Immersive Hybrid Learning Centers
Immersive Hybrid Learning Centers
Business Model Description
Invest in hybrid vocational and higher education centers that integrate local knowledge with technologies such as artificial intelligence (AI), virtual reality (VR) and augmented reality (AR) to the needs of local companies and regions. They lead to internationally recognized certificates. Operators partner with telecommunication firms to provide affordable data packages, while platforms like Moodle and Chamilo enable offline access in low-connectivity or conflict-affected areas. Returns streams include student fees for specialized training programs, upskilling training tailored for local companies, and contracts to digitize existing vocational training centers.
Expected Impact
Increase access to quality practice-oriented training tailored to local needs to improve youth employability, labor productivity, skills and income, fostering the development of creative industries.
How is this information gathered?
Investment opportunities with potential to contribute to sustainable development are based on country-level SDG Investor Maps.
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Country & Regions
- Mali: Bamako
- Mali: Ségou
- Mali: Sikasso
- Mali: Mopti
- Mali: Kayes
Sector Classification
Education
Development need
Mali's education system struggles with inadequate infrastructure, limited capacity, and insufficient quality teacher training, leading to weak learning outcomes. As a result, children receive only 2.6 years of effective schooling by age 18, half the Sub-Saharan African average, hindering their future earnings and economic prospects (4, 8).
Policy priority
Mali's Vision 2063 targets universal literacy by 2025. The Programme Décennal de Développement de l'Éducation et de la Formation Professionnelle Deuxième Génération 2019-2028 seeks to build a high-performance and inclusive education system that equips citizens with the skills to drive socio-economic development by 2028 (8, 9).
Gender inequalities and marginalization issues
In Mali, 57.1% of the population is not literate, with rural populations (64.3% compared to 41.7% in urban areas) and women (61.3% compared to 52.7% of men) facing greater disadvantages (5).
Investment opportunities introduction
With only 1% of the education budget for investment, 90% of students lacking job-ready skills, and 14.4% youth unemployment, Mali offers strong private investment potential in Technical and Vocational Education and Training (TVET), EdTech, higher education, and teacher training (5, 8, 9).
Key bottlenecks introduction
Insecurity in Northern regions, limited access to quality manuals, limited internet access and telecommunications infrastructure hinder the improvement of educational system in Mali (8).
Formal Education
Development need
Nearly 300,000 young people enter the job market in Mali each year, 80% of whom are not qualified. The global labor force is also characterized by low literacy rates and low higher education attainment (6, 7).
Policy priority
Plan d'Action de la Réfondation de l'État 2022-2026 promotes the development of technical and vocational training to provide Mali with a skilled and competitive workforce. Priority competencies include agriculture, data science, and artificial intelligence (3).
Gender inequalities and marginalization issues
Only 8% of women over 25 have completed lower secondary education, compared to 15.5% of men over 25. Only 1.5% of Malian achieved higher education and 5.4% achieved secondary education (1, 5).
Investment opportunities introduction
Since 2018, immersive hybrid learning centers have upskilled more than 32,000 Malian youth in artificial intelligence and regenerative infrastructure, among other fields. With Technical and Vocational Education and Training (TVET) demand set to quadruple by 2040, this presents a key opportunity for investors (2, 10).
Key bottlenecks introduction
Limited internet access and low recognition of technical and vocational training certificates by employers and learners may hinder the growth of a robust Technical and Vocational Education and Training (TVET) sector (28).
Pipeline Opportunity
Immersive Hybrid Learning Centers
Invest in hybrid vocational and higher education centers that integrate local knowledge with technologies such as artificial intelligence (AI), virtual reality (VR) and augmented reality (AR) to the needs of local companies and regions. They lead to internationally recognized certificates. Operators partner with telecommunication firms to provide affordable data packages, while platforms like Moodle and Chamilo enable offline access in low-connectivity or conflict-affected areas. Returns streams include student fees for specialized training programs, upskilling training tailored for local companies, and contracts to digitize existing vocational training centers.
