Education in Africa faces distinct challenges shaped by factors such as limited resources, large student populations, and varying degrees of government support. Dr. Otieno notes that the education systems in Kenya and Rwanda differ significantly, impacting how students prepare for international competitions.

For example, Rwanda has limited public boarding schools, meaning students typically commute long distances daily, which can interfere with extracurricular engagement. Conversely, Kenya’s education system allows more flexibility, especially for private schools, which can participate more readily in Olympiad competitions. Yet, both countries share challenges, such as the need for financial support to cover competition-related costs like travel, materials, and teacher stipends.

For Rwanda, the need for external funding sources to make participation feasible for a wider range of students is especially urgent:

Achieving governmental support for educational initiatives in Africa can be time-consuming. The process typically involves navigating multiple levels of approval and meeting the expectations of stakeholders who may require evidence of the program’s success before committing.

In Kenya, schools have greater autonomy to participate in competitions, with government involvement primarily at the level of international travel. However, in Rwanda, gaining support requires establishing partnerships with entities such as the National Assessment and Examination Body, which can take several Olympiad cycles.

The key to success in Dr. Otieno's dual-country initiative has been building strong relationships across sectors, from government officials to private companies and universities. In Rwanda, her connections enabled her to secure resources quickly when challenges arose, such as finding a venue equipped with computers and cameras on short notice.

To ensure sustainability, the program has engaged former university classmates and colleagues in academia and corporate sectors to serve as advisors, mentors, and sponsors, helping to address the need for consistent funding and mentorship. The Olympiad program also aims to incorporate alumni as mentors, event coordinators, and speakers in future competitions. Alumni insights could further refine training methods and contribute to growth and sustainability by inspiring new participants.

A notable outcome of the Olympiad has been the focus on financial literacy, which is gaining traction as a necessary skill for African youth. Given recent public protests in Kenya over a contentious financial bill, financial education is seen as vital for understanding policy impacts and economic self-sufficiency. Dr. Otieno notes that this has become a unique selling point for the competition:

From the experiences in Kenya and Rwanda, a few best practices emerge as essential for expanding the IEO across Africa. Early planning stands out as a crucial factor. Time constraints hindered participation this past year, limiting the number of schools that could join the competition.

Additionally, Dr. Otieno claims that training is critical, as some students in Kenya found the economics content challenging. Establishing training programs can equip students with the foundational knowledge needed to compete successfully.

In response, a peer-tutoring system was proposed, with university students creating a resource library to aid younger participants. This approach not only facilitates accessible learning but also emphasizes Africa’s oral tradition, with relatable examples for African students.

In conclusion, this Pan-African approach to academic competitions in economics represents a promising path for developing resilient and economically literate African youth. The achievements thus far reveal the profound potential within these nations, demonstrating that with the right support, Kenya and Rwanda can continue setting standards in international academic competitions.