It is always easy for commentators to paint Africa as a continent that lurches from one crisis to another. A continent where extreme poverty, corruption, natural disasters and health crises hold back the progress of individuals and of countries. But even in this time of Covid crisis, Africa is actually convulsed with positive change on the political, social and economic fronts. As China, India and Brazil continue to invest in a continent that, as a single market of one billion people, could rival the economic dynamism of those countries – Africa continues, as Western commentators have it, to rise! However, we must not rely only on outside investment to achieve the growth that surely awaits us. Africa’s rise is, and will be, accelerated by the energy of her young people – the United Nations Economic Commission for Africa reports that about two fifths of the continent’s population is in the 0-14 age bracket and nearly one fifth is in the 15-24 age bracket. So, 60% of the population is under the age of 24! Imagine what possibilities and potential is represented by this statistic. However, for Africans and Africa to take their rightful place in a changing world, our people will need to embrace and master skills that are the basic requirements of a 21st Century work force.
It is already clear that communication skills, including language proficiency and the ability to present ideas, are among the skills that are at a premium in the 21st Century. Workers must have the social skills that enable efficient collaboration in teams and they must be able to think critically about problems and then go on to solve them. This needs the 21st Century worker to be flexible, adaptable and capable of autonomy in the workplace. It goes without saying that digital literacy is a fundamental support for all of these other skills – the ability to use an electronic devise not only for recreation but in the context of work is a route to further learning and knowledge acquisition by the 21st Century worker. We must take urgent steps to enable the acquisition of such skills by a workforce that currently falls a little short of these new global standards.
In a globalising world, the challenges faced by low- and middle-income countries (such as most African countries) are highly specific. Africa has, compared to the rest of the world, the highest proportion of people employed in low-skilled jobs and the lowest proportion employed in medium- and high-skilled jobs. However, over the next 20 years the size of the workforce will continue to increase in sub-Saharan Africa but decrease in other world regions – implying an anticipated global shortage of high-skilled workers but a surplus of low-skilled workers concentrated mainly in sub-Saharan Africa. This is why the up skilling of our people is so critical.
But fundamental to teaching these required skills, is a basic grounding in core knowledge areas of literacy numeracy and STEM (Science Technology Engineering and Mathematics) subjects. In other words, the pre-requisite for learning 21st Century skills is a solid grasp of basic knowledge about how the world works. Progress is being made on building strong and sustainable foundations for learning across the continent with the aim of realizing the United Nations Millennium Development Goal of achieving universal primary education.
But UNESCO reports that, across the continent, over one-fifth of children between the ages of about 6 and 11 are out of school, followed by one-third of youth between the ages of about 12 and 14. This increases to almost 60% of people between the ages of about 15 and 17 not being in school. So if we are to have a workforce fit for the 21st Century we must re-double our efforts in both primary and secondary education. Major changes are needed in African schools to boost achievement and cope with rapidly increasing student numbers. The average total number of formal education years completed by students must increase, firstly by encouraging enrolment and secondary by discouraging dropping out. Only then can we get average test scores by our students up to the levels of other countries.
Reliable statistics from UNESCO show that households in many developing countries spend a greater proportion of their income on education than those in developed countries. In Africa this sum is often is counted in the 20%-30% range. In most rich countries this proportion of family income spent on education would rarely reach 5%. Unsurprisingly to us Africans, this willingness to spend on education shows a great commitment to the future of our children. But it also raises concerns about the chances of achieving the goal of having a 21st Century work force in our countries.
The question then is – how then will we overcome the barriers that stand in our way?
I remember my teachers from school. They were role models who showed me what is possible – and still today, teachers are the torch carriers in our preparation of a 21st Century workforce for Africa. The best teachers are dedicated to passing on knowledge, they engage their students in learning by building relationships with them and through showing patience towards learners. Organisations and networks such as TESSA, which is affiliated to The Open University in the UK, do great work in providing teacher education and continuing professional development. The UNESCO Competency Framework for Teachers in information and communication technology (ICT-CFT) seeks to help countries develop comprehensive national teacher ICT competency policies and standards whilst integrating these into overarching ICT in education plans. Such initiatives help, but ultimately it is the responsibility if the governments of African nations to provide the conditions for a thriving educational environment.
Governments across the continent must continue to invest in nutrition, health, social protection and school building infrastructure so as to encourage young people into education – but these are things that just allow teachers to do their job. So, whilst creating this platform on which education can take place, the governments must also actively support teachers. For without the teacher in the classroom the students cannot fulfil their potential – and at the end of the day it is the teacher who ensures that the student acquires the necessary knowledge to thrive during the 21st Century.
Our education systems need to regularly update and reform teacher preparation, ensuring that all teachers can harness technology for education. The provision of high quality continuing professional development (CPD) for teachers is vital so that they can remain at the forefront of knowledge about how to best educate young people. Getting acceptance for learner-centred approaches and the successful integration of ICT in the classroom requires rethinking the role of teachers. Providing improved internet connectivity in the classroom, for use by both teachers and students, is key to achieving this. The use of educational technology in the classroom must be embraced by teachers, students and parents so that we can really take advantage of the opportunities that this century will bring to our continent.
If we want to improve classroom performance of both teachers and students, then there needs to be a clear reward system in place for both sets of participants that goes beyond salaries for teachers and diplomas for students.
For students, I would be in favour of a scholarship system that recognises their steady progress against clearly set out goals. A system of national “educational Olympiads” might provide a stage for students to compete against contemporaries in nationwide competition by subject area. The results from the competitions could provide qualification to the scholarship fund. Such scholarships should be widely available and would range from small amounts of money, that would be seen as pocket money, right up to sums that would cover the full cost of schooling for a family for as long as the student was maintaining a high level of performance.
Naturally, the most successful students in the educational Olympiads will have been taught by excellent teachers. Good students have good teachers, very good students have very good teachers and excellent students have excellent teachers. Yes, teaching is a vocation and yes, teachers are professionals, but that does not preclude the basic tenet that good work should bring good reward. So the success of their students should also link into rewards and career progression for teachers. It is when people see their success being recognized that their motivation and commitment grows. This is true of any walk of life and teachers are no different.
Cohesion within the teaching profession is then vital to achieving the outcome of educating people fit for a 21st Century work force in Africa. Mentorship relationships between experienced teachers and newly qualified colleagues should be encouraged so as to pass on and reinforce pedagogical knowledge throughout the education system. Mentoring is one of the single most effective ways to improve teacher retention within the profession, to emphasize engagement and cross-organizational knowledge sharing. Such an approach can be developed through professional networks that might range across the continent and reinforce clear frameworks for encouraging students and supporting teachers across the whole education value chain.
I also believe that such communication could help create links between primary, secondary and tertiary educational sectors and I see no reason why my proposed system of integrated rewards and recognition for students and teachers should not be applied to all three levels of education – because although catering to students at different life stages the sectors constitute an integrated channel for the fostering of excellence.
I believe strongly that teachers are cherished by African society as role models and councilors – this must continue as we confirm, through the steps I outline here, the high regard in which they are held. Teachers will have ever more pride in their work which will consequently be ever more effective – until we develop a 21st Century workforce fit for Africa’s future.