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Transforming Education Summit: Halt the crisis, or risk failing an entire generation

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Just a few hours before the start of the crucial  Transforming Education Summit , UN Children’s Fund UNICEF  on Friday, warned  that globally, only a third of 10-year-olds are estimated to be able to read and understand a simple written story. This shocking statistic represents a 50 per cent decrease from pre-pandemic estimates.

“Under resourced schools, underpaid and under-qualified teachers, over-crowded classrooms and archaic curricula are undermining our children’s ability to reach their full potential ,” said Catherine Russell UNICEF Executive Director, in a press release.

The #TransformingEducation Summit begins today with a Youth-led Mobilization Day focusing on the Youth Declaration 📣, fostering active participation of Ministers and Member States in meaningful dialogues with Youth: https://t.co/4MJZ3u0fz3 #LeadingSDG4 pic.twitter.com/6rmn3udNx9 Transforming Education Summit TransformingEdu

Education is the future

“The trajectory of our education systems is, by definition, the trajectory of our future”, she added. “We need to reverse current trendlines or face the consequences of failing to educate an entire generation. Low levels of learning today mean less opportunity tomorrow .” 

Summit gets underway

The much-anticipated Transforming Education Summit begins at UN Headquarters in New York today, Friday, with a day of youth-led mobilization, which includes contributions from the Secretary-General and his deputy, together with the President of the General Assembly.

Saturday has been billed as “solutions day”, led by UN deputy chief Amina Mohammed, and on Monday, UN chief António Guterres will introduce his vision statement, along with world leaders, in the General Assembly Hall, as the summit comes to a close.

Simmering crisis

During the COVID-19 pandemic, prolonged school closures and a lack of access to quality learning exposed and exacerbated a pre-existing learning crisis, that has left millions of schoolchildren without foundational numeracy and literacy skills.

To draw attention to the education crisis and the need to transform learning worldwide, UNICEF has created the ‘ Learning Crisis Classroom ’, a model classroom that represents the scale of children failing to learn critical foundational skills.

The installation will be displayed at the visitor’s entrance of UN Headquarters in New York between 16 and 26 September. The model will serve as a reminder to government officials, heads of state and everyday visitors of the urgent need for mass global investment in education.

Classroom divide

A third of the desks in the model classroom are made of wood and are fully functioning with an iconic UNICEF backpack placed on the school chair behind it.

This group is meant to represent the estimated one-third of 10-year-olds globally who are able to read and understand a simple written story.

The remaining two-thirds of desks are almost invisible and made of clear material to signify the 64 per cent of children estimated to be unable to read and understand a simple written story by age 10.

The invisible nature of these desks corresponds to the short term crisis at play, said UNICEF, but also signifies the scope of civic contributions that will be lost, if urgent action is not taken to give all students the tools to thrive .

Catching up

As leaders meet at the Transforming Education Summit, UNICEF is calling on governments to commit to reaching all children with quality education.

The agency further urges new effort and investment to re-enroll and retain all children in school, to increase access to remedial and catchup learning, to support teachers - and give them the tools they need - and to make sure that schools provide a safe and supportive environment so all children are ready to learn.

This scheme, promoted by UNICEF under the acronym ‘RAPID,’ represents efforts by the international community to take legitimate steps to promote better education and unlock the potential of millions of children.

New compact proposal

Also on Friday, more than 100 leaders delivered a letter calling  on the Summit to commit resources to tackle the global education crisis, and to commit to bold measures and deliver “the first generation in history where every child goes to school”.

In the letter, a host of former government Presidents, Prime Ministers, Foreign Ministers, and others, including former Nigerian president Olusegun Obasanjo, former UNDP Administrator Helen Clark, and former UN Secretary-General Ban Ki-moon, told the Summit: “ We are so far away from our goal of universal education by 2030 that unless we act quickly and generously, we will fall further behind on our Sustainable Development Goal 4 commitment  to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’”

The signatories of today’s letter proposed “a compact for Global Education between developing countries and the developed economies that provide donor aid” which includes, among others, developing countries to raise their education budgets to 15-20 per cent of their public spending and 4-6 per cent of their income; supported by an increase in sustainable funding for education through domestic action to reform national tax systems, coupled with international action to cut tax loopholes and illicit financial flow; and multilateral development banks to raise International Development Assistance from 10 per cent to 15 per cent to education, unlocking an additional $15 billion over the next five years for 200 million children.

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Transforming Education Summit 2022: Global mobilisation to save education systems

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For David Moinina Sengeh, Sierra Leone’s Minister of Basic and Senior Secondary Education and Chief Innovation Officer, the upcoming  Transforming Education Summit  (TES) is an opportunity to mobilise a movement of global citizens who will hold leaders accountable for their commitments to education.

