My First ADEA Triennale: Reflections from Accra

Now that I am back from Accra, Ghana, after an eventful ADEA Triennale 2025 - a major pan-African forum on education and training convened by the Association for the Development of Education in Africa - I still do not own a fugu — the beautiful traditional Ghanaian smock I had hoped to buy. That story will have to wait a moment though, because this trip turned out to be far more than a shopping opportunity — it was an inspiring introduction to the world of foundational learning at a continental level.

My awareness of the challenges in foundational learning - and my desire to understand how they are being addressed - has grown over time through both professional and personal experiences. Having trained and worked in statistics, research, population health, development, and humanitarian contexts, I have always appreciated how data and evidence can drive change in people’s lives. My work with UNICEF exposed me more directly to the education sector, where learning for children, including foundational learning, formed part of our broader country office agenda. At the same time, countless informal conversations with my elder brother and close friends working in this space have deepened my appreciation of the urgency and complexity of improving learning outcomes. The Triennale brought these different threads together - a chance to see how African countries are shaping, financing, and scaling foundational learning within their national systems and regional frameworks.

What struck me most was the diversity and energy of the delegates: ministers of education, senior government officials, development partners, researchers, and practitioners — all gathered with a shared sense of purpose. The event drew strong political engagement and commitment, with the Vice-President of Ghana, Her Excellency Prof. Jane Naana Opoku-Agyemang officially opening the Triennale.

The Triennale brought together an impressive range of leadership from across Africa. Ministers and senior education officials attended from Ghana, Rwanda, Sierra Leone, South Africa, Namibia, Zambia, Nigeria, Kenya, Uganda, Malawi, Zimbabwe, Mozambique, Liberia, Lesotho, Mali, Côte d’Ivoire, Senegal, Tunisia, Mauritania, Morocco, and Mauritius, among others — each sharing their national perspectives and experiences. Their participation underscored the depth of political commitment to improving foundational learning and reflected a growing consensus that Africa’s education transformation must be led from within.

The three-day programme was fully packed — discussions ranged from education financing amid global funding cuts to teacher development, teaching at the right level, and the challenge of out-of-school children. Foundational learning featured prominently throughout the sessions, reinforcing the urgency to ensure that every African child not only goes to school but actually learns.

Learning beyond access

One of the recurring messages throughout the Triennale was both sobering and familiar: access has improved, but learning has not kept pace. Across Africa, millions more children are entering school than ever before, yet far too many leave without mastering basic reading or numeracy skills. Around 100 million children are still out of school, and for many who are enrolled, learning outcomes remain worryingly low.

I was aware of these challenges even before I travelled to Accra, but hearing ministers, researchers, and educators from across the continent echo this reality — backed by evidence and urgency — made it resonate differently. The call was clear: it is no longer enough for children to attend school; they must learn.

At the same time, the progress made across the continent was equally important to highlight. The plenary and breakout sessions provided valuable insights from participating countries - sharing their experiences, successes, and challenges in adapting solutions to improve learning outcomes. Countries presented what had worked and been scaled successfully, the lessons learned, and the next steps they plan to take. It was encouraging to see examples of effective reforms in teacher development, curriculum alignment, assessment frameworks, and localized innovations — proof that African countries are learning from one another and moving steadily toward systemic improvement.

Connections and conversations

Personally, the Triennale was a rewarding opportunity to learn from key players in the foundational learning ecosystem. Through various plenary and breakout sessions, I heard insights from the People’s Action for Learning (PAL) Network, the Programme for the Analysis of Education Systems (PASEC), and other regional initiatives. Their presentations and discussions highlighted how data-driven assessments, collaborative research, and system-wide learning reforms are helping countries better understand and improve children’s learning outcomes.I also connected with colleagues from many of the participating countries. These new relationships represent not just professional connections, but crucial entry points for future regional collaboration and shared learning.

I was also in excellent company of AFLEARN researcher Jack Tunde, Dr. Linda Zuze (AFLEARN Principal Researcher), and Prof. Cally Ardington (DataFirst Director and Head of AFLEARN). Their experience anchored our conversations and sharpened my takeaways.

