• Date

    16th - 19th September, 2024
  • Country

    Windhoek, Namibia
  • Participants

    300 People
  • Scope

    Eight Themes


In the dynamic landscape of education in African countries, there is a twofold trajectory discernible by achievements and challenges as these countries attempt to align with their national priorities amid the 2030 Agenda for Sustainable Development and the increase demands of quality and inclusive education in the era of the Fourth Industrial Revolution (4IR), characterized by artificial intelligence (AI) and big data. This global transformative movement seeks inclusive, just, and equitable futures with an emphasis on economic growth, social development, environmental protection, and global security. Central to this vision is Goal 4 of the Sustainable Development Goals (SDG 4), focusing on inclusive and quality education, alongside the African 2063 agenda aiming to transform Africa into a global powerhouse. However, the pursuits of these agendas face challenges, exacerbated by the COVID-19 pandemic, limited education funding, and curriculum intricacies. Technological advancement, underlined by a multitude of challenges, highlights the critical role of innovative thinking in reshaping education.

Initiatives like UNESCO Futures of Education reminds us to focus on contemporary issues undermining quality education in Africa and it is an opportunity to examine these issues during the 5th Continental Curriculum Conference to propose concrete actions to re-imagine education on the continent. During this conference, participants will be invited to emphasise on collaboration among practitioners, researchers, and administrators within the curriculum development and implementation spheres. With education at a crossroads within the rapid changing World, the African Curriculum Association (ACA) takes the lead in advocating for a paradigm shift in curriculum design, development, and implementation taking into consideration all the thematics of the curriculum. ACA acknowledges the need to address current educational needs while predicting future demands, positioning students as powerful agents of change. The ACA is committed to supporting nations in navigating new demands, particularly in the integration of artificial intelligence, acknowledging the importance of education in ensuring ethical considerations in its use.


  1. To develop a common understanding of how the mismatch between school curriculum, teacher education and learning assessment impact on the quality of education.
  2. To recommend actions on the application of technology in facilitating the process of aligning school curriculum, teacher education and learning assessment in Africa.
  3. To explore the potential of technology and innovation in enhancing curriculum development, implementation, and evaluation.
  4. Discuss and make recommendations on how Africa can make progress toward hybrid modes of educating, learning and assessment combining in-person and distance education.
  5. To elect new office bearers of ACA executive committee.


  1. Exploring the processes of designing and implementing learning experiences, including decisions regarding content (curriculum) and strategies for instruction (pedagogy).
    • Pedagogical theory and instructional practice
    • Curriculum as a program of learning
    • Educational reform in curriculum and instruction
  1. Investigates the processes of specifying educational outcomes and designing methods for measuring student learning, evaluating the effectiveness of educational interventions, or assessing the impact of educational programs on learner’s acquisition of knowledge, skills and values
    • Purposes of assessment (diagnostic, formative, summative)
    • The politics and practice of educational accountability
    • Intelligence or ability, competence or capacity: what are the measurable ends of education?
    • Assessment strategies (portfolio, adaptive, computer)
    • Types of educational measurement (qualitative, quantitative; cognitive, affective, performance)

Inquiries into the organization of formal systems of education and their impact on the teaching and learning process. Examines issues of professionalism in education and the roles of administrators and governing bodies on the educational institution and environment.

  • Learning environments: the changing shape of educational institutions, and changing sites of learning
  • The role of educational organizations in society and/or social change
  • The teaching profession: teachers’ work, roles, and responsibilities
  • Educational policies
  • The changing purposes of education: shaping new kinds of worker, citizen and personal identities
  • Educational administrators: effective leadership in a changing society

Investigations of learning and development in the first eight years of life, and the impact of formal, family, and socio-cultural influences on early learning.

  • Influences of family and social/cultural environments on early learning
  • Early childhood education: the roles of daycare, preschool, kindergartens
  • Early childhood literacies, arts and communications
  • Early childhood numeracies and science

Focuses on recognizing and responding to individual diversity in learners and on the dynamics of teaching and learning in diverse communities and classrooms. Considers issues of learners’ identities capabilities and inter-relationships among students, as well as strategies for promoting social justice, multicultural understanding, and disability mainstreaming

  • Inclusive education
  • Equity, participation and opportunity
  • Minorities and Majorities: how these are changing
  • Special education, learning difficulties, disability

International, global, multicultural and cross-cultural education

Explores the role of technologies in learning, and processes of learning about and through technologies.

  • Technology and human values: learning through and about technology
  • Crossing the digital divide: access to learning in, and about, the digital world
  • New tools for learning: online digitally mediated learning
  • Virtual worlds, virtual classrooms: interactive, self-paced and autonomous learning
  • Ubiquitous learning: using the affordances of the new media

Studies of best practices in teaching and learning Science, Technology, Engineering, Arts and Mathematics

  • Disciplines: teacher’s pedagogical content knowledge in Sciences (pure, applied) and the Arts (Languages, Humanities, Creative Arts)
  • Learning in and about the natural environment
  • Modes of instruction (didactic, inquiry, collaborative)
  • Learning about and through technologies

Conference Organizers