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By Keolebogile Lebogang Diswai
From 6 to 10 May, during "Africa Month." the Africa Dialogue Series (ADS) 2024, an interactive platform for African policymaking hosted by the United Nations Office of the Special Adviser on Africa (OSAA), successfully brought together young African leaders, experts, and advocates to mobilize actions and inspire solutions leveraging the power of Science, Technology and Innovation to boost access to quality education in Africa. With three distinct youth stages focusing on related themes—STEM education, innovative financing, and educational challenges in crisis-affected areas—the series reinforced the transformative power of education as a catalyst for sustainable development in Africa.
STEM Education for the Fourth Industrial Revolution (4IR) in Africa with a Focus on Generating Decent Jobs for Africa's Youth
The first youth stage of ADS 2024 focused on the theme "Education through Science, Technology, and Innovation Toward the Africa We Want." Representing the United Nations Special Adviser on Africa, Jean-Paul Adam, Director of Policy Monitoring and Advocacy at OSAA, underscored the vital role of youth platforms in shaping Africa's future and the necessity of significant investments in STEM education. Adam called for radical discussions that encourage meaningful change in line with the Sustainable Development Goals (SDGs) for young people to overcome current challenges, including gender disparity and the need for more inclusive educational policies.
OSAA's Director advocated for increased government investment in STEM education to prepare young Africans for the Fourth Industrial Revolution (4IR). He highlighted the importance of bridging the skills gap between educational institutions and the job market by creating curricula that align with industry needs. The youth stage panel featured leading African youth advocates, including co-hosts Bitania Lulu Berhanu, Director of Youth in Action for Y-ACT, and Christopher Seagateng, Deputy Secretary-General of the Pan-African Youth Union. They emphasized the importance of making STEM education more accessible and relevant, particularly for women.
Jean-Paul Adam also addressed key policy developments at the continental level, urging significant government investment in STEM education to bridge the skills gap and prepare young Africans for leadership roles in the Fourth Industrial Revolution (4IR). He emphasized the importance of inclusivity and innovation in entrepreneurship education to tackle gender disparity in STEM fields and similar challenges.
The event featured insights from distinguished panellists, including Rakiya Abby-Farrah, Co-President of the African Global Health Network; Mr. Peter Kwasi Kodjie, Secretary General of the All-Africa Students Union; and Ms. Sandra Shoko, Science and Technology Incubation Hub Administrator for The Start-Up Bae.
Shoko spoke about the challenges surrounding the accessibility, quality, and relevance of STEM education in Africa. She noted that only 25 per cent of African students graduate with STEM degrees, and among these graduates, less than 30 per cent are women. Emphasizing the importance of practical application and local relevance, she stressed funding constraints and reliance on external sources for research and development while advocating for homegrown solutions to address African problems.
Abby-Farrah emphasized the transformative potential of STEM education in harnessing Africa's demographic dividend into economic growth. She focused on empowering young women by addressing barriers to education and family planning. Her remarks highlighted the necessity of strengthening healthcare infrastructure through local pharmaceutical production, given that 70 to 90 percent of therapeutics consumed in Africa are imported. To foster early career aspirations, she advocated for initiatives like She Codes Africa and AfreLabs, which support digital literacy and coding skills among young women.
Kodjie discussed the essential role of STEM education in cultivating a skilled labor force capable of addressing youth unemployment. He highlighted the importance of linking academia and industry to ensure graduates possess relevant job market skills, thus contributing to economic development. The All-Africa Students Union leader called for comprehensive policy frameworks and substantial investments in educational systems, emphasizing the need to leverage technology for retraining and upskilling young people while encouraging entrepreneurship through education and innovation hubs.
The panel also addressed the need to nurture a culture of innovation and entrepreneurship among young Africans. Shoko stressed the importance of introducing STEM principles early in education to develop critical thinking and problem-solving skills. She pointed to successful models like Tunisia's Startup Act, which involves public-private partnerships and government incentives to foster innovation while advocating for creating safe spaces for students, such as STEM clubs and incubation hubs, to promote experimentation and entrepreneurial spirit.
The discussion transitioned into an interactive segment, during which participants engaged in a dynamic Q&A session. Panellists addressed the inclusivity of STEM education for marginalized communities and strategies to retain African youth talent. They emphasized the critical role of public-private partnerships and the need for targeted investments to bridge existing educational gaps. Key points included leveraging technology to reach remote communities, simplifying registration processes for startups to encourage youth innovation, and ensuring robust intellectual property protections for young innovators.
