Douglas Ayitey is part of a new generation of African educators who believe the continent’s future will be shaped not by consuming technology, but by building it. As the Founder and CEO of The MakersPlace, a Ghana-based robotics, coding and AI education organisation, he has helped thousands of young people move from curiosity to competence.
With a background in electrical engineering and energy systems, and roles spanning academia, industry , and international robotics competitions to name a few, Ayitey sits at the intersection of education and innovation. His work challenges long-held assumptions about what African learners are capable of – and what African education systems should prioritise.
We spoke with him about hands-on learning, building local AI capacity, changing mindsets around STEM, and what it will take for Africa to truly shape its digital future.
Background and Early Influences
You’ve often spoken about the importance of access in shaping a young person’s future. Growing up in Ghana, what early experiences or gaps in the education system first made you aware that technology and learning were not equally accessible to all?
I grew up in Ghana and went through the system from nursery to university, so I’ve seen the gaps up close. Some schools had computers, supportive teachers and the right learning kits; others had none of that. It wasn’t that the children were less capable – it’s that the exposure and tools were missing.
I also realised that “access” is often misunderstood. Giving a child a computer and the internet without training just turns it into a television. Real access includes guidance, teacher capacity, mentorship and a safe space to explore – otherwise the equipment sits unused or is misused.
Your academic journey spans electrical engineering, energy systems, and later self-taught expertise in robotics and AI. Looking back, was there a moment when you realised that teaching – not just engineering – would become central to your work?
Yes. At university I started helping classmates understand difficult concepts – I became a teaching assistant and realised I could explain things in a way that made them click. People would tell me they finally understood a topic after our sessions together.
After university, I worked in an industrial automation training hub, teaching professionals how to programme PLCs and automate processes. That shifted my path: instead of being on the tools full-time, I was helping others build competence – and I could see how much the real world values people who can test, troubleshoot, communicate and keep improving.
Many young people in Ghana feel pressure to pursue “prestigious” STEM careers. Was that part of your own story – and what do you make of that pressure today?
My parents didn’t push me into a specific path, but I see that pressure often. Sometimes children end up living their parents’ unfinished dreams – medicine, law, engineering, accounting – rather than their own.
What’s missing is proper career guidance and real exposure. When young people haven’t tried robotics, coding or design, it’s hard to argue for it at home. But if they’ve built skills over time, they can say, “This is what I’ve been doing – and this is what I want to pursue.”
From Engineering to Education
Before founding The MakersPlace, you worked across both industry and education. What did those experiences reveal to you about the disconnect between how we train students and the skills the modern world actually demands?
The biggest disconnect is that formal education still rewards memorisation and repetition, while industry rewards problem-solving. In the real world, you’re paid to think, test, troubleshoot, communicate and improve under constraints like time and cost.
Most classrooms don’t simulate that reality. Students rarely work in teams on real projects with deadlines. When they graduate, they struggle – not because they lack intelligence, but because they haven’t practised thinking in applied, dynamic environments.
You’ve described yourself as largely self-taught in robotics and artificial intelligence. How has that personal learning journey influenced the way you now design programmes for young learners?
Being self-taught forced me to learn how learning actually works. I struggled early on, so I began breaking concepts into small, manageable steps with fast feedback. That approach stuck.
At The MakersPlace, we focus on building confidence before complexity. Learners start with simple builds that work, then progress gradually. Once confidence is there, deeper concepts follow. Our programmes are practical, progressive and supportive – we want learners to feel capable, not overwhelmed.
Building The MakersPlace
You founded The MakersPlace in 2019 with a clear mission to democratise computing education. For someone unfamiliar with the organisation, how would you describe its core model – and the problem it set out to solve?
The MakersPlace is a robotics, coding and AI education organisation focused on practical, hands-on learning for young people and teachers. We work across schools, after-school programmes, teacher training and structured competition pathways.
The problem we set out to solve was simple but serious: too many learners are excluded from computing education, and too many schools lack both the tools and the trained educators to teach it properly. Access isn’t just about devices – it’s about skills and sustainability.
Our model is built around three pillars. First, hands-on programmes for learners using industry standard hardware and software to teach physical computing and robotics. Second, sustained teacher training, not one-off workshops. And third, competitions and showcases that give learners purpose, confidence and a clear pathway to progress.
We deliberately avoid what I call the “whet the appetite” approach – where people are briefly exposed to technology without any follow-up. A two-day workshop doesn’t build capability. It excites learners, then leaves them stuck. Sustainability comes from continuity, mentorship and clear next steps.
