Authors: Roselyne Rao, Ruth Nanjekho Wafubwa, Musa Gathuru

The recently concluded inaugural East African Community (EAC) Education Conference marked a significant milestone in the region’s collective efforts to enhance education. These are some highlights that touched on equity and inclusion:

Children Furthest Left Behind

Children left furthest behind panel discussion. Photo by RELI

The Just Society: Redefining Children Furthest Behind and What it Takes to Bring Them Closer to Enjoying their Right to Education.

The session explored the identities of children most left behind, including those in the urban informal settlements, climate-affected areas, conflict zones, pastoral communities, child-led families, and those not in school due to cultural practices like FGM, being refugees and linguistically marginalised children.

Discussions emphasised the need for collaboration with policy makers to influence education policies that ensure sustainable access to quality education for these groups. There was a call for holding governments accountable and ensuring that education is viewed as a fundamental human right.

Data and Accountability for SDG 4.1.1: Fixing Data Gaps to Enhance Learning

One of the key sessions at the conference revolved around data and accountability, particularly concerning Sustainable Development Goal (SDG) indicator 4.1.1, “Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.” 

The need for design testing to take into consideration not excluding any children was discussed. The goal is to ensure that all girls and boys complete free, equitable, and quality primary and secondary education. The session highlighted the critical need to fix data gaps to enhance learning outcomes across the region.

Opening Windows for Education Policy Change in East Africa

This discussion stressed that data-driven decision-making is essential for policy formulation and implementation. Without accurate and comprehensive data, it is impossible to identify the gaps in learning and to tailor interventions that reach those most in need. Of particular interest was the UNICEF study, “Data Must Speak.” Various lessons were learned from examining “positive deviant” schools—those that perform above expectations despite limited resources. The findings revealed that successful schools had head teachers who promoted professional development, proactively addressed absenteeism, and frequently monitored student learning.

An important lesson from this discussion was the need to include the government in the creation of programs: Program design should build consensus with the government on what are the priorities in implementation, and thus will be onboard when the program is delivered.

Confronting the Language Question

Dr. Prosperous Kavuma, Head of the department of Languages and Communication Kyambogo University led the discussion on language in education. She emphasised that forcing a child to speak a language he/she doesn’t understand causes stress. Children have been labelled dense, incompetent, stubborn or worse due to lack of proper communication. It is a challenge to ensure that all children regardless of language have access to quality education. It is a particular challenge in Africa, which has a third of all the world’s languages, an estimated 2000 languages.

Data and Accountability for SDG 4.1.1a – What insights Have We Missed?

In a session moderated by Mr. Armando of PAL Network, Dr. Emmanuel Manyasa, Dr. Manos Antoninis and Prof Brahm Fleisch discussed some aspects of data and accountability that have been missed. Data and accountability is important to equity and inclusion for children left behind. A key issue that was raised by Dr. Manyasa is that data is always political and almost always contested. This can be overcome by involving all the stakeholders in the design and development of tools; Working with the communities to create demand for the implementation of the policy. It was noted that our systems are not measuring the outcomes but the process. We need to measure outcomes. 

Transforming Education Financing for Quality, Inclusive and Life-Long Learning in East Africa.

One of the greatest challenges across the region is on education financing, particularly in resource allocation for sustainable financing of quality public education and accountability of these resources. The session focused on education financing challenges, emphasising the need for policymakers to clarify the difference between “fee-free” and “free” education. While parents are free to choose schools, the state is responsible to adequately fund public education.

To achieve quality and inclusive learning in East Africa, CSOs need to collaborate with policymakers to address gaps in equity and inclusion by identifying sustainable financing for education. Where private actors are involved, strict regulations should ensure accountability.

Public Interest Litigation as an Accountability Tool Towards the Realisation of the Right to Education.

Public Interest Litigation (PIL) involves legal actions aimed at protecting public/social rights, unlike traditional litigation focused on personal grievances. This session discussed how CSOs can use PIL to advocate for policy reforms, equitable financing of education, and reduced inequalities in the education system. The process of PIL includes researching existing government actions, engaging authorities for solutions, and petitioning the court as the last resort.

The EAC conference was instrumental in moving East Africa towards full equity and inclusion in education.