Recent Blogs

▸ Published on 22 May 2023

▸ Author(s): Albert Nsengiyumva, Chinedu Anarado, Oswald Rutayisire, Shem Bodo

On the 5th of May 2023, the World Health Organization (WHO) declared an end to the COVID-19 Health Emergency. It marked an official end to a challenging period when humanity tried to maintain a semblance of normalcy amidst a relatively new disease outbreak that necessitated adaptive management approaches to try and cope. 

▸ Published on 13 April 2023

▸ Author(s): Shem Bodo

A key consensus from the Africa Evidence Forum on Foundational Learning, organized by What Works Hub in Nairobi, Kenya, is that ‘No fundamental change in education can happen without teachers.’ This was the position canvassed by Shem Bodo, ADEA’s Senior Programs Officer. 

▸ Published on 07 March 2023

▸ Author(s): Linda Zuze

In October 2022, I participated in an education conference hosted by the Association for the Development of Education in Africa (ADEA). The ADEA Triennale is a uniquely African event, where education leaders discuss ways to improve the quality of education on the continent.

▸ Published on 22 February 2023

▸ Author(s): Ephraim Daka

According to the African Union, between 60 and 80% of Africa's population live in rural areas. Rural and distant learners are left without e-learning opportunities due to infrastructure limitations, mainly due to limited or no internet connection.

▸ Published on 24 January 2023

▸ Author(s): Albert Nsengiyumva

Today is International Education Day, a day set aside by the United Nations in 2018 to advocate for quality education and the importance of learning in addressing global learning challenges. On this day, ADEA joins global education stakeholders in advocacy and solidarity to draw attention to the learning crisis facing Africa.

▸ Published on 11 November 2022

▸ Author(s): David Chukwuma Izuogu, Priscilla Bretuo, Ronald Omuthe, Samuel Asare

To provide up-to-date information on research available for the purposes of education planning, the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, in collaboration with the charity Education Sub Saharan Africa (ESSA), has updated the African Education Research Database.

▸ Published on 02 June 2022

▸ Author(s): Moses Ngware, Shem Bodo

The COVID-19 pandemic presented unprecedented challenges to education in African countries. In response, researchers have mobilized to produce actionable evidence that supports system recovery and resilience. What can this experience teach us about the ability of education systems to absorb the shock of a crisis?

▸ Published on 09 May 2022

▸ Author(s): Cedric Christian Ngnaoussi Elongue

The Africa Policymaker Forum (APF) is a joint community of practice launched by the Education Commission (EC) and ADEA to discuss delivery challenges and strategies for addressing them and improve education service delivery across Africa.

▸ Published on 13 April 2022

▸ Author(s): Cedric Christian Ngnaoussi Elongue

In education management, assessment helps to determine the effectiveness of teaching and the various needs of an education system. However, the COVID-19 restrictions, and school closures that followed, complicated the use of traditional in-person or in-class learning assessment approaches.

▸ Published on 08 March 2022

▸ Author(s): Fatoumata Fofana-Askia

School is a place of knowledge. It is an institution that distills and imparts knowledge and skills, in various fields, coupled with attitudes and values. It shapes the vision of the leaders of nations. It educates and creates social classes. Thus, we have illiterates and intellectuals. School is an indispensable detour for any ambitious person who wants to be accepted or to make a place for herself or himself in modern society. Clearly, going to school is a necessity for "success."

▸ Published on 08 March 2022

▸ Author(s): Shem Bodo

Interventions that are likely to be impactful are those that are anchored on sound policies and strategies, are well-planned and resourced, are efficiently executed, and are effectively monitored and evaluated. This presupposes a ‘normal environment’ yet these conditions are hardly met fully during ‘normal times’ when it comes to Africa.

▸ Published on 01 February 2022

▸ Author(s): Aminata Siahoué

The ADEA Inter-Country Node on Technical and Vocational Skills Development (ICQN-TVSD) initiated consultations with its country focal points between June 2020 and June 2021 to monitor and evaluate the responses of the ICQN’s member countries to the global health crisis related to the COVID-19 pandemic that began in December 2019.