Policy documents name digital skills. Universities must say which skills, for whom, and how assessed. This paper maps AFU programme outcomes to a subset of the African Union digital transformation agenda and proposes indicators that a university can actually report. We reject vanity metrics such as ‘students reached’. We propose: verified award counts by country, bilingual assessment coverage, completion by connectivity band, and employer-verified capstones. A pilot dashboard for six countries shows that Francophone completion is sensitive to marker capacity, not to marketing spend. The University of Edinburgh should publish an annual public-interest research and education account. Alignment with continental strategy is credible only when the numbers can be audited.