The atmosphere in Accra was one of optimism anchored in realism: no one pretended the challenges were small, but there was a strong sense that Africa’s education transformation will be led from within. Ministers, technical experts, and civil society voices all emphasized African-led leadership, innovation, and ownership as the cornerstones for sustainable progress.

Key takeaways from the ADEA Triennale 2025

As the curtains fell on the Triennale, the collective message was clear — the time for analysis has passed; now is the time for commitment and implementation. Several themes stood out as guiding principles for the way forward:

1. Improving foundational learning

• Assessment and data: Strengthen African-led efforts to generate, align, and use high-quality foundational learning data to inform policy and practice.
• Advocacy and inclusion: Prioritize foundational learning, particularly pre-primary and basic education, and expand access to inclusive education to ensure no learner is left behind.

2. Promoting innovation and digitalization

• Harness technology and AI to personalize learning and expand access, especially in remote and rural areas.
• Accelerate digital transformation through ICT infrastructure, online tools, and strong data systems.
• Support digital literacy initiatives across all education levels.
• Explore innovative financing mechanisms such as education bonds, diaspora funds, and blended finance to mobilize new resources.

3. From policies to systems and processes

Move beyond signing policies to commitment and practical implementation, ensuring that political will translates into classroom impact.

4. Building leadership and local ownership

• Strengthen African-led educational leadership to sustain reform momentum.
• Foster local innovation and resource mobilization at national and community levels to drive ownership and accountability.

5. Sustainable school leadership and teacher development

• Encourage innovative approaches in school leadership, teacher preparation, and continuous professional development to support effective teaching and lifelong learning.
• These takeaways reinforced a central idea: that data, innovation, and local ownership must work together if Africa is to deliver quality learning for every child.

A personal note - and a missed fugu

On the last day, which was also my final day in Accra, we wrapped up around 1:00 p.m. I had a meeting shortly after and was due to head to the airport soon after that. I had planned to buy some gifts for my wife and kids, and hopefully a fugu. The Deputy Minister of Education for Ghana, Dr. Clement Abas Apaak, had one in rich, earthy tones - elegant yet understated - that really caught my eye. Perhaps even two fugus - a matching set for me and my soon-to-be teenage son. No guarantee he would actually like it, but it was a risk I was willing to take.

However, in true travel fashion, the window between the Triennale, my meeting, and the airport transfer vanished before I knew it. I only managed to buy gifts for my family — the fugu would have to wait. It was a small, bittersweet note in an otherwise deeply fulfilling week. I’ve been to Accra before and somehow never bought one, but that’s now firmly at the top of my to-do list for my next visit.

Still, as I left Accra, I realized that while I may not have found a fugu, I had found something even better, threads of collaboration, ideas, and purpose woven across conversations and connections.

Looking ahead

My first ADEA Triennale was more than a conference; it was a window into the continent’s determination to redefine education for the next generation. The event reminded me that while the challenges are real — from financing gaps to learning deficits — the leadership, innovation, and data capacity exist right here in Africa.

The next time I find myself in Accra, I will make time for the fugu. But more importantly, I will continue stitching together the ideas and collaborations that the Triennale inspired — threads that, collectively, could shape a stronger fabric for Africa’s educational future.

Acknowledgements

A huge thank you to the Association for the Development of Education in Africa (ADEA) for the excellent organization and the incredible team spirit among delegates, facilitators, rapporteurs, and chairs.

The hospitality in Accra was exceptional. Many thanks to the Government and Ministry of Education of Ghana, and to the people of Ghana for being such gracious hosts.

I’m especially grateful to the African Foundational Learning Research Network (AFLEARN) and DataFirst, University of Cape Town, for making my attendance possible. Attending the Triennale as a Consultant Senior Research Officer with AFLEARN (DataFirst, UCT) was a privilege — and an inspiring opportunity to connect my work on data and foundational learning to the broader continental conversations on education transformation.