Business Case
Market Size and Environment
5% - 10%
1.1 million of youth not currently in education, employment or training.
28.3% of youth aged 15 to 24 were not enrolled in school, employed, or attending a training in 2023. This corresponds to about 1.1 million people that could benefit from labor market-tailored vocational training (11, 14).
A 2023 joint report from the World Bank, International Labour Organization, and UNESCO indicates that the number of secondary Technical and Vocational Education and Training (TVET) is expected to more than quadruple in Mali, over the period 2020-2040. This induces a CAGR of 7.69% (2).
Indicative Return
5% - 10%
> 25%
Consultations with private operators of immersive hybrid learning hubs in Mali, in January 2025, indicate a Gross Profit Margin of over 30% in 3 years (17).
The cost-benefit analysis of a benchmark USD 33 million project that aims to increase the returns to tertiary education in Mali by improving the skills needed by the agriculture, livestock, and mining sectors indicates IRRs of 7.8% and 16.3% for earnings at the individual and public levels (16).
Investment Timeframe
Short Term (0–5 years)
Private operators of hybrid immersive learning hubs in Mali report positive returns within three years (17).
Ticket Size
< USD 500,000
Market Risks & Scale Obstacles
Business - Supply Chain Constraints
Impact Case
Sustainable Development Need
The share of youth not in education, employment or training rose from 13.5% in 2010 to 29.7% in 2023, with 39.6% of women being affected against 13.7% of men. This translates a high vulnerability, as these youth live below the poverty line and lack the skills to improve their situation (3, 11).
Nearly 300,000 young people enter Mali’s job market each year, 80% of whom lack qualifications. Meanwhile, 85% of existing jobs are already vulnerable, and companies create only 45,000 new vacancies annually (7, 12).
Gender & Marginalisation
In 2023, 61.7% of women in Mali were not literate. Women with low skill levels earned up to eight times less on average than those with higher education levels (5, 21).
Conflict-afflicted Taoudenit (91.4%), Menaka (89.5%), Tombouctou (66.3%), and Mopti (62.3%) had the highest share of population with no education in 2024, compared to the national average of 58.8%. This share is also higher in rural areas (70.3%) compared to urban areas (42.8%) (20).
Although youth unemployment among 15–29-year-olds was only 3.8% in 2022, young people with intermediate (14.3%) and higher (27.3%) education levels faced greater difficulties in finding jobs. Youth in conflict-affected areas and internally displaced persons are at even higher risk (21).
Expected Development Outcome
Immersive hybrid learning centers increase access to quality and practice-oriented education for youth, particularly women, leading to higher labor market participation, reduced poverty, and enhanced economic resilience.
The technological focus of immersive hybrid learning centers enhance labor market competitiveness and foster entrepreneurship and the development of context-specific innovative ventures, reducing employment vulnerability.
Gender & Marginalisation
Immersive hybrid learning centers improve literacy and economic empowerment for women, enabling higher earnings and reducing gender income disparities through targeted skills training in male-dominated fields such as artificial intelligence, engineering, and technology.
The offline contents of immersive hybrid learning trainings expand access to quality education in rural and conflict-affected areas, reducing regional disparities and fostering human capital development.
The practical structure of immersive hybrid learning centers enhance employability among educated youth, particularly in conflict-affected areas, through skills alignment with labor market needs.
Primary SDGs addressed
4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
11.2% in 2022; 9.6% for women and 13% for men (19).
8.5.2 Unemployment rate, by sex, age and persons with disabilities
8.3.1 Proportion of informal employment in total employment, by sector and sex
8.5.1 Average hourly earnings of employees, by sex, age, occupation and persons with disabilities
5.4% in 2023; 4.2% among men, 7.1% among women, 14.4% among youth aged 15-24, 6.1% among youth aged 25-34, 2.3 among those aged 35-44, and 4% in rural areas (9).
95.4% in 2022, with 94.2% among men and 97.4% among women (21).
