Beyond pilotitis: Zimbabwe calls for continental action on foundational numeracy

By Prof. Torerayi Moyo, Honorable Minister of Primary and Secondary Education, Zimbabwe

During the Foundational Learning Exchange 2026 in Lilongwe, Zimbabwe’s Minister of Primary and Secondary Education, Hon. Prof. Torerayi Moyo, made the case for giving foundational numeracy the same priority as literacy — and called for the development of an Africa Foundational Numeracy White Paper, a continental framework capturing evidence-based approaches, policy commitments, implementation lessons and strategic actions. His remarks built on evidence from the GEM Report Spotlight series, including Learning Counts, the 2024 report examining how curriculum, textbooks, teacher guides and assessment align (or fail to) in primary mathematics across Africa. What follows is adapted from his opening address at the numeracy session during the conference.

At the core of Zimbabwe’s ambitious national development agenda is the principle of leaving no one and no place behind. The Zimbabwean Government remains steadfast in its commitment to providing every learner, regardless of circumstance, with equitable access to quality, and relevant education that equips them with the knowledge, competencies, values and skills required to flourish in school, in the workplace and throughout life. The decisions we take as policymakers today will influence the quality of learning experienced by millions of children and, ultimately, determine Africa’s capacity to build inclusive, innovative and resilient societies.

In this regard, I propose that we collectively consider the development of an Africa Foundational Numeracy White Paper as a continental framework that captures, evidence based approaches, policy commitments, implementation lessons, and strategic actions required to strengthen foundational numeracy across our education systems. Such a document could be developed and discussed through the African-Union led LEARN Network for peer-learning with AU-CESA clusters, and would provide a common reference point for governments, development partners, researchers and practitioners, while respecting the unique contexts and priorities of individual nations.

Furthermore, we should establish a Continental Repository for Foundational Numeracy, a dynamic platform where countries can share research, teaching resources, assessment tools, successful programmes, and practical innovations that have demonstrated impact. This repository would ensure that knowledge generated in one part of the continent becomes accessible to educators, policymakers, and partners across Africa, allowing us to collectively accelerate what works.

We must guard against ‘pilotitis’, the cycle of repeatedly introducing short-term pilot initiatives that demonstrate promise but fail to transition into sustainable, system-wide solutions once external funding concludes. Our collective focus must be on strengthening pathways for successful interventions to be embedded within national systems, ensuring that proven approaches are scaled and sustained beyond individual projects and funding cycles.

For many years, foundational literacy has deservedly received considerable attention across our education systems. However, foundational numeracy deserves equal prominence, and is a cornerstone of foundational learning.

Numeracy is far more than the ability to perform calculations. It is the language through which children learn to reason, analyze information, solve problems, and make informed decisions. It underpins scientific discovery, technological advancement, engineering, financial capability, and economic productivity. In an increasingly digital and knowledge-driven world, mathematical literacy has become an indispensable competency for learning, for work, and for active citizenship.

When a child develops strong numeracy skills in the early years, that child acquires the confidence to think critically, to interpret information, to solve everyday problems, and to continue learning successfully throughout their educational journey. Conversely, when foundational numeracy is weak, learning deficits accumulate over time, limiting opportunities for further education, productive employment and meaningful participation in society.

Encouragingly, Africa is no longer asking whether improvement is possible. Across our continent, and indeed across the world, there is an expanding body of evidence demonstrating that meaningful gains in foundational learning can be achieved. We have learnt valuable lessons from reforms that have succeeded and equally important lessons from those that have fallen short. Our collective responsibility now is to apply that evidence wisely, and ensure that successful practices become integral components of national education systems rather than isolated projects.

Sustainable improvements in learning do not occur by chance. They are the product of deliberate policy choices, sustained political commitment, and coherent education systems. Across Africa and beyond, evidence consistently demonstrates that countries achieve stronger learning outcomes when curriculum, teaching and learning materials, teacher preparation, classroom practice, assessment systems, school leadership and education financing are designed to work as an integrated whole. Lasting reform is therefore not achieved through isolated interventions, but through the deliberate alignment of every component of the education system around a shared vision of learning.

Our continental aspirations reinforce this obligation. The African Union’s Agenda 2063 recognizes education as a catalyst for inclusive growth, sustainable development and regional integration. Likewise, the Continental Education Strategy for Africa (CESA) 2026-2035 places foundational literacy and numeracy at the center of efforts to prepare African learners for the opportunities and challenges of the twenty-first century.

These global and continental commitments converge on a single, compelling message: improving foundational learning is not solely an education sector priority. It is important for economic transformation, social cohesion, innovation, and sustainable development. It is therefore our collective responsibility, as Ministers, policymakers and partners, to ensure that no African child is denied the opportunity to build these essential foundations.

Such a transformation cannot occur without investing in the people who drive everyday learning. Teachers remain the most influential school-based factor in improving learner outcomes. They require more than occasional training workshops; they need continuous professional development, instructional coaching, access to quality teaching resources and supportive school leadership. Equally important is the need to reposition assessment as an instrument for improving learning rather than merely measuring it. Effective assessment enables teachers to identify learning gaps early, adapt instruction accordingly, and ensure that no learner is left behind.

Zimbabwe has embraced this systems approach as the cornerstone of its education reform agenda. Guided by Vision 2030, the National Development Strategy 2, and our Heritage-Based Curriculum, we are transforming education to develop competent, confident and responsible citizens who can contribute meaningfully to national development.

Recognizing that strong education systems are built upon strong foundations, our country continues to prioritise foundational literacy and numeracy during the early years of schooling, moving beyond rote memorisation towards meaningful learning that prepares learners for life and work in an increasingly complex world. We are strengthening curriculum implementation through the provision of age-appropriate teaching and learning materials, enhancing teacher professional development, expanding formative assessment, improving instructional support, and making greater use of education data to inform both policy decisions and classroom practice. At the same time, we are harnessing appropriate digital technologies to enrich teaching and learning while ensuring that technology complements, not replaces, the indispensable role of well-prepared teachers.

Transforming education requires leadership that is visible, collaborative, and sustained at every level of the system. Ministers provide strategic direction and mobilize political commitment . Senior officials translate national vision into policy and implementation frameworks. Provincial and district education leaders support schools in delivering reforms with fidelity and consistency. School heads cultivate environments in which quality teaching and learning can flourish, while teachers transform national aspirations into meaningful classroom experiences. Every level of leadership carries responsibility because every learner deserves the opportunity to succeed.

It is strong leadership that will help us move beyond isolated interventions and build a coordinated continental approach that enables countries to learn from one another, scale proven solutions, and accelerate progress for every learner. Africa has demonstrated remarkable innovation in developing context-specific approaches that respond to the realities of our diverse education systems. Our responsibility now is to ensure that these lessons cross borders and become shared assets that benefit all our children.

Let us commit ourselves to a renewed continental partnership for foundational numeracy. Every child is born to learn. Let us commit to sharing evidence, strengthening systems, supporting teachers, and ensuring that each and every one of them has access to the foundational learning opportunities they need to thrive. The future of Africa will be shaped in our classrooms. The investments we make today will determine the leaders, innovators, professionals, and citizens of tomorrow.

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