Education as a Development Instrument to Beat Global Inequality: Case of Peer-to-peer Learning Model (School 42) in Sub-Saharan Africa

The research provides an evidence-based approach for implementing peer-to-peer learning as an instrument of sustainable development for developing states in Sub-Saharan Africa. The author points out that this educational solution is more effective than the classical one, including IT bachelor's degree programs in terms of costs and learning outcomes. A comparative analysis between the collaborative learning model and classical model in ICT is conducted for proving this thesis. For collecting the data on learning models analysis, both qualitative and quantitative methods would be used. The first indicator of comparison is the annual cost of maintaining the program per student. The second indicator is quality metrics of student satisfaction and career expectations after graduation. A case study based on a comparison of the Moscow campus of the School 42, as well as 7 IT bachelors in Moscow, showed that the costs per student in School 42 are lower than the average student's annual tuition at university campuses. Since the average training of an IT specialist is two times faster in School 42 than in a traditional undergraduate program, there is an additional saving in the preparation of competitive IT specialists. Moreover, a survey of 268 respondents from two representative groups showed that the overall level of satisfaction with learning, as well as career expectations, are higher for students of the School42 than for the classical model. The results collected through the research would be interpreted and used as an evidence-based framework for promoting the implementation of collaborative learning programs in developing states as a measure for cost-effective preparation of skilled workers that are ready to face digital economy agenda.