In 2020, USD 0.76 on average, with USD 0.81 for men and USD USD 0.61 for women (21).
Matrix of Agenda 2063 results at the national level targets 1) a national unemployment rate lower than 6%, 2) a reduction of youth unemployment (aged 15-35) to less than 6%, 3) and a total elimination of unemployment in rural areas by 2063 (9).
Data on specific targets is not available. However in Mali, average hourly earnings double when individuals move from low skills to medium skills and when they upskill from medium skills to high skills. For women, the factors are 6 and 1.5. For men, they are 1.2 and 3 (21).
10.7.3 Number of people who died or disappeared in the process of migration towards an international destination
There is no global data available at the country level. 25 migrants died in December 2024 and 9 migrants died in February 2025 (27, 28).
Secondary SDGs addressed
Directly impacted stakeholders
People
Gender inequality and/or marginalization
Planet
Corporates
Public sector
Indirectly impacted stakeholders
People
Gender inequality and/or marginalization
Planet
Outcome Risks
The development of distance learning requires continuous and extensive access to energy. If the operators of this IOA do not integrate renewable energy solutions, greenhouse gas emissions could increase.
The use of virtual reality (VR) headsets and augmented reality (AR) devices for the training sessions could generate electronic waste, which could increase pollution if not managed.
Impact Risks
If telecommunication partners fail to maintain affordable and stable data access, students may drop out, reducing the expected impact on employability and income.
If some employers favor graduates from conventional universities and vocational training centers over those from hybrid immersive learning centers, the impacts on employability could be reduced.
Learning technologies' reliance on electricity may restrict access for rural populations, further marginalizing disadvantaged groups and limiting opportunities to develop labor skills.
Conflict affected areas may experience limited access to infrastructure required for services.
Impact Classification
What
Hybrid immersive learning centers improve youth employability, labor productivity, skills and income, and foster the development of creative industries.
Who
Unemployed youth and adults, women, rural populations, and individuals in conflict-afflicted areas are impacted by immersive hybrid learning centers.
Risk
Failure to maintain affordable and stable data access, preference for conventional diplomas, unreliable electricity access, and limited support infrastructure could limit the expected impacts.
Contribution
Immersive hybrid learning centers improve youth employability and income, offering opportunities to those who would otherwise be unemployed or engaged in informal and vulnerable jobs.
How Much
Graduates of Malian hybrid immersive learning centers report income increases of 3 to 8 times their previous levels, with 46% securing training-related opportunities within 18 months (25).
Impact Thesis
Increase access to quality practice-oriented training tailored to local needs to improve youth employability, labor productivity, skills and income, fostering the development of creative industries.
Enabling Environment
Policy Environment
Plan d'Action de la Refondation de l'État, 2022-2026: prioritizes technical and vocational training to provide the country with a skilled and competitive workforce. Priority competencies include agriculture, data science, and artifical intelligence (3).
Plan d'Actions Prioritaires Budgétisé, 2024-2026: outlines Mali's priority investments in education. The plan indicates a budget of USD 49.6 million for the construction of a virtual university by 2025 and USD 54.6 million to develop numeric tools for the education system from 2025 to 2026 (5).
Programme Décennal de Développement de l'Éducation et de la Formation Professionnelle Deuxième Génération, 2019-2028: targets an increase in the number of learners in initial training at residential technical and vocational training centers to 6,227 per year by 2025 (8).
Financial Environment
Financial incentives: LuxDev partnered with a local blended EdTech in 2023, on a USD 2.29 million project, to digitalize the market gardener, poultry farmer, and food processor trainings of Centre de formation professionnelle de Missabougou in Bamako (23, 24).
Financial incentives: The Agency Fund provided USD 300,000 in grant, in February 2025, to a Malian hybrid immersive learning center that promotes upskilling (26).
Financial incentives: European Union partnered with a local blended EdTech company in Mali, in 2020, to develop digital solutions for Covid-19 response (23).
