Raising the Profile of African Education Research and Researchers: Foundational Learning (Phase Two)

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The Foundational Learning project is a dual-phase initiative to strengthen the visibility,  collaboration, and the impact of African education researchers working to improve  Foundational Learning  for primary school children across the continent.

A collaboration between ESSA and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, and supported by the Gates Foundation, the project is connecting research to policy and practice to improve foundational learning.

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Phase Two: Deepening Impact

Phase two is focusing on Ghana, Kenya, and Senegal. This next phase is supporting African researchers and amplifying the impact of their work on Foundational Learning.

Over the last two years, we have:

• Provided grants to African researchers conducting Foundational Learning research.

• Bridged research and policy by connecting researchers with policymakers to co-create locally relevant research agendas.

• Strengthened research communities of African scholars dedicated to Foundational Learning.

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Webinar series

Join ESSA and the REAL Centre on 1st September 2026 for the final webinar in the 'Advancing Foundational Learning Through African Research Perspectives' series, exploring how to strengthen numeracy among learners in the early grades.

Bringing together African researchers, policymakers, and practitioners, the discussion will examine promising approaches to improving numeracy and the role of African-led evidence in shaping policies and practices that help every child build strong foundations for learning.

Register here

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From Evidence to Impact

Researchers Strengthening Foundational Learning Across Africa

Sixteen African researchers are advancing solutions to improve how children learn across the continent, supported by targeted grants of up to $15,000. Spanning Ghana, Kenya, Senegal, and Zambia, these researchers are generating evidence that can directly shape education policy and classroom practice.

This support is part of an ongoing effort by ESSA and the REAL Centre to strengthen African-led research on foundational learning, ensuring that locally grounded evidence informs the decisions that matter most for children’s learning.

Building on earlier progress, this phase deepens collaboration, amplifies researchers' voices, and strengthens the link between research, policy, and practice across sub-Saharan Africa.

Learn more

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Publications

Workshop Reports

• Promoting Locally Led and Policy-Relevant Foundational Learning Research Priorities in Ghana

• Promoting Locally Led and Policy-Relevant Foundational Learning Research Priorities in Kenya

• Promoting Locally Led and Policy-Relevant Foundational Learning Research Priorities in Senegal

• Promouvoir la recherche locale sur l'apprentissage fondamental pour éclairer les politiques éducatives au Sénégal

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Phase One: Mapping the Landscape

Phase one mapped the researchers, institutions, and evidence shaping Foundational Learning in Ghana, Kenya, Senegal, and Tanzania. This resulted in several valuable outputs, including detailed reports and blogs.

Findings from Phase One:

• Low funding levels: Funding for Foundational Learning research is relatively low, particularly in Ghana and Kenya, where only 8% and 11% of research outputs received funding, respectively, with most funding coming from international organisations and through external philanthropy.

• Gender disparities: Female researchers are significantly underrepresented in Foundational Learning research, highlighting gender disparities in authorship, collaboration, and access to funding opportunities.

• Limited visibility and uptake: The relevance and utilisation of the identified research outputs in educational policy and practice remain unclear, as studies were primarily identified in local repositories and academic journals that are often excluded from international databases and evidence reviews.

Learn more about Phase one

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The project aims to create lasting impact by strengthening Foundational Learning research and practice across Africa, ultimately contributing to improved educational outcomes for children.