August 22, 2025 – Education experts across the continent have reiterated the call for African countries to reduce dependency on donor funding and build sustainable, homegrown education systems as a pathway towards long-term development and growth. Speaking at a webinar titled “Lessons from Closed Donor Education Projects and the Pathways to Homegrown Solutions in Africa” organized by the ADEA Inter-Country Quality Node on Teaching and Learning (ICQN-TL), researchers, civil society leaders, and policymakers agreed that while donor support has catalyzed progress in literacy, teacher training, and system strengthening, its abrupt withdrawal has exposed the fragility of education systems built on external funding.

Between 2020 and 2024, the closure of multiple donor-funded projects raised fears of reversing gains in literacy and learning. Studies warn that without stronger teacher support, institutional capacity, and resources, literacy levels could fall by up to 40%. These gaps highlight the dangers of heavy reliance on external support, but also present an opportunity to reimagine education financing through African-led, locally driven solutions. Studies also emphasized aligning donor support with national priorities, while boosting domestic investment, as key to building resilient and sustainable education systems.

Opening the session, ADEA Senior Programs Officer Shem Bodo framed the discussion around resilience and autonomy. Citing setbacks in Malawi, Kenya, and Rwanda following the closure of USAID’s EGRA/EGMA, Tunoze Gusoma/Schools and Systems and Uburezi Iwacu – Homes and Communities Activity, and FCDO’s PRIEDE programme, he noted how progress in literacy, teacher training, and inclusive education was disrupted, with key interventions halted mid-implementation. Shem pushed for stronger partnerships and collaboration to ensure Africa transitions from dependency to autonomy. 

“If you want to go fast, go alone. But if you want to go far, go with others. As donor-funded initiatives phase out, we must ask ourselves: How do we sustain progress? How do we turn dependency into autonomy?” he asked.

Shem also underscored the importance of investing in teachers, expanding micro-credentialing, and strengthening systemic resilience. He urged for Africa to be a generation that moves from isolated success stories to sustained, continent-wide achievements, reminding participants that 

“the path forward is about unlocking our own potential.”

The consequences of donor withdrawal were explored by expert panelists. For instance, Darius Habamenshi, Country Director of the Rwanda Education Assistance Project (REAP), highlighted impacts on student learning outcomes, rural–urban disparities, and teacher professional development. He noted that ministries often struggle to sustain externally funded projects once donors exit, leading to a loss of expertise, personnel, and momentum. Echoing this, Dr. Kofi Acheaw Owusu of the University of Cape Coast, Ghana, described how the closure of USAID-supported interventions deprived schools of key support systems and left vulnerable youth without reintegration programs. 

“Projects helping young people reintegrate into education are now closed, and many are back to struggling in their social situations,” 

he observed, calling for systemic integration and national ownership to ensure continuity.

Adding a broader perspective, Professor Abdeljalil Akkari of the University of Geneva argued that Africa’s challenge is not “more schooling” but “different schooling and learning.” He emphasized the need to rethink education systems so they align with socio-economic realities, offering seven lessons for resilience: linking education to development, prioritizing local ownership, focusing on the critical 5–15 age group, strengthening local infrastructure, promoting mother tongue instruction, investing in teachers and school leaders, and aligning learning with job markets. 

“Most international projects and funding come from international ideas,” he said. “They must be adapted and reworked into national ideas to fit national contexts.”

During the Q&A segment, participants questioned whether the growing role of international non-profits deepens dependency. While acknowledging their contributions, the consensus was that states must remain central actors in education. Across discussions, one strong message emerged: lasting progress requires locally led strategies, domestic investment, and deeper integration of education projects into national systems.

The session closed with a powerful call for innovation, community-driven financing, and stronger African research networks to sustain progress. Together, participants reaffirmed the urgency of reimagining education development in Africa—moving away from dependency towards resilient, homegrown systems that can withstand external shocks and deliver lasting change.