Day 4 AEAA News

The day began with a warm welcome from the moderator, Mr. Taye Worku, who invited delegates to share impressions from the previous day’s excursion. The feedback reflected a shared pride in Africa’s history and set the tone for a day focused on building a better future.

Excursion Highlights

The Power of Evidence: From Data to Actionable Insights

The intellectual cornerstone of the day was a compelling keynote address by Prof. Ann O’Connell on “Data as Evidence: Implications for Building an Evidence Base in Education.” She emphasized that high-quality data is the foundation of educational research and essential for generating reliable evidence about what works. Professor Ann noted that education research has historically received less funding and training than other fields, calling for greater investment to support evidence-based interventions. She remarked that building the capacity of researchers is critical to ensure data are effectively applied in schools to drive genuine improvement.

The key takeaway was clear: data are not an end in themselves; they are the raw material to be refined and applied to transform practice.

“…education research has historically received less funding and training than other fields…” (Prof. Ann’s view)

Mr. Tsegaye Lolaso 

The day's plenary discussions culminated in a synthesis chaired by Prof. Ibrahim Danstani Wushishi, who wove together the philosophical and practical insights to reaffirm a shared commitment: to use assessment as a tool for progress and a catalyst for collaboration across the continent.

Chairperson Prof. Ibrahim Danstani Wushishi

Harmonizing for Continental Progress: A Shared Vision

Building on the theme of data-driven policy, a series of plenary sessions featured a framework from the UNESCO Institute for Statistics (UIS) for aligning national assessments with global standards. With a focus on SDG 4.1.1a and 4.1.1b, which are aligned with Assessment for Minimum Proficiency Levels (AMPL) and the Global Proficiency Framework (GPF), presenters showcased how African nations are leveraging this data. Case studies from The Gambia, Kenya, and Zambia illustrated how AMPL data can inform national education strategies, policy revisions, curriculum adjustments, and equity-focused initiatives. The overarching message was that African nations can and should measure what matters most for their children, adopting a unified, data-driven approach to educational development.

African nations can and should measure what matters most for their children, adopting a unified, data-driven approach to educational development. (Views from UNESCO-UIS)

The conference also highlighted the crucial role of the private sector in driving locally led solutions. Notable presentations included Qelem Meda Technologies, which showcased its African-led innovations. Similarly, Berhaneena Selam Enterprise and CQ Tech, which detailed their services in paper printing, certification, and exam management.

Representative of CQ Tech presenting its products for educational assets

In a particularly compelling session, Mr. Tsegaye Lolaso Lenjebo and Mr. Bruce Oreh of the IRC presented their findings on the direct link between comprehensive teacher professional developments and improved learning outcomes. Their research showed how targeted training improves teacher attitudes, well-being, instructional practices, and the overall quality of the learning environment, reinforcing the idea that investing in teachers is foundational for systemic change.