school for being pregnant. Following the expiration of the MDGs in 2015, the UN adopted a set of Sustainable Development Goals for the year 2030. The fourth goal addressed education, with the stated aim to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all." The World Education Forum also convened in Incheon, Korea to discuss the implementation of this goal, and adopted the Incheon Declaration for Education 2030. Data reflecting the effects the latest measures have on the state of education participation in African countries is not readily available. There are many underlying causes that deter progress towards education equity, such as high attrition rates of students, teacher shortages, poor infrastructure and supplies, access to education for rural and remote areas, and stigmas surrounding marginalized groups, among many others. Language Due to high linguistic diversity, the legacy of colonialism, and the need for knowledge of international languages such as English and French in employment and higher education, most schooling in Africa takes places in languages that teachers and pupils do not speak natively, and in some cases simply do not understand. There is considerable evidence that pupils schooled in a second language achieve poorer results than those schooled in their mother tongue, as lack of proficiency in the second language impairs understanding and encourages ineffective rote learning. Although UNESCO have recommended since the 1950s that children be taught early literacy in their mother tongue, progressing later to other languages, not all African countries implement this effectively. Even where the earliest grades are taught in the mother tongue, pupils are typically forced to switch to languages such as English and French before acquiring proficiency in these languages. Lack of proper facilities and educators Another reason for the low education rates in Africa is the lack of proper schooling facilities and unequal opportunities for education across countries. Many schools across Africa find it hard to employ teachers due to the low pay and lack of suitable people. This is particularly true for schools in remote areas. Most people who manage to receive education would prefer to move to big cities or even overseas where more opportunities and higher pay await. Thus, there will be an overly large class sizes and a high average number of students per teacher in a school. Moreover, the teachers are usually those unqualified with few teaching aids and/or textbook provision. Due to this,