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The African continent faces significant challenges in ensuring that all children acquire the foundational literacy and numeracy skills necessary for their educational and personal development. Despite progress in increasing access to primary education, many students still struggle with basic reading, writing, and mathematical competencies, which serve as the building blocks for further learning and success. Addressing these gaps is crucial for unlocking the full potential of Africa's children and youth and driving Sustainable Development across the region.
Countries in African continent have made considerable progress in boosting primary and lower secondary enrollment in last two decades. Despite this progress, countries are facing a deep learning crisis which is threatening the future of entire generation. While countries have significantly increased access to education, millions of children are not developing basic foundational literacy and numeracy skills, and in contexts1 such as Africa below the Sahara it is key to adopt policies and programs focusing on literacy instruction. International benchmarks for Foundational Literacy are that by Grade 2/3, learners are expected to read aloud and comprehend many single written words, particularly familiar ones, and extract explicit information from sentences. They should be able to make simple inferences when longer texts are read aloud to them2. However, in Africa, nine out of 10, ten-year-old children cannot read simple sentences with understanding or solve simple arithmetic problems 3 . Even some children are disproportionately affected by the learning crisis. For instance, children with disabilities are 42 per cent less likely to have foundational reading and numeracy skills.
Additionally, children affected by conflict, climate-induced emergencies and other crises are less likely to learn. An estimated 77 million school-aged children and adolescents are affected by crises in the Eastern and Southern Africa (ESA) region alone, 10 million more than a year ago. Amongst those crisis-affected and attending school, an estimated 80-90% were unlikely to achieve minimum proficiency as per SDG definitions (by the end of primary and end of lower secondary)45. Schooling does not equate to learning. If current trends continue, hundreds of millions of children in Africa will be denied inclusive quality education, with long term consequences on potential earnings, health, and overall well-being. It is setting in motion a life of missed opportunities including the chance to develop the transferable, digital, and job-specific skills they need to break cycles of inter-generational poverty.
In recognition of the vital importance of education, the African Union has designated 2024 as the "Year of Education" - a clear demonstration of the continent's commitment to transforming its educational systems and outcomes. The declaration of Education as the AU theme of the Year 2024 also called for enhancing and improving all areas of education in Africa, including recommendations to bridge the gaps in inclusive learning post-COVID-19 and make education available for all children in Africa. As part of the road map for theme of year, outcome 2, which is emphasizing the investments in STEM and Foundational Learning through, among others, integration of technology and co-curricular activities. AU, in collaboration with UNICEF, BMFG, ADEA, and PAL are planning an event aims to spread awareness about the importance of inclusive education for children with disabilities and other marginalised groups in foundational learning. Ensuring inclusive education, where every child, regardless of background or ability, has access to quality education, is imperative for fostering equitable and sustainable development. This conference aims to address the challenges and explore innovative solutions to ensure no child is left behind; and will contribute to the AU Agenda 2063, by focusing on the critical issue of foundational literacy and numeracy.
Foundational literacy and numeracy skills are essential for children to thrive in school and beyond. These skills enable children to read with comprehension, communicate effectively, and engage in basic mathematical reasoning - all of which are crucial for academic success, personal empowerment, and active participation in society. However, many African countries continue to struggle with low levels of foundational literacy and numeracy, which can have far-reaching consequences for individual and societal development.
Foundational literacy and numeracy are the building blocks of education, and yet, many African countries face significant challenges in ensuring that children acquire these essential skills. The COVID-19 pandemic has further exacerbated the situation, leading to widespread learning losses. In this regard, the Foundational Literacy and Numeracy (FLN) conference will bring educators, policy makers, researchers, and experts in inclusive education to share data, strategies, best practices and recommendations for sustainable solutions that ensure all children reach their full potential, with the following specific objectives:
1. To explore the current state of foundational literacy and numeracy in African countries and identify key challenges and opportunities.
2. To share best promising practices and innovative approaches on inclusive education with clear guidance and practical tools to foster peer learning and to improve foundational literacy and numeracy skills among students.
3. To increase awareness and understanding among policymakers and educators about the importance of inclusive education for children with disabilities and other marginalised groups in early and primary years.
4. To identify and address critical barriers preventing children with disabilities and marginalised groups from accessing quality FLN education.
5. To develop actionable strategies and policies for implementing inclusive education practices in diverse educational contexts in collaboration with partners and stakeholders.
6. To promote integrating inclusive education policies into national education plans, ensuring alignment with international frameworks and standards.
7. To facilitate knowledge sharing and collaboration among policymakers, educators, and stakeholders to develop a comprehensive roadmap for strengthening foundational literacy and numeracy across the African continent.
8. To align the conference outcomes with the African Union's theme of the year 2024, "Education as the African Union Theme of the Year."
The “End Learning Poverty for all in Africa Campaign” (ELPAf) is to trigger a sense of urgency amongst political leaders, policy makers, development partners and communities on the issue of poor learning outcomes for long-term actions to end learning poverty amongst school going children in Africa.
Under the moto “can Read, can Write, can Count: Foundation4Life” the campaign specifically aims to increase the number of children who can read, write, perform basic math, and use a computer at the age of 10. In this regard, the campaign will undertake activities at continental and national levels to:
1. Raise public awareness on foundational literacy (importance, status and actions needed for change), particularly for those furthest left behind (e.g. children on the move, children with disabilities, girls, children in fragile and crisis-affected context). 2. Provide opportunities for south -south cooperation, technical exchanges and capacity building amongst educationists and policy makers on good practices and innovative solutions on foundational literacy. 3. Bringing partners together to accelerate the scale up of functional approaches that are responding to learning crisis. 4. Share knowledge products to guide policy decisions on foundational literacy. 5. Monitor and report on the implementation of global and continental commitments on foundational learning.
The following Communiqué has been Drafted and Endorsed by Delegates at the African Union Conference on Founda
Theme: “Inclusive Education: Ensuring No Child is Left Behind” And
