Education leaders from across Africa have commended Rwanda's Early Childhood Development (ECD) system for its integrated approach to early learning, which they say is setting a model for the continent.

They made these remarks following their school visit session on November 13, at the closing of the three-day Africa Foundational Learning Exchange (FLEX) 2024.

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Pia Britto, UNICEF’s Director of Education and Adolescent Development, reflecting on her visit at an Early Childhood Development (ECD) centre, said: "The visit exemplified how a system is built on three essential components. First, the demand side is crucial. The ECD centre we visited was strategically located near communities that had relocated from hazardous areas.

"Families contribute small fees to access the service, which fosters a sense of ownership and engagement, a critical element for the development of young children. Parents are deeply invested in their children’s early experiences, and this involvement strengthens their developmental bonds,” she said.

Governance, she added, was also an important factor in the success of the system.

Britto said Rwanda began building early childhood centres 12 years ago, driven by the First Lady’s vision. In just 10 years, the country created a system that helps children’s development, calling it transformative.

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"If we follow Rwanda’s example and build on these successful models, we can significantly impact the fight against learning poverty across the continent. The collective commitment we’ve witnessed here today will pave the way for meaningful change,” she said.

Torerayi Moyo, the Minister of Education of Zimbabwe, also commended the effectiveness of the centres in providing quality early childhood education.

"One of the key observations we made was the structure of the ECD centres. They are either formal centres with clear authority overseeing operations or home-based centres.

"The formal centres cater to children as young as two or three years old, up to around five years old. I was particularly impressed by their well-organised feeding programmes. The children are provided with meals, ensuring they are well-nourished and energised for learning,” he said.

Minister Moyo was particularly impressed by the student-centred teaching approach.

"What stood out to me was how teachers act as facilitators, providing minimal supervision while encouraging collaborative learning. Students engage in group discussions, share feedback, and learn from each other. This model fosters critical thinking and teamwork,” he said.

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Awut Deng Achuil, the Minister of General Education of South Sudan, also commended Rwanda’s emphasis on creating a conducive environment for both students and teachers, noting the significance of planting and nurturing trees.

"With climate change becoming an increasing challenge, I believe this approach adds tremendous value to Africa’s education system,” she said.

She emphasised the importance of learning from each other’s successes.

"We don’t need to reinvent the wheel; we just need to learn from one another’s achievements,” she added.

In his closing remarks, Minister of Education, Joseph Nsengimana, reflected on the productive discussions over the past three days.

"We have shared invaluable insights, strategies, and visions to tackle foundational learning challenges across Africa. Your active participation has made the dialogue both meaningful and transformative," he said.

Minister Nsengimana urged his fellow leaders to keep the momentum going beyond the event: "Let us remember that our work extends beyond these sessions. Together, we are laying the foundation for a future in which every African child has access to quality education.

"I call upon my fellow ministers to join me in ending learning poverty in the coming decade. Let us make this our shared priority, working together and learning from one another to achieve this goal. It is possible," he said.