Somalia and the Democratic Republic of the Congo, are furthest from meeting the EFA goals and contain the majority of the unschooled inhabitants of sub-Saharan Africa. In the Democratic Republic of the Congo, in North Kivu, a region particularly affected by conflicts, for example, the likelihood of young people aged between 17 and 22 having had only two years of schooling was twice the national average. Less than half the children in sub-Saharan Africa can neither read nor write: a quarter of primary-school-age children reach the fourth year without having acquired the basics and over a third do not reach the fourth year. According to the 2010 EFA Global Monitoring Report, "millions of children are leaving school without having acquired basic skills. In some countries in sub-Saharan Africa, young adults with five years of education had a 40% probability of being illiterate". The teacher training systems are generally not able to meet the quantitative and qualitative needs of training. In Chad, for example, only 35.5% of teachers are certified to teach. In addition to the lack of qualified teachers, there is also the problem of extra-large classes in public schools. In Nigeria, there are schools with a teacher to pupil ratio of 80:1. This makes it difficult for personalized instruction. There is also a lack of culturally relevant teaching-learning aids for teachers and students. School-based feeding programs are sometimes used to ease access to education, especially in poor communities. Altogether, at least 60.1 million children in Africa benefit from school meal programs, reaching about 21% of school-age children on the continent. School feeding coverage is greatest in southern Africa and least in central Africa. From 2017 to 2020, these school meal programs expanded in a majority of African countries. Educational technology Educational technology in sub-Saharan Africa refers to the promotion, development and use of information and communication technologies (ICT), m-learning, media, and other technological tools to improve aspects of education in sub-Saharan Africa. Since the 1960s, various information and communication technologies have aroused strong interest in sub-Saharan Africa as a way of increasing access to education, and enhancing its quality and fairness. The development of individual computer technology has proved a major turning point in the implementation of projects dependent on technology use, and calls for the acquisition of computer skills first by teachers and then by pupils. Between 1990 and 2000, multiple actions were started in order to turn