October 6–10, 2025 | Nairobi, Kenya
PEP and GEAI host the AFEP Economics of Education Workshop for emerging African researchers.
The fellows, facilitators, and PEP’s Executive Director at the workshop.
Ten emerging education researchers from across Sub-Saharan Africa completed the Africa Fellows in Education Program (AFEP) Economics of Education Workshop—an intensive and interactive training held from 6–10 October 2025 in Nairobi, Kenya. Jointly organized by the Partnership for Economic Policy (PEP) and the Global Education Analytics Institute (GEAI), the workshop enhanced the Fellows’ ability to design, analyze, and communicate policy-relevant education research.
Opening the event, Prof. Jane Mariara, PEP’s Executive Director, welcomed the 2025/26 cohort and encouraged them to take full ownership of their learning journey.
“This fellowship is your platform. The effort you put in determines what comes out of it—but know that we are here to support you every step of the way,” she said.
The workshop blended lectures, econometric refreshers, and thematic sessions on education production functions, teacher effectiveness, early childhood learning, migration, and educational outcomes. Dr. Caterina Pavese and Dr. Simon ter Meulen from the ifo Institute’s Center for the Economics of Education and the University of Munich facilitated the activities. The Fellows also engaged in proposal presentations, peer reviews, and data exercises that encouraged cross-country learning and collaboration.
Ramaele Moshoeshoe, AFEP Director, underscored the program’s role in building Africa’s next generation of education researchers.
“Much of the policy debate on education in Africa is driven by research conducted elsewhere,” he noted. “AFEP bridges that gap by equipping young African scholars with the tools and networks to generate evidence that speaks directly to local challenges.”
The Fellows described the week as both transformative and rewarding.
“I was eager to meet my peers face-to-face, refresh my economics knowledge, and connect with mentors—and those expectations were fully met,” said Takudzwa Mutize from Zimbabwe.
Others, including Mamotjoka Morai (Lesotho) and Madleen Madina Frazer (Sierra Leone), highlighted how the sessions strengthened their quantitative and analytical skills and deepened their understanding of comparative research approaches.
Selected from a competitive pool of applicants across nine countries, the 2025/26 cohort will continue developing their research projects under expert mentorship while engaging policymakers to advance evidence-informed education policy in Africa.
“This program is not just about learning methods—it’s about using evidence to make education systems more inclusive, equitable, and effective,” Moshoeshoe added. “Each of you has shown that you are ready to take on that responsibility.”
