Transforming education by delivering foundational learning for all in Africa

Group Submission Type: Formal Panel Session

Proposal

Transforming education in Africa is possible if foundational literacy and numeracy for all children is prioritized. One in five primary school-age children in sub-Saharan Africa are out of school; their number is nearly as high as it was in 1990. Only two in three children in the region complete primary school by age 15. Among those who do, only three in ten achieve the minimum proficiency level in reading. The learning crisis risks being compounded by a demographic crisis as population growth places added pressures on already burdened education systems and budgets. The population of Africa is expected to double by 2050, with young people making up half of the entire population.

Putting the spotlight on education progress across Africa, in terms of access, equity, quality, learning and finance in primary and lower secondary education, is a necessary step to hold governments and donors to account for the SDG4 commitments. The Global Education Monitoring (GEM) Report and the Association for the Development of Education in Africa (ADEA) are providing a monitoring report on the twin challenges of universal basic education completion and foundational learning in Africa through the Spotlight series.

The panel will (i) provide an overview of the findings from the 2022 Spotlight reports; (ii) showcase country cases that illuminate key findings and; (iii) highlight partnerships and mechanisms for advancing knowledge exchange and evidence-based decision making

1. Born to Learn – Spotlight 2022 overview
2. Multilingual education in Mozambique
3. Teacher support and the effectiveness of instruction in Rwanda
4. Strengthening African institutions capacity to address foundational learning

Sub Unit

• General Pool

Chair

• Josephine Lutta Kiyenje, Global Education Monitoring Report, UNESCO

Individual Presentations

• Born to Learn, Spotlight 2022 overview - Josephine Lutta Kiyenje, Global Education Monitoring Report, UNESCO

• 3. Teacher support and the effectiveness of instruction in Rwanda - Carol DeShano da Silva, School to School International