Fiscal incentives: New investment projects under USD 500,000 benefit from tax exemptions for the first 5 years. Scale-up investments are exempt from import duties, taxes on equipment, IBIC withholding tax, and VAT on technical assistance for two years (33).
Regulatory Environment
Law No 2022-010 on the Orientation of Education, 2022: indicates the target to increase alternative educational strategies, including vocational training, to ensure that all children have access to education, even outside the traditional schooling system (18).
Law N°2016-026 on vocational training, 2016: describes the organization of the vocational training sector in Mali, including the role of private operators, the process to create and issue training attestations and certificates, and the role of Ministère de la Formation Professionelle (31).
Law N° 2023-004 on the territorial collectivities code, 2023: institute town and regional councils to deliberate on the creation and management of vocational training facilities. The town councils are also tasked with identifying the skills relevant for vocational training at the local level (32).
Marketplace Participants
Private Sector
Université Virtuelle du Mali, Kabakoo Academies.
Government
Ministère de l'Emploi et de la Formation Professionnelle, Ministère de l'Économie Numérique, Ministère de l'Enseignement Supérieur et de la Recherche Scientifique.
Multilaterals
LuxDev Mali, European Union, The Agency Fund, UNESCO, Organisation Internationale de la Francophonie, Chanceaker Foundation, Coopération Suisse, World Bank, Netherlands Cooperation, International Labor Organization.
Non-Profit
Conseils communaux; Conseils régionaux de Ségou, Sikasso, Mopti et Tombouctou.
Target Locations
Mali: Bamako
Mali: Ségou
Mali: Sikasso
Mali: Mopti
Mali: Kayes
References
- (1) International Monetary Fund. 2023. Mali Selected Issues. https://www.imf.org/en/Publications/CR/Issues/2018/05/31/Mali-Selected-Issues-45922
- (2) World Bank, International Labour Organization and UNESCO. 2023. Building Better Formal TVET Systems: Principles and Practice in Low- and Middle-Income Countries. https://documents1.worldbank.org/curated/en/099071123130516870/pdf/P175566137a5e20651a657168b5152205bf.pdf
- (3) Ministère de la Refondation de l'État. Cadre stratégique de la refondation de l'État CSRE 2022-2031. https://predire-nimd.com/documents/cadre-strategique-de-la-refondation-de-letat-mali/?wpdmdl=5104&_wpdmkey=67e4608d6cce1
- (4) World Bank. 2023. Human Capital Country Brief: Mali. https://thedocs.worldbank.org/en/doc/64e578cbeaa522631f08f0cafba8960e-0140062023/related/HCI-AM23-MLI.pdf
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- (13) World Bank. 2023. Literacy rate, adult total (% of people ages 15 and above). https://data.worldbank.org/indicator/SE.ADT.LITR.ZS?locations=ML
- (14) Perspective Monde. 2025. Pyramide des âges du Mali. https://perspective.usherbrooke.ca/bilan/servlet/BMPagePyramide/MLI/2018/?
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- (26) The Agency Fund. 2025. Kabakoo: The Elevate Prize. https://www.agency.fund/investments/kabakoo
- (27) Jeune Afrique. 2024. Près de 70 migrants disparus, dont 25 Maliens, dans le naufrage d’un bateau au large du Maroc. https://www.jeuneafrique.com/1644225/politique/pres-de-70-migrants-disparus-dont-25-maliens-dans-le-naufrage-dun-bateau-au-large-du-maroc/
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- (31) Journal Officiel de la République du Mali. 2016. Loi n°2016-026 du 14 juin 2016 relative à la Formation professionnelle. https://faolex.fao.org/docs/pdf/mli160442.pdf
- (32) Journal Officiel de la République du Mali. 2023. Loi n°2023-004 du 13 mars 2023 portant Code des Collectivités territoriales. https://www.ecolex.org/fr/details/legislation/loi-n2023-004-du-13-mars-2023-portant-code-des-collectivites-territoriales-lex-faoc216978/?
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