A big part of this is global exposure. This year, our teams competed in Geneva, Greece and China alongside 61 delegations from around the world. Beyond the trophies, what matters most is the experience. Learners see functional infrastructure and efficient systems. When they return home, they begin asking the hard questions – and those questions shape the leaders that they will become in 10 or 20 years time.
Why the name The MakersPlace?
Growing up, I saw children everywhere fixing things, salvaging materials, building toys from scrap – all without formal training. That instinct to create is natural. Those children are makers.
The idea behind The MakersPlace was to create a space where that raw talent could be nurtured, mentored and expanded. A place where curiosity meets structure, and where making becomes a pathway to real opportunity.
Hands-on learning sits at the heart of everything you do. Why do you believe robotics and coding are such powerful tools for developing not just technical skills, but confidence and problem-solving in young people?
I pay close attention to where the world of work is heading. Reports from the World Economic Forum and similar bodies consistently point to disruptive technologies – robotics, artificial intelligence, automation and data systems – as shaping the future economy. The challenge, particularly in Ghana, is how to make these global trends tangible and meaningful for young people, rather than distant concepts they only hear about.
Robotics and coding offer that bridge. When a learner writes code and a robot responds, the learning becomes real. They see cause and effect, take ownership of the outcome, and understand that technology is not magic but something they can build themselves. Through designing, testing, failing and improving, students develop confidence and problem-solving skills. Mistakes become part of the process, not something to fear – and those skills extend well beyond technology into almost any path they choose in life.
Competitions, Confidence and Global Exposure
Under your leadership, MakersPlace teams have competed – and won – at national and international robotics competitions, from FIRST LEGO League to global AI challenges in Geneva and China. In your opinion, what impact does that kind of global exposure have on a young Ghanaian learner’s sense of self?
Global exposure fundamentally reshapes how young people see themselves and their possibilities. When learners travel to countries with well-functioning infrastructure and advanced systems, it sparks critical reflection. They begin to ask meaningful questions: Why does this work here? Why not at home?
Beyond medals or rankings, the real value lies in perspective. Students return with a deeper sense of confidence and agency. They realise that excellence is not foreign, and that competing globally is within reach. Years later, when they become professionals or leaders, those early experiences shape how boldly they think about standards, systems and change in Ghana and across Africa.
MakersPlace has led and participated in a wide range of national and international competitions. Could you briefly outline some of the key platforms and milestones?
- FIRST LEGO League (FLL) – national and international participation
- World Robot Olympiad (WRO)
- RoboFest
- AI for Good Youth Challenge (ITU/UN)
- National organiser in Ghana
- Ghanaian teams placed third globally in Geneva
- Enjoy AI Africa Open
- Founded and organised by MakersPlace
- Hosted in Ghana with teams from across the continent
- Global Robotics Championship, China
- Participation among 61 international delegations
- Ghanaian teams finished second runner-up in their category
- Panhellenic Robotics Competition, Greece – national partner
- Girls-focused robotics initiatives, supporting female participation in STEM
These competitions are not treated as standalone events, but as part of a structured pathway designed to build global confidence and long-term ambition in young African learners.
AI, Education and African Agency
AI is often framed as a threat to jobs. From your experience working with young people, how can early exposure to AI and robotics instead become a source of opportunity and employment?
AI replaces tasks, not human potential. Machines can handle repetitive labour, but creativity, judgement and problem-solving remain human responsibilities. Early exposure helps young people understand this distinction and removes fear from the equation.
Through robotics and AI education, learners develop skills that cannot be automated: critical thinking, systems thinking, creativity and responsible decision-making. These capabilities apply across sectors and future-proof learners, allowing them to work with technology rather than be displaced by it.
Advice and Perspective
Many young Africans want to build education or technology ventures with social impact. From your own experience, what does this take?
It starts with passion and consistency. Building something meaningful in education is not a short-term effort – trust takes time. Schools and parents want to see safety, reliability and clear outcomes, not empty promises.
Delivery is far harder than ideas. Behind any successful programme are years of experimentation and refinement. Talent development is expensive, instructors need training, materials must be maintained, and quality must be protected. Partnerships are built on evidence, not ambition. You earn credibility by showing results, then showing them again and again.
Off-the-Record: Quick Fire
One common misconception about robotics or AI education you wish people would stop repeating?
That AI and robotics are only for elite schools or a small group of “gifted” students. In reality, these skills are accessible – if learning is designed properly.
One skill you believe every African child should learn before leaving school?
The ability to build, test and improve – practical problem-solving.
A habit or principle that has helped you stay focused in a fast-changing world?
Passion. When you care deeply about the work, focus follows naturally.
If you had to describe Africa’s digital future in one word?
Ownership.
Interview conducted by Warren Janisch
