Education experts and policymakers across Africa have called for greater prioritisation of early childhood education (ECE) as a key driver for sustainable development, urging governments to strengthen ECE policies.

The call was made during the third day of the second Africa Foundational Learning Exchange (FLEX) 2024, the largest country-to-country peer learning and knowledge exchange platform on African education on November 13.

Divya Lata, Early Learning and Education Advisor at UNICEF, emphasised the transformative role of quality ECE in promoting sustainable development, poverty reduction, and social inclusion.

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"African nations have demonstrated remarkable resilience and dedication, from creating policies that universalise pre-primary education to training teachers in child-centred pedagogies, and empowering parents to provide the best start for their children," she said.

Lata referenced initiatives like UNICEF&039;s "5 Million Futures," which aims to expand access to ECE across African countries, and highlighted that inclusive, high-quality ECE is not only a developmental target but also a driving force for social and economic progress.

UNICEF Education Economist Haogen Yao presented findings from the newly developed UNICEF Country Action Tracker for Children’s Early Childhood Education 2024.

This tool evaluates global progress in ECE by examining policies and initiatives that support school readiness, teacher training, and parental engagement.

Yao explained, pointing out that although African nations are committed, they are falling behind in implementing comprehensive ECE policies. Currently, only 25 per cent of African countries have enacted national ECE policies, compared to 45 per cent globally.

Gilbert Munyemana, Deputy Director of Rwanda's National Child Development Agency (NCDA), discussed Rwanda's achievements and ongoing challenges in expanding ECE access.

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He described Rwanda's shift in 2016 towards broader ECE access, which involved partnerships with community organisations to create diverse educational settings beyond urban, school-based centres.

"In 2016, only 17 per cent of children had access to ECE, mostly in urban areas, and it was considered a privilege. But with a bold policy, we expanded services, adding community-based and work-based Early Childhood Development (ECD) centres," he said.

This initiative increased enrolment significantly, raising access from 17 per cent to 80 per cent and putting Rwanda on the path towards universal ECE access.

Munyemana stressed NCDA’s dedication to quality as well as access, supported by six pillars: early learning, child protection, hygiene, health, nutrition, and positive parenting.

However, he acknowledged that training well-qualified caregivers remains a challenge.

"We are working with partners to develop professional training programmes for community-based caregivers. By professionalising ECE caregiving, we’re also supporting the care economy, giving caregivers a chance to make a living,” he said.

Grace Milner, Director of Basic Education in Malawi's Ministry of Education, highlighted Malawi's commitment to ECE expansion as a strategic priority aligned with the United Nations' Sustainable Development Goals.

"With this background, Malawi has prioritised pre-primary education expansion. And as you are aware, we also have the Sustainable Development Goals, the SDGs, Target 4.2, which says that by 2030, we have to ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education,” she said.

She added: "With effective leadership, because there’s already political will, and with collective support from our partners, we are sure that we are going to implement this ECE without much challenge.”

Youth advocate Melody Ingabire, from the Care and Help Child Organisation, emphasised the vital role of youth-led initiatives in mobilising communities to recognise the importance of ECE in Rwanda.

Ingabire called for greater support from governments, donors, and decision-makers to further these efforts.

"First, we need partnerships with the government to extend training to youth advocates, not just educators. Since we’re in the communities working directly with parents and caregivers, equipping us with these skills would make a significant difference," she said.

Ingabire also urged for a 15 per cent increase in the education budget to better support early childhood programmes.