APPG on Global Education hosts High-Level Ministerial Roundtable on Foundational Learning

On Wednesday, 21 May, the APPG on Global Education, Results UK and International Parliamentary Network for Education (IPNEd) hosted a High-Level Roundtable on Foundational Learning, under the theme “Partnering to Drive Improvements in Foundational Learning in Africa”. The event brought together African Ministers of Education, UK Parliamentarians, senior FCDO officials, and members of the Coalition for Foundational Learning. Held on the sidelines of the Education World Forum, the roundtable offered a unique opportunity to hear directly from seven African countries about their shared mission to improve foundational learning outcomes and what this looks like in their specific national contexts.

In her opening remarks, Baroness Christine Blower, Chair of the event and Vice-Chair of the APPG on Global Education, recognised the growing momentum to transform foundational learning across Africa and the UK Government’s role as a major champion of foundational learning. She noted the UK government’s significant investment in early learning and leadership in global conversations to prioritise the issue. She acknowledged the importance of sustaining this progress in the face of emerging challenges. With the UK aid envelope reducing by 40%, Beth Arthy, Director of Education and Gender Equality at the FCDO, stressed that this is a crucial moment to work together to improve the effectiveness of both global and national education financing.

Why foundational learning?

In sub-Saharan Africa, 90% of 10-year-olds are unable to read a simple sentence or do basic maths. Yet foundational learning is one of the most effective, measurable investments in global development, with clear links to gender equality, economic growth, and long-term stability.

Ben Piper, Director, Global Education Program at Gates Foundation, reiterated that the economic return of foundational learning is substantial. Evidence has shown that for every $1 spent on foundational learning, there is a $30 dollar return and global GDP could be raised by $6.5 trillion annually if every child was in school and achieving basic skills. He highlighted that the Gates Foundation is doubling down efforts on foundational learning through the launch of its new strategy aimed at improving the learning outcomes of 15 million children in the next four years.

Discussions

Ministers of Education from South Africa, Ghana, Sierra Leone, Zambia, Malawi, Zimbabwe, and Uganda shared national strategies and innovations already demonstrating results, from catch up programmes and teacher training, to using local languages and evidence-based instruction. Their messages were clear: change is happening, but international support must align with national priorities and long-term plans.

Hon. Siviwe Gwarube MP, South Africa’s Minister of Basic Education, shared her country’s commitment to prioritising foundational learning. She emphasised that “literacy and numeracy are the foundation upon which all future learning is built, and without it, learners fall behind.” As a result, foundational learning has been integrated into South Africa’s education reform strategy and the G20 agenda.

On targeted interventions to support learners, Hon. Haruna Iddrisu, Minister of Education, Ghana, spoke on the importance of using local languages to improve reading skills. He noted that the Ministry is actively working to strengthen government policy to promote instruction in 12 Ghanaian languages, helping learners transition more effectively to English language.

We heard from Hon. Conrad Sackey, Minister of Basic and Senior Secondary Education, Sierra Leone, who shared that 20 percent of the national budget is allocated to education, one of the highest proportions in Africa. In addition to this, a one percent withholding tax is dedicated to education. He emphasised that Sierra Leone is taking “bold and brave steps to drive national development” by embedding institutional reforms into education plans and promoting long-term thinking that extends beyond annual budget cycles. Hon. Sackey also gave insights on the importance of innovative financing models that focus on outcomes and performance, with the goal of building sustainability and reducing dependence on external aid.

Zambia’s Minister of Education, Hon. Douglas Syakalima MP outlined the government’s efforts to scale foundational learning initiatives nationwide. He noted that the President of Zambia, H.E Hakainde Hichilema, has been recognised as the first champion for foundational learning in Africa and Zambia remains the first country to launch the End Learning Poverty for All in Africa Campaign which focuses on supporting children to read, write, and solve arithmetic problems. He reflected on the transformative impact of policy shifts, highlighting that just three years ago, education was not free in Zambia. Since declaring free education, over two million children have gone back to school. He concluded by affirming that education is the most effective economic policy.

Hon. Madalitso Kambauwa Wirima MP, Minister of Education for Malawi, expressed disappointment over the withdrawal of partner support at a critical time when the country is gaining momentum in foundational learning and scaling up effective approaches. Despite funding constraints, she emphasised that Malawi remains committed to placing foundational learning at the core of its education agenda. Given the current realities, the ministry is refocusing on proven strategies, exploring new forms of funding, striving to achieve more with limited resources, and actively pursuing public-private partnerships.

Hon. Dr. Torerayi Moyo MP, Minister of Primary and Secondary Education, Zimbabwe echoed that a weak foundation leads to a bleak future. He stated that strong partnerships are essential for achieving meaningful outcomes. In Uganda, efforts are focused on building systems that guarantee access to quality education for all. Hon. John Muyingo MP, Minister for Higher Education, reiterated that the ministry ensures these priorities are reflected in Ugandan national budgets, and also links training programs to both rewards and sanctions to drive accountability and improvement.

Judith Herbertson, Head of Girls Education at FCDO, responded by stating that amid the challenging ODA climate, the UK government is committed to championing and supporting country efforts and working as partners at the local, national and global level to deliver transformational change at scale for foundational learning.

Madam Ruth Kagia, High-Level Envoy and Advisor for Education at Global Partnership for Education, and Dr Halil Dundar, Practice Manager of the Global Engagement and Knowledge (GEAK) at World Bank, briefly highlighted the ways GPE and World Bank are working closely with partner countries to invest in foundational learning. 

Reflections on UK Aid Cuts

The ministers echoed that the UK government’s decision to deprioritise education in the ODA budget is disappointing and called for reconsideration. Despite progress, significant gaps in foundational learning remain worldwide, presenting an opportunity for reflection and renewed focus. Rather than viewing assistance solely as aid, they urged the UK government to see it as an investment with global growth potential, including the benefits a skilled African workforce can bring to Europe.

They affirmed that foundational learning is a key driver of economic growth, requiring innovative resource mobilisation and new concepts to sustain progress. It is essential to maintain what works and recognise that a healthy society cannot exist if its citizens cannot read.

The session was brought to an end with remarks from Joseph Nhan-O’Reilly, Director, International Parliamentary Network for Education (IPNEd),  who thanked the Ministers for their impactful contributions in driving progress for foundational learning in their countries. He emphasised that a healthy society cannot exist if its citizens cannot read.

We thank Association for the Development of Education in Africa, Human Capital Africa, the Foundational Literacy and Numeracy Hub, Better Purpose for their outstanding contributions in making this session a success. We also thank everyone who participated in this important conversation, and look forward to continuing the work together.

#FoundationalLearning

#GlobalEducation

#Education

#APPG

#EWF2025