Education International Africa

The EI Africa Communications Network (ComNet) held an online meeting on 18 March 2026, to discuss how education unions can lead the decolonisation of education systems across Africa. The meeting brought together Union representatives and members, communication officers and young educators from across the region.

Opening the meeting, Dr Dennis Sinyolo, Regional Director of EI Africa, reminded participants that colonial legacies still shape many of Africa’s education systems. He said,“Decolonisation of education is about ensuring that education responds to the social, cultural, and developmental needs of our people, it is about building education systems that are rooted in African realities while engaging confidently with the rest of the world”He emphasised that quite often African learners continue to study foreign content, histories and languages that do not reflect their realities.

Dr. Sinyolo urged unions to challenge the status quo and defend teacher autonomy. He highlighted four important strategies for decolonising education in Africa:

1. Decolonise the Mind– we cannot decolonise our education systems while remaining prisoners of colonial education systems in our minds or thoughts. The colonial education systems were designed to subjugate the majority and promote a privileged few.
2. Decolonise the Curriculum –the curriculum should be rooted in the national context and reflect our values, cultures and aspirations, while embracing relevant regional and global trends.
3. Decolonise education reforms –education reforms are often dictated by donors or hired experts from the global north. Teachers and their unions should be at the table when decisions on education policies and reforms are made.
4. Decolonise education financing -He who pays the piper calls the tune. Our governments have enough resources to invest in education. That is the reason whyEI’s Go Public Fund Education campaignis so important. Through the campaign, we call for investment in education, teachers and infrastructure.

The meeting featured a presentation from Rebeca Logan, EI’s Director of Campaigns and Communications. She drew on Education International’s 2024 research, Unions Leading the Way to Decolonise Education, showing that unions are already taking action across continents. She said,“Unions are the most capable voices to propose the transformation of education policies.”She encouraged communicators to organise, represent and mobilise around decolonial narratives that centre teachers and communities.

Country experiences provided practical insights into progress, challenges, and opportunities for decolonisation.

From Zimbabwe, Daisy Zambuko of Zimbabwe Teachers Association (ZIMTA) highlighted the country’sHeritage-Based Curriculum (2024–2030). She explained that the curriculum validates indigenous knowledge, promotes mother‑tongue instruction, and introduces School-Based Continuous Assessment. She described teachers as the“midwives of decolonisation’’, emphasising their central role in curriculum delivery. She also stressed the union’s advocacy for teacher training, resources, and infrastructure, noting that decolonisation cannot succeed without investment in materials, textbooks, and rural school facilities.

From Tanzania, Prosper Lubuva of TanzaniaTeachers Association (TTU) shared the country’s long-standing use of Kiswahili as a language of instruction in primary schools. He explained that using an African language improves participation and comprehension for learners. He spoke about arguments raised by other school of thoughts concerning the use of Kiswahili in secondary schools instead of English in a global world. He also raised challenges linked to the transition to English in secondary education, noting that clear policies and teacher support are essential for meaningful language reform.

The meeting concluded with clear action points for unions:

• Produce and use union‑led research.
• Advocate for curriculum reforms that reflect African realities.
• Promote African languages in education.
• Defend teacher professional autonomy.
• Strengthen communication and solidarity across the region.

In closing, Dr Sinyolo thanked all participants and encouraged unions in the continued fight for decolonization of education in Africa at national levels, he reminded them that unions are stronger together!