Moving from research to policy and practice: a call of action from the 3rd GPE KIX Continental Symposium in Africa
The 3rd GPE KIX Continental Symposium on Research in Education was held in Addis Ababa, Ethiopia, on November 20–22, 2024. It brought together policymakers, researchers and education leaders from across Africa to address challenges in education under the theme “Educate an African fit for the 21st century: Building resilient education systems for increased access to inclusive, lifelong, quality, and relevant learning in Africa.”
The symposium highlighted the critical role of innovation, evidence-based policymaking and collaboration in transforming education outcomes. A wealth of insights and actionable recommendations emerged from the discussions among presenters and participants. Some of the key findings and takeaways from the event are summarized below.
1. Evidence-based policymaking: A powerful tool in education
One of the major themes of the symposium was the importance of using research and data to inform education policies. There is growing recognition across Africa that evidence-based decision-making can facilitate more effective resource allocation, reduce inequality and improve learning outcomes. However, there is a lack of context-specific research and inadequate capacity to use the existing research effectively.
Participants emphasized the need to strengthen research infrastructure and build the capacity of African researchers. The African Education Research Database (AERD) was highlighted as a valuable tool for making research more visible and accessible to policymakers.
A major talking point was the need for greater collaboration between researchers, policymakers and practitioners to ensure that research findings translate into actionable policies. It was strongly emphasized that research should not simply sit on shelves but should inform the decisions that shape the future of education in Africa.
2. Equity and inclusion: Leaving no one behind
Equity and inclusion were recurring themes throughout the symposium. Despite making progress in expanding access to education, Sub-Saharan Africa still has the highest rates of children without access to education. Access to education is especially limited for girls, children with disabilities and marginalized communities. Presenters and participants alike emphasized the urgent need to address these disparities through specific interventions.
Several innovative approaches were discussed, including the use of assistive technologies to support students with disabilities, community-based programs to reach rural and refugee children and gender-sensitive policies to promote girls’ education. For example, Rwanda’s efforts to integrate assistive technologies into schools were highlighted as a model for inclusive education. Similarly, initiatives such as CAMFED's youth enterprise initiatives in Zambia demonstrated how community engagement and stakeholder collaboration can improve girls' access to quality education.
There was also an emphasis on the importance of inclusive curricula and teaching methods that reflect the diverse needs of learners. Participants highlighted that inclusion is not simply about access; it is about ensuring that every child feels valued and supported in their education.
3. Teacher development: The backbone of quality education
Teachers are at the heart of any education system, and their professional development was a major focus of the symposium. Participants highlighted the need for robust initial and continuous teacher training programs, especially in the context of rapidly changing educational dynamics.
The symposium showcased several innovative approaches to teacher development, including the use of WhatsApp for teacher training in Zimbabwe and open educational resources (OER) in Togo.
However, there are still challenges, particularly because of limited resources. Many African countries face issues such as insufficient teacher training, low teacher motivation and high turnover rates. To address these challenges, participants and presenters called for more investment in teacher development, including better remuneration and recognition of teachers' contributions to enhance their motivation.
4. Harnessing technology: The potential to transform learning
The potential of technology to transform education was another major theme. The symposium showcased how technology can enhance teaching and learning, particularly in science, technology, engineering and mathematics (STEM) education. For example, robotics have been introduced to Rwandan classrooms and schools in Chad have leveraged artificial intelligence (AI) tools to address gaps in teaching quality.
However, given the current unequal access to digital tools, there was an emphasis on the need for equitable access to technology across Africa. Digital tools such as the AKBAL app, which was designed to support early learning for preschoolers, offer examples of how technology can be leveraged to improve educational outcomes.
5. Early childhood education: A foundation for lifelong learning
The importance of early childhood education (ECE) was a recurring theme, with participants emphasizing its role in promoting cognitive, social and emotional development. Despite its proven benefits, though, access to quality ECE remains limited in many African countries, particularly in rural areas.
Participants and presenters called for increased investment in ECE, including the development of gender-sensitive teacher training programs and the expansion of public pre-primary education offerings. Participants highlighted an urgent need to raise awareness of the importance of early childhood development among parents.
6. Leadership and governance: Building resilient systems
We cannot build resilient education systems if we do not have effective leadership and governance. The symposium highlighted the critical role of school leaders in creating supportive learning environments and promoting positive student outcomes. Participants emphasized the importance of decentralizing education management to empower local authorities and promote accountability.
The symposium called for the development of robust education management information systems (EMIS) to improve data collection, analysis and interpretation. From the discussions, it became clear that quality data is the foundation of good policy. African countries must invest in systems that provide accurate, real-time information to guide decision-making.
A call to action: Moving from research to policy and practice
The symposium concluded with a strong call to action, urging governments, researchers and stakeholders to work together to translate research findings into policy and practice. Presenters emphasized the need for increased investment in education, particularly in teacher training, early childhood education and education technology. Symposium participants also called for greater collaboration between researchers and policymakers to ensure that research informs decision-making.
As we look to the future, the challenge will be to ensure that the insights and recommendations from the symposium are implemented across all African member countries. This will require concerted efforts from all stakeholders, as well as innovative approaches to address the unique challenges faced by African education systems.
