• Date

    16 -19 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. Equip participants with strategies of integrating skills in a competence based curriculum
  2. Create a platform for education experts and diverse stakeholders to exchange knowledge, experiences, and best practices related to curriculum transformation and technology innovation in education across different levels.
  3. Foster collaborative dialogue among participants to address the challenges and opportunities in quality curriculum transformation.
  4. Establish concrete action plans and recommendations that align with SDG 4 goals and the Africa Agenda 2063, particularly focusing on ensuring inclusive, equitable, and quality education for all.
  5. Formulating policy recommendations that address the evolving needs of education through the curriculum in the context of a rapidly changing world with complex issues to address.
  6. Establish mechanisms for evaluating the impact of the curriculum transformation for measuring the transformation of education.

Theme and Sub-Themes

Transforming curriculum and building resilient inclusive education systems for lifelong, quality and relevant learning in Africa using the 21st  century competences and Technology.

  1. This sub-theme explores various approaches to curriculum development with a strong emphasis on transforming education, curriculum decolonisation, and Hybrid Learning environment to achieve quality learning.
    • Exploration of cutting-edge approaches to curriculum development that align with the demands of transforming Education agenda
    • Exploring the design, development and implementation of endogenous curriculum to decolonize education and achieve effective contextualised curriculum
    • Successful approaches for innovative curriculum design, development and implementations, case of competency-based curriculum, or others.
    • Flexible Hybrid Learning (FHL) models to reinforce curriculum transformation implementation
    • Lifelong Learning as a competence in a transformative curriculum for quality education

This sub-theme examines the transformative impact of technology in the curriculum to enhance learning experiences of the student by addressing challenges and highlighting the opportunities.

    • Analysis of the positive and negative  impact of technology innovation in education, such as the use of AI, simulations, and others in bridging the gaps in student learning
    • Explore challenges and opportunities in implementing technology integration for transformative pedagogies.
    • Discussion on the integration of adaptive learning technologies to implement personalised learning  as student support mechanism
    • Discussion of the use of digital tools, including AI and machine learning integrated in platforms for effective teaching and learning in TVET programmes
    • Approaches in using technology to produce digital quality learning resources

This thematic area examines mechanisms for ensuring and measuring the quality of the curriculum that transforms the learner. It discusses standards for evaluating the curriculum and the technology integration effectiveness, exploring strategies for continuous improvement, and assessing curriculum quality through learner and school performance.

  • Examination of mechanisms for ensuring and measuring the quality of educational transformations across diverse levels.
  • Discussion on standards and benchmarks for evaluating the effectiveness of curriculum and technology integration.
  • Exploration of strategies for continuous improvement in curriculum development and implementation.
  • Assessing the quality of a curriculum toward learners and school performance

This thematic examines the harmonisation of unique education approach and the curriculum development. In addition, it investigates challenges in implementing Competency-Based Education across the continent and look at continuous effective professional development strategies for educators. It also explores the integration of anti-corruption education at all levels to cultivate a responsible citizenry through transparent governance.

  • Curriculum development and implementation alignment between initial teacher education and basic education
  • Establishment of unique national educational approach across different educational levels
  • Investigation of the reasons Competency-Based Education is a challenge in most countries in Africa
  • Discussion of the importance of both vertical (within a single level) and horizontal (across different levels) alignment in curriculum design.
  • Discussion of the integration of global competencies, including cultural awareness, environmental literacy, and global citizenship, into curriculum design and development at all levels.
  • Exploration of effective professional development strategies for educators to facilitate successful curriculum transformation
  • Integration of anti-corruption education through transparent governance into primary, secondary and tertiary education to foster a new generation of citizens.

This sub-theme investigates the use of authentic assessments for learner competency development reflecting real-life scenarios and 21st-century skills. It also explores the integration of modern technologies in automated grading and feedback systems with an emphasis on assessing strategies to ensure inclusive assessments accommodating diverse learning styles and abilities.

  • Exploring the use of authentic assessments for competency development that mirror real-life scenarios and skills relevant to the 21st-century.
  • The use of artificial intelligence and machine learning in automated assessment grading and feedback.
  • Exploring innovative and technology-driven approaches to assessments that align with the goals of the transformative curriculum
  • Examining strategies to ensure that assessments are inclusive and accommodate diverse learning styles and abilities.

The sub-team engages in discussions about aligning TVET curriculum with the current and future needs of the rapidly changing world. It also explores innovative pedagogies for effective delivery of TVET and STEM education; and also scrutinises national and regional policy frameworks supporting the advancement of STEM and TVET in the transforming education environment.

  • Discussion of the approaches to developing TVET curriculum that are closely aligned with the current and future needs of industries in the 4IR
  • Exploration of innovative pedagogical approaches for delivering TVET and or STEM education, including hands-on learning, project-based methods, experiential and situated learning.
  • Examination of national and regional policy frameworks that support the advancement of STEM and or TVET in the transforming education environment

This theme addresses the needs of learners and explores how curriculum design can support a transformative curriculum for an inclusive and equitable education system. It also examines the role and impact of curriculum in a multilingual environment.

  • Meet the needs of learners from diverse socio-economic backgrounds, marginalized groups and learners with special needs.
  • Examine how curriculum design can support cultural competence, diversity, and equitable learning opportunities for all students.
  • Exploring strategies to ensure curriculum transformation efforts are inclusive and equitable within a diverse student population.
  • The role and impact of local languages for inclusive and equitable education for transformative and relevant education.

It explores the design of a curriculum centred on the learners well-being, their mental health, the Social and Emotional Learning, addressing the role of parental and community involvement. It also examines the capacity development of educators in SEL education.

  • Exploring the design of the curriculum-centred around learner well-being, and Social and Emotional Learning (SEL).
  • The Role of Parental and Community Involvement in Supporting SEL in Education
  • Addressing Mental Health and Well-being through Social and Emotional Learning
  • Ethical Dimensions of Integrating SEL into Educational Policies and Practices
  • Teacher Training and Professional Development for Effective SEL Implementation