The session concluded with a call to action by young people for all stakeholders to collaborate and invest in STEM education. This call to action emphasized the importance of creating supportive environments for young innovators while ensuring that educational initiatives remain inclusive and responsive to Africa's evolving needs. Challenges identified included low enrollment and graduation rates in STEM fields, funding constraints, gender disparity, a disconnect between academia and industry, youth unemployment, and the accessibility and quality of education, particularly in rural areas.
The session recommended several actionable solutions, including increasing investment in STEM education across all levels, promoting gender-inclusive policies by implementing scholarships and mentorship programs targeted at young women, and strengthening local research and development to foster homegrown innovations. Panellists urged stakeholders to foster collaboration between government, private sector, and academia to align educational offerings with industry requirements and encourage early exposure to STEM principles in the curriculum. Speakers also highlighted the importance of supporting young entrepreneurs through incentives and incubation hubs and leveraging technology to provide quality STEM education in remote communities.
Transforming Education in Africa by Leveraging Innovative Finance and the Digital Revolution
On 16 May, the second youth stage shifted to "Innovative Finance and the Digital Revolution." Conveying the message of the United Nations Special Adviser on Africa, OSAA's Director of Policy Monitoring and Advocacy, Jean-Paul Adam, highlighted education's vital role in accelerating Africa's economic growth and the pressing need for innovative financing methods to accelerate the delivery of quality education across Africa. These innovative financing mechanisms include social impact bonds and debt swaps, which could be leveraged to boost educational investments toward economic growth. Adam emphasized that such financing must be tailored to suit African countries' capacities to mobilize resources effectively.
Rania Harrara, a gender equality advocate and climate expert, and Arnold Kwizera, Ecosystem Manager at Norrsken East Africa co-hosted the youth panel. They facilitated a discussion including several African youth experts, including Cynthia Nafula Nyongesa, Advocate of the High Court of Kenya; Arielle Kitio Tsamo, Founder and Director of CAYSTI and Techwomen Factory; Bora Kamwanya, Vice President of the Pan-African Diaspora Youth Forum; and Ray Kiliho, Head of Programmes at the Pan African Youth Union's Office of the Secretary-General. Each expert shared valuable insights regarding the role of STEM education in addressing challenges faced by young Africans throughout the continent and beyond.
The discussions underscored the necessity of mobilizing domestic resources. African governments were encouraged to prioritize domestic resource mobilization to reduce dependence on foreign aid while fostering resilience and sustainability. There was a strong call to invest in digital infrastructure, including internet accessibility and digital learning tools, particularly in rural and underserved regions, to enhance learning outcomes.
To enhance educational financing in Africa, young people recommend grounding innovative mechanisms in the countries' capacity for resource mobilization. By prioritizing domestic investment, African nations can reduce dependence on external funding while accelerating progress towards the realization of Agenda 2030 and the African Union's 2063 Agenda.
The panellists echoed the call to explore innovative financing options, including social impact bonds and debt swaps, to boost short-term resources while promoting long-term sustainability. They also mentioned diaspora bonds, impact investment and digital transformation to boost efficiency and ensure equitable investments in underserved regions. Addressing resource allocation challenges is crucial to ensure students have access to adequate facilities and learning environments while prioritizing innovative teaching methods to foster curiosity and engagement
The second youth stage also provided an opportunity to discuss the importance of community engagement and cross-sectoral collaboration to drive shared goals and improve outcomes. This can be leveraged to deploy hybrid technologies, such as nano-servers in rural areas, bridging the digital divide and enhancing access to educational resources. The conversation stressed the importance of integrating technology into pedagogy, investing in comprehensive teacher training, and developing policies focused on impactful outcomes rather than just enrollment figures. These recommendations reflect the collective vision of young leaders dedicated to advancing education in Africa.
The conversation culminated in a unanimous call for a transformative focus on educational investment to harness Africa's demographic dividend and ensure a skilled workforce ready for the future. To ensure accountability, the participants advocated for implementing outcome-based funding mechanisms that hold educational institutions responsible for learning outcomes, ensuring resources are directed toward effective programs.
Education and Learning in Crisis-affected Areas
The final youth stage on 23 May in English and French, addressed the educational challenges young people face in crisis-affected regions. Cristina Duarte, Under-Secretary-General and Special Adviser on Africa delivered opening remarks to set the stage, underscoring the need to invest in resilient education systems that can endure and respond to crises. Duarte highlighted how conflict disrupts education and social stability, calling for strategic recommendations to foster educational resilience while emphasizing the importance of civil society's role in advocating for education even during crises. Speaking of OSAA's "A pen for a gun" campaign, she stressed the importance of the peace and development nexus, including the role of education in fostering durable peace, particularly in crisis-affected areas.
Youth experts and advocates from several sectors participated in the exchanges, including Lorato Palesa Modongo, Gender Research and Policy Officer for the African Union CIEFFA; Amani Joel Mafigi, Co-founder of Unleashed Potential in Motion; Monica Malith, Lawyer and Refugee Advocate; Samuel Mue, CEO and Co-Founder of Zero Afrika; and Jean-Marie Ishimwe, East Africa Regional Lead for R-SEAT.
The panellists discussed innovative strategies for enhancing educational opportunities, such as establishing community learning hubs and implementing mobile education units to reach children in hard-to-access areas. They shared several policy proposals and implementable recommendations to enhance educational opportunities for children and youth in crisis-affected areas. This includes the importance of increasing investments in child protection systems to safeguard the rights and well-being of children affected by conflict while ensuring their access to education.
During the exchange, participants advocated for establishing temporary learning spaces that would allow for continuity of education even amid conflicts or natural disasters. They highlighted the urgency of expanded access to digital resources, leveraging technology through e-learning platforms to facilitate continued education for children during crises. The conversation also touched on targeted emergency funding, urging governments and organizations to earmark dedicated funds for educational initiatives in crisis-affected areas to ensure timely support for infrastructure needs and learning materials.
Youth empowerment was a key theme, with the panel underscoring the need for a collaborative approach to educational challenges that incorporates student voices in the policy-making processes. Educational policies should address refugee and displaced students' unique needs, promoting inclusivity and support structures that enhance their learning experiences. Local communities also play an important role in developing community-driven educational initiatives that engage stakeholders and utilize existing resources to sustain educational services.
Other recommendations shared during the third youth stage include increased investment in child protection mechanisms to mitigate the impacts of violent conflict. Such investments are essential for safeguarding their physical and emotional well-being and fostering an environment conducive to learning and personal development. There is also the establishment of temporary learning spaces. By adopting innovative instructional methods to deliver quality education outside traditional classrooms, students can continue their studies during crises, including conflict situations or natural disasters. These spaces can serve as safe havens where learning takes precedence, ensuring that educational activities remain uninterrupted.
Access to digital resources must also be expanded through the implementation of e-learning platforms and digital educational tools. These technologies provide a flexible learning option for students, enabling them to pursue their education regardless of geographical or situational constraints. Digital resources can effectively bridge gaps in traditional schooling, especially in areas where access to physical schools may be limited or curtailed.
Youth stage participants advocated for targeted support from governments to guarantee uninterrupted learning experiences. This entails earmarking funds for schools specifically affected by emergencies, such as extreme weather events or conflicts. Focused investments in infrastructure and technological resources are crucial to mitigate the effects of disruptions and ensure continuity in education for all students.
Participants called for educational policies across Africa to prioritize the inclusion of refugee and displaced communities. These policies should actively reflect these populations' unique challenges, providing necessary support and resources to facilitate their integration into educational systems. By acknowledging and addressing the needs of refugee and displaced students, educational initiatives can promote equality and ensure that all learners have access to quality education, regardless of their circumstances. Additionally, a collaborative approach that actively incorporates student voices into policy-making processes fosters a sense of ownership among young people and ensures that educational initiatives are tailored to meet the diverse and evolving needs of learners.
The Africa Dialogue Series 2024 has generated critical discourse around education as a cornerstone for Africa's development. Its three youth stages have empowered young leaders to engage in transformative discussions about STEM education, innovative financing, and educational resilience in crisis settings. The series emphasized the collective responsibility of all stakeholders—governments, private sectors, and communities—to invest in and prioritize quality education that is inclusive and responsive to the continent's evolving needs.
The initiative mobilized support and galvanized actions that proposed actionable recommendations for African policymakers. These recommendations serve as a blueprint for enhancing education across Africa while reaffirming that education is key to unlocking the continent's demographic dividend. As the momentum built by these conversations continues, one call to action stands above the rest: invest in Africa's youth, harness the power of education, and pave the way for a brighter future. Through collaborative efforts, innovative solutions, and unwavering commitment, Africa can ensure that education remains a beacon of hope and progress for all its young people.
This is how we can build the Africa we want. The Africa the world needs.
Related Publications:
STEM Education for the Fourth Industrial Revolution: Generating Decent Jobs for Africa's Youth
Transforming Education in Africa by Leveraging Innovative Finance and the Digital Revolution