This master thesis delves into innovative strategies for advancing inclusive and quality mathematics education in Africa, with a focus on case studies from Kenya and South Sudan. The thesis contextualizes the importance of maths education in the SDG era, highlighting its critical role in achieving the 2030 Sustainable Development Agenda. To address the research question of how to facilitate the attainment of SDG 4 educational goals, particularly in sub-Saharan Africa, the thesis explores the potential of innovative approaches such as games, technology, project-based learning, and ethnomathematics. The case study on Kenya provides a comprehensive overview of maths initiatives in the country, detailing the author's experience organizing and executing a math camp aimed at improving students' maths skills and fostering their interest in science.