Reflections from FLEX 2024: Building political will for foundational learning

By Beth Gum

Mobilising political leadership to drive lasting change in foundational learning and to ensure every child is equipped with foundational skills to thrive.

The three-day Africa FLEX Conference 2024 was well attended by political leaders across the continent, including H.E. Jeannette Kagame, First Lady of Rwanda

• Africa FLEX 2024 was a critical platform to showcase what can happen when political will drives evidence-based solutions on foundational learning.

• Parliamentarians are key stakeholders that can sustain and expand work on foundational learning beyond elections and ensure foundational learning stays on national agendas.

• Turning political will into tangible actions, IPNEd published a 5-point plan for parliamentarians to ensure every child learns.

Attending FLEX 2024 in Kigali, Rwanda last week was a powerful reminder of what can happen when political leaders, development partners and education experts come together with a shared goal: to improve foundational learning across Africa.

With twenty-six Ministers of Education and representatives from over thirty countries in attendance, FLEX 2024 underscored its role as the continent’s largest stage for regional exchange on education. 

For three days, energies were electric and conversations flowed with passion and determination to end the learning crisis - a crisis that demands more than dialogue, it demands action.

On behalf of IPNEd, I felt incredibly energised and inspired to witness and be part of the collective drive of those working to advance foundational learning. 

It wasn’t just the presence of policymakers that stood out, but the growing strength of alliances between governments and international development partners. This kind of collaboration is key to implementing evidence-based solutions at scale. 

Honourable Douglas Syakalima shared Zambia’s Catch-Up programme, developed in collaboration with UNICEF and TaRL Africa, which exemplifies what is possible when political commitment meets evidence-based solutions. 

It is a clear case of political will catalysing change in quality education across a nation. 

However, research shows that Ministers of Education have an average tenure of just two years. This limited time frame can constrain the implementation of long-term policies. This is where parliamentarians can play a pivotal role.

Parliamentarians can sustain and expand work on foundational learning beyond elections and across parties to make sure it remains a national priority. 

By providing oversight, scrutinising government plans, advocating for improved legislation and better budget allocation, parliamentarians can serve as key allies in the drive to improve learning outcomes.

Dr. Benjamin Piper, Director of Global Education at the Bill & Melinda Gates Foundation, shared during his opening remarks that political will and prioritisation are cornerstones to ensuring progress on foundational learning. 

Speakers spotlighted the power of political will and prioritisation in driving improved foundational learning outcomes

To turn political will into tangible actions, we outlined a 5-point plan for parliamentarians to ensure every child learns:

1. Acknowledge the extent of the challenge

Recognising that not every child is in school and learning and the risk associated with generations being left behind is first.

There must be a shared understanding of the issue. Parliamentarians can advocate to constituents, government and beyond that foundational learning is the bedrock of later learning. 

2. Mobilise society wide support for learning

Mobilising collaborations with diverse societal groups is essential for sustainability, implementation and accelerating progress.

National and regional alliances, which we at IPNEd are dedicated to building, are key to increasing momentum around foundational learning, for community implementation and to encourage governments to prioritise learning. 

3. Measure learning

In Africa, there is no data on the learning levels of two-thirds of children. If we don’t know how and whether children are learning, it’s impossible to take action. 

Having assessments that measure well, early and all students are critical to understanding if and how children are learning.

4. Set clear and widely understood targets

With better data available, parliamentarians can support governments to set targets for foundational learning that are clear and widely understood to focus efforts.

Targets can be used to rally constituents, government officials and other stakeholders around foundational learning. 

5. Fund learning

Providing enough financing - and using it more efficiently on effective interventions and for students with the greatest needs - will lead to long-term savings on dealing with the costs of dropout, low skills productivity, and widening income inequality.

Parliamentarians can oversee government budgets and shape how budgets are allocated in support of improved learning outcomes.

Sustaining the momentum from FLEX 2024

FLEX 2024 was more than a platform for dialogue - it was an incubator for and an enhancer of alliances, and a call to action. 

As we turn our attention to next year’s conference in Malawi, we are eager to spotlight the role of parliamentarians in this effort. 

With their leadership, foundational learning can remain a priority beyond electoral cycles, embedding itself in national agendas in the long-term and ensuring every child is not only in school but also acquiring the skills they need to thrive.

By growing the understanding of parliamentarians’ unique role and equipping them with the tools to act, we can amplify their impact. 

As we left Kigali, one thing was clear - the time to act is now. Building alliances with parliamentarians, nurturing political will and scaling evidence-based interventions must become our collective focus carried through to FLEX 2025 and beyond.

This conference was a reminder of what’s possible when passion and purpose align. Now, it’s up to all of us to turn that potential into lasting progress - for every child, in every classroom, across Africa.

Beth Gum is a Senior Policy and Advocacy Adviser at IPNEd. She has been working in the education sector over the last 10 years in different capacities, contexts and countries. She began her career teaching early years and primary students in low- and middle-income contexts, as well as developing curricula and resources on inclusive learning.