Z., Lozarito, K. K. S., & Escarlos, G. S. (2025). Reframing school stakeholder engagement through the lens of critical theory: A systematic review of governance and leadership perspective. International Journal of Research and Innovation in Social Science, 9(10). https://doi.org/10.47772/IJRISS.2025.910000433

[38] Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645. https://doi.org/10.1080/01443410500345172

[39] UNESCO. (2025). Africa's digital future: UNESCO advances inclusive data governance at ICEGOV2025

[40] United Nations Development Programme. (2022). Digital strategy 2022–2025: Creating a world in which digital is an empowering force for people and planet. UNDP. https://digitalstrategy.undp.org/

[41] Uzorka, A., & Odebiyi, O. A. (2025). Impact of digital learning tools on student engagement and achievement. Journal of Digital Learning and Distance Education, 4(1), 1436–1445. https://doi.org/10.56778/jdlde.v4i1.511

[42] Van Laar, E., Van Deursen, A. J. A. M., Van Dijk, J. A. G. M., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010

[43] World Bank. (2023). Africa's pulse: Charting the road to recovery and resilience for Africa's economies. World Bank. https://openknowledge.worldbank.org/bitstreams/92115ce8-03f6-456c-8c91-b4ea41e5bc9a/download

[44] World Bank. (2024). Digital pathways for education: Enabling greater impact for all. World Bank. https://documents1.worldbank.org/curated/en/099121924170540585/pdf/P173530129989c001188bb15e99142ae813.pdf

[45] World Economic Forum. (2023). The future of jobs report 2023. World Economic Forum. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf

[46] World Economic Forum. (2024). Nigeria seeks digital transformation for a stronger economy | World Economic Forum

[47] World Economic Forum. (2025). Future of jobs report 2025. World Economic Forum. https://reports.weforum.org/docs/WEF_Future_of_Jobs_Report_2025.pdf

[48] World Economic Forum. (2025). Technology convergence report 2025. World Economic Forum. https://www.weforum.org/publications/technology-convergence-report-2025

[49] Yin, R. K. (2018). Case study research and applications (6th ed.). Sage Publications.

[50] Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education — Where are the educators? International Journal of Educational Technology in Higher Education, 16, 39. https://doi.org/10.1186/s41239-019-0171-0

[51] Zeng, H. L., Hao, Y., & Tai, K. H. (2022). Online learning self-efficacy as a mediator between the instructional interactions and achievement emotions of rural students in elite universities. Sustainability, 14(12), 7231. https://doi.org/10.3390/su14127231

@article{1714259,
      author = {Aondohemba Kelvin Tuleun, Victor Damina Abel},
      title = {Designing, Implementing and Scaling National Digital Talent Pipelines: Lessons from a Multi-Stakeholder Innovation Program in Nigeria.},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {9},
      number = {8},
      pages = {694-712},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1714259.pdf},
      abstract = {Skills deficits remain a key constraint to inclusive digital skill development in many emerging economies, with enduring mismatches between supply and demand in national labor markets. How can digital talent pipelines be designed, implemented, and scaled to sustainably meet employer demand, opportunity gaps and fuel digital innovation? Through a mixed-method explanatory case study of Nigeria’s largest digital talent program, this paper answers this question empirically by analyzing the design, implementation, and scale-up of a national digital talent pipeline delivered via a multi-stakeholder collaboration (public-private) sector mass training program—the 3 Million Technical Talent Program (3MTT) connecting government entities, private sector actors, training providers, and community networks across Nigeria. Specifically, we study how national digital talent pipelines are designed, implemented, and scaled through cross-sectoral governance arrangements in developing countries. Combining multiple sources of evidence (program documents, stakeholder interviews, administrative datasets, and platform records) across multiple years of implementation (2023-2025), we employ process-tracing logic to identify how combinations of institutional, governance, and coordination mechanisms support an operating model capable of training digital talent at scale and driving innovation within ecosystems. Case study research is an underutilized methodology in digital government research, but is useful for generating rich insights about technology-enabled policy instruments. Rather than asking “does” X work, case studies can be used to explain how (or why) given instruments operate based on evidence from “real world” implementations. Based on these insights, we argue that scalable digital talent pipelines require five mechanisms: adaptive program governance, community-led talent mobilization (peer-to-peer learning model), modular curriculum design aligned to industry needs, project based knowledge application and feedback-driven iteration enabled by digital platforms. Research in this area has important implications for government agencies and development actors working to understand, design, and implement technology-enabled talent pipeline initiatives/workforce development programs in emerging and developing economies. The lessons derived from this research also contribute to theory on national innovation ecosystems by illustrating how cross-sector collaborations between public and private stakeholders can organize and deliver solutions to meet employer demand and skill-based opportunity gaps.},
      keywords = {Digital talent pipeline; Innovation ecosystems; Skills development; Multi-stakeholder collaboration; Digital Transformation; Public–private partnerships; Emerging Technologies.},
      month = {February},
      doi = {https://doi.org/10.64388/IREV9I8-1714259}
  }