Dr. Sean Higgins, Lecturer at the Centre for Education and International Development at University College London
Dr. Sean Higgins, Lecturer at the Centre for Education and International Development at University College London, has emphasized the importance of engaging learners and integrating local knowledge to improve education across Africa.
He made the during the launch of the book “Reconceptualising the Learning Crisis in Africa: Multi-dimensional Pedagogies of Accelerated Learning Programmes” by Professor Kwame Akyeampong and himself at the Kempinski Hotel Gold Coast City, Accra, on Wednesday, October 22, 2025.
Support for learners
Drawing on his experience as a former teacher in conflict-affected Sierra Leone and rural African contexts, Dr. Higgins stressed that understanding how to support learners effectively requires actively listening to them and recognizing the knowledge embedded within African communities and educational systems.
He highlighted the challenges posed by dominant global assumptions about what constitutes quality learning, noting that these hegemonic perspectives often marginalize local experiences and expertise. According to Dr. Higgins, events that bring together diverse stakeholders—ranging from local communities to national and international actors—are essential in creating platforms where collective understanding and momentum for change can emerge.
Dr. Higgins underlined that involving multiple perspectives allows education systems to rethink traditional approaches and develop strategies that are responsive to local realities while contributing to global educational discourse. He drew a parallel between inclusive education and democratic practices, suggesting that just as democratic systems thrive on participation and representation, quality education should similarly involve learners, educators, communities, and policymakers in shaping learning outcomes.
Meaningful improvements
By fostering spaces where different forms of knowledge are recognized and valued, Dr. Higgins argued, education stakeholders can drive meaningful improvements that reflect the needs, aspirations, and lived experiences of African children.
He further indicated that this will reinforce the growing consensus among education experts that addressing Africa’s learning challenges requires holistic, context-sensitive, and participatory approaches that bridge local knowledge with international frameworks.
About The Author
