Prof Kwame Akyeampong, Professor of International Education and Development at the Open University, U.K., has urged African scholars, policymakers, and practitioners to take greater ownership of the narrative and substance of education reforms on the continent. 

He made the call while delivering the first keynote address at the International Conference on Education, Development and Innovation (INCEDI) on Monday, 11, 2025, at the Centrelink Conference, Methodist University Ghana, Dansoman Campus, Accra.

The Conference is under the theme: "Education Reforms in the Global South: Lessons from the Past, Insights for the Present."

Prof. Akyeampong emphasised the importance of creating platforms that amplify authentic African perspectives on educational challenges and opportunities.

He expressed deep appreciation to the conference organisers for the invitation, describing the event as a critical space for fostering homegrown insights into Africa’s educational transformation.

“It always saddens me when I attend international conferences and see many issues about Africa being presented by researchers who have never had the real experience of an African.

Conferences like this allow us to present our own perspectives and contribute meaningfully to the global discourse on education and development,” Prof. Akyeampong said.

He lamented that, for too long, the story of education research and innovation in Africa has often been told by outsiders, leading to narratives that paint the continent in deficit. 

Drawing on his extensive international experience, including a recent six-month fellowship in Germany, Prof. Akyeampong contrasted the philosophical and systemic commitment to education he observed in Europe with the fragmented implementation of reforms in Africa.

He acknowledged that African nations had undertaken numerous reforms since the 1990s. He observed that many have failed to yield the promised transformation due to poor implementation or misalignment with local contexts.

“The road to educational transformation in Africa is littered with good ideas, but too often they are implemented poorly or in the wrong context. If we are to create prosperity and opportunity for today’s citizens, education must equip learners to become agents of change, not just holders of credentials,” he noted.

 Prof. Akyeampong described what he called a “credential-focused mindset” — a tendency in many African societies to view education primarily as a pathway to acquiring qualifications rather than as a transformative force that drives innovation and problem-solving.

He challenged participants to move beyond discussions focused solely on the shortcomings of African education systems.

He urged them instead to interrogate new ideas, embrace collaborative learning, and explore solutions rooted in Africa’s realities.

“Let us make our deliberations about what works and how to make it better. We must ensure that African voices shape the reforms that will define our future," Prof. Acheampong said.