Convened by the United Nations Secretary-General António Guterres, the summit is scheduled for 19 September 2022, at the outset of the high-level week of the UN General Assembly in New York. 

Mr. Sengeh and the UN Deputy Secretary-General Amina Mohammed co-chair the Summit Advisory Committee.

Preceding the summit, events on Mobilization and Solutions on Friday 16 and Saturday 17 September, respectively, will help anchor one of the biggest-ever gatherings of world leaders on education.

“It is a moment that is bringing us all together — world leaders, civil society, students, young people—to reimagine education, to think about how we address our greatest challenges through education,” Mr. Sengeh tells  Africa Renewal . 

At a pre-summit in Paris last June, Mr. Guterres identified three crises facing many education systems: these  are  equity, quality and relevance: -

• On equity, 258  million  children, the majority girls, are out of school; 
• On quality, half of 10-year-old students in low and middle-income countries cannot read basic text; and 
• On relevance, current education systems are outdated.

The health and the learning crises are something the world should not joke with.

Meeting SDG targets off track

Mr. Guterres  is also concerned that countries may not meet the targets for  SDG 4,  which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

Based on “assessments of their [countries] commitments to SDG 4, by their own benchmarks, we are not going to meet the targets,” Mr. Sengeh maintains, adding that Mr. Guterres decided “to invite world leaders to say to them, ‘look, hold on a minute: something needs to happen differently.’” 

Progress toward SDG 4 is “badly off track,” echoes a  conceptual framework  for the event, and mentions that the COVID-19 pandemic has exacerbated the crisis.

The pandemic’s impact on learning has been severe. While global lockdowns severely affected economies, healthcare systems, lives and livelihoods, Mr. Sengeh says a stiff challenge, which was not anticipated, was a learning crisis.

“At its peak, about 1.2 billion - 1.6 billion children were out of school globally. For some countries, it took up to two years to return to school,” he laments. “What used to happen [in education] is no longer working for most people.” 

Education in Africa

What is happening to education in Africa is best told through many grim statistics. Some 100 million children are out of school on the continent, the highest level ever. And girls are 10 per cent less likely to complete lower secondary school in sub-Saharan Africa. 

While 1 in 5 children and adolescents of primary and secondary school age live in sub-Saharan Africa, the region is home to a third of those who cannot read. 

UNICEF reports that, before the COVID-19 pandemic, about 80 per cent of African children in school could neither read, understand or respond to questions related to a 150-word piece, which they should do by age 10. That figure is likely higher because of the pandemic.

“It is a double whammy for kids,” Mr. Sengeh says. “The health and the learning crises are something the world should not joke with.”

Momentum for the summit began earlier in the year with consultations in about 100 countries on commitments to transform education, public engagement, and how countries’ actions could roll along five tracks. 

Five action tracks

The first  of the  five action tracks —or priority areas—is having  inclusive, equitable, safe, and healthy schools , which refers to building an inclusive society and ensuring everyone’s right to education. UNESCO’s  Futures of Education report  reinforces that the gaps in access today stem from yesterday’s exclusion and oppression.

The second  action track focuses on  learning and skills for life, work, and sustainable development , which aims for learning that is relevant for today’s workforce and prepares children for the future. 

UNICEF describes such skills as “basic literacy and numeracy; transferable skills including life skills and socioemotional skills; digital skills; job-specific skills; and entrepreneurial skills.”

The third  track pertains to  teachers, teaching and the teaching profession  and addresses teacher shortages, qualifications and emerging professional development needs. The Futures of Education report highlights that teachers in sub-Saharan Africa lack basic qualifications and training. 

The fourth  action track is  digital learning and transformation . While the pandemic accentuated the need for digital learning, low connectivity in poor countries and digital divides persist. 

“In at least 1 in 3 low-income countries with available data, more than 85 per cent of young people are off-track in the secondary-level, digital, and job-specific skills attainment,” notes a July  report  by UNICEF and its partners.

Globally two-thirds of the 1.3 billion school-age learners lack internet access at home, and girls and women are “less likely than boys and men in their households to have digital skills, access to computers and the internet to benefit equally from remote learning.” 

The fifth  action track is  education financing . With high population growth (half of the African population will be 25 and under by 2025) dampening the impact of increases in education spending in developing countries, “reaching the SDG 4 targets will require significantly increased financial resources,” notes the UNICEF report.

Reforms in Sierra Leone

In Africa, Sierra Leone’s education policy dubbed “Radical Inclusion in Schools” seems tailored to these action tracks; initiating and implementing the policy provide for Mr. Sengeh valuable experience with which he is now canvasing global support for education systems. 

For example, allowing pregnant teenagers to return to the classroom and abolishing corporal punishment have fostered inclusion. More than 2,000 pregnant girls who might have dropped out of school sat for the 2020 West African Senior School Certificate Examination. 

Yet, Mr. Sengeh concedes that transforming education is not often a smooth-sailing affair, asserting on the need to gain the support of the President, Cabinet colleagues and civil society. 

If there is one piece of  advice for fellow education ministers  it is for them to internalize that “The path of least resistance is not often the optimal choice. Just getting people to agree when you want to transform society does not often work… You have to build movements, coalitions.”

A supportive coalition or movement will inoculate reforms against future setbacks, such as another political administration reversing course, he believes. 

At the summit, Mr. Sengeh hopes to join world leaders, Mr. Guterres, young people and others in laying the foundation for a global coalition that will reimagine and transform education.

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Africa’s future depends on its children’s foundational learning today

Ghana food geneticist wins the 2022 Africa Food Prize

We must confront the legacy of slavery, tackle systemic racism

Angola: Varsity head paving way for more women in top jobs

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Transforming education in africa

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The United Nations Secretary General is convening the global Transforming Education Summit (TES) on Monday, 19th September 2022, during the 77th Session of the United Nations General Assembly (UNGA) for the world to press a reset on how countries approach and prioritize education. The Summit aims to mobilize a renewed political commitment supported by innovative solutions of high impact to transform education, by revitalizing national and global efforts to achieve SDG4. This important Summit comes at a time when children all over the world are facing the dire consequences of learning loss resulting from school closures related to the COVID-19 pandemic. In addition, it will provide opportunity for the youth to share their vision and make their voices heard, as they come together and join forces to transform education in Africa. 

The global platform offered by Transforming Education Summit (TES) is an opportune moment for partners to come together to put the spotlight on education in Africa. It will sustain the momentum that was created with the AU-EU-UNICEF education event ‘Building Skills for the future’ on 20 April 2021 and followed up at the 76th UNGA in 2021 when the AUC and UNICEF convened ministers of educations and development partners to discuss ‘Reimagining Education in Africa” at the margins of the General Assembly. The High-level side-event is at Heads of States and Governments level and aims to galvanize actions for speed and scale in transforming education systems in Africa and ensure that they are effective, efficient, and equitable. Other participants expected are heads of partner organizations, the youth and private sector leaders.

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High- Level Side Event on “Transforming Education in Africa” at the Margins of the global Transforming Education Summit (TES) and the 77th United Nations General Assembly

What: A High-Level Side Event at the Margins of the global Transforming Education Summit (TES) AND THE 77th United Nations General Assembly - New York

 When : Tuesday, 20 th September 2022 - 12:30pm to 02:30 PM (2hrs)

 Where : AU Hall, AU Mission to the United Nations in New York.

Who: The AU Department of Education, Science, Technology and innovation in collaboration with the European Union, UNESCO, UNICEF, and WFP.

The global platform offered by TES is an opportune moment for partners to come together to put the spotlight on education in Africa. It will sustain the momentum that was created with the AU-EU-UNICEF education event ‘Building Skills for the future’ on 20 April 2021 and followed up at the 76th UNGA in 2021 when the AUC and UNICEF convened ministers of educations and development partners to discuss ‘Reimagining Education in Africa” at the margins of the General Assembly. The High-level side-event is at Heads of States and Governments level and aims to galvanize actions for speed and scale in transforming education systems in Africa and ensure that they are effective, efficient, and equitable. Other participants expected are heads of partner organisations, the youth and private sector leaders.

Background Information

The United Nations Secretary General is convening the global Transforming Education Summit (TES) on Monday, 19 th September 2022, during the 77 th Session of the United Nations General Assembly (UNGA) for the world to press a reset on how countries approach and prioritize education. The Summit aims to mobilize a renewed political commitment supported by innovative solutions of high impact to transform education, by revitalizing national and global efforts to achieve SDG4. This important Summit comes at a time when children all over the world are facing the dire consequences of learning loss resulting from school closures related to the COVID-19 pandemic. In addition, it will provide opportunity for the youth to share their vision and make their voices heard, as they come together and join forces to transform education in Africa.

For further media inquiries, please contact:

Mr. Nicholas Ouma | Senior Youth Advisor | Department of Education, Science, Technology and Innovation | African Union Commission | Mobile: +251929197038| E-mail: [email protected]

Faith Adhiambo, Communications Officer- Agenda 2063 Information and Communication Directorate | African Union Commission Tel: +251 115 517 700 | E-mail: [email protected] | Addis Ababa, Ethiopia LinkedIn | Instagram | YouTube

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• Concept Note

42198-MA-MA_Final_.pdf

42198-MA-Media_TES_-_FR_1.pdf

Final._draft_agenda._ms_concept_note_tes_africa_hlse_on_teia_eng_16.09.2022.pdf, 42198-cn-final_draft_run-of_show_reviewed_16_sept_2022_eng.pdf, department resources.

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Unicef executive director catherine russell's remarks at the transforming education in africa event.

NEW YORK, 20 September 2022 - "Excellencies,

"I am honored to join the African Union Commission, European Commission, UNESCO and WFP in welcoming you to this important discussion. Thank you for your ongoing commitment to build brighter futures for children and young people across Africa.

"Africa is a continent undergoing rapid demographic transition, with children and young people leading the way. Today, three out of every five people in Africa are under the age of 25. By the middle of this century, Africa will be home to a billion children and adolescents, accounting for 40 per cent globally. This transformation presents both opportunities and challenges – especially in education.

"Over the last two decades, governments in Africa have made significant progress in getting more children into school. The proportion of primary school aged children not in school was halved – from 35 per cent in 2000 to 17 per cent in 2019. Over the same period, the percentage of secondary school aged children out of school fell from 63 to 53.

"This commitment to expanding access to education is clearly reflected in the AU’s Agenda 2063 and the 10-year Continental Education Strategy which aim to strengthen education systems across the continent.

"UNICEF proudly supports this work. In 2021, nearly half (or 46 per cent) of UNICEF’s programme expenditures in education went to Africa.

"Unfortunately, the global learning crisis exacerbated by the COVID-19 pandemic could undo much of the progress that has been made in children’s education since 2000.

"Even before the pandemic, the continent was facing a serious learning crisis. Millions of children already lacked foundational reading skills and were excluded from learning opportunities because of poverty, gender, conflict, displacement or disability.

"The pandemic has intensified these trends. At the peak of COVID-related school closures, for example, more than 90 per cent of students in Africa had their learning disrupted.

"So, with Africa home to the world’s largest population of children and young people, the time to act to transform education in Africa is now.

"Excellencies, you have an essential role to play in reaching every child in Africa with quality education. Education has not been the AU’s annual theme for over a decade. I you to put education at the heart of the African Union Agenda by championing education as the 2023 theme.

"I also encourage you to take the lead in triggering a continental movement to transform education in Africa. This transformation can be led and owned by African Member States, with support from multi-stakeholder partnerships and youth engagement.

"Together, we can bring all school aged children in Africa back to in-person learning. This includes the millions who were not in school before the pandemic. We can also ensure that education systems have the capacity to support children with catch-up learning as well as essential services like water, sanitation and mental health support. And we need to empower teachers with refreshed skills on digital learning modalities, remediation, and socio-emotional learning.

"Excellencies, we must tackle the learning crisis through increased investment in foundational learning. If Africa’s children are equipped with solid numeracy and literacy proficiencies, they will be better positioned to obtain higher-level knowledge and skills in the future.

"We should also dedicate more funding to development and training, so that young people can learn the full range of skills needed for the 21st century. We can leverage diverse partnerships – including with the private sector – to bring innovative ideas and resources to the table.

"And critically, we must prioritize girls’ education. This includes ensuring that girls are safe in school and that they are supported in the subjects and careers they choose to pursue.

"We have a long way to go. But through commitments made here and at the Transforming Education Summit, we can close the investment gap in foundational learning and reignite progress for children’s education across the continent.

"Thank you."

Media contacts Georgina Diallo UNICEF New York Tel: +1 917 238 1559 Email: [email protected]

About UNICEF

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. Across more than 190 countries and territories, we work for every child, everywhere, to build a better world for everyone.

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ICT Transforming Education in Africa: UNESCO and beneficiary countries review achievements and plan for the future

As the KFIT Project “ICT Transforming Education in Africa” enters its final phase of implementation, UNESCO organized a Forum on quality public digital learning and a cross-country seminar in Dakar, Senegal from 22 to 24 November 2022. This event was an important occasion for the KFIT project to look back collectively at its achievements and lessons learnt, and to plan for future activities with renewed momentum, moved by the ambitious - and yet attainable – objective to accompany the digital transformation of education in Africa.

The event gathered approximately 100 participants in person and online, including high level government representatives, international experts and specialists from UNESCO and other UN agencies. It was also an opportunity for the representatives of the project beneficiary countries – Côte d’Ivoire, Ghana and Senegal – to meet in person for the first time since the outbreak of the pandemic, and share experiences and lessons learnt on digital learning. The hybrid format of the Forum allowed for international experts and representatives of champion countries in the field of digital learning to join remotely and enrich the discussions.

During the opening session, the UNESCO Assistant Director-General for Education, Ms Stefania Giannini, reminded participants that 2022 was the year of the Transforming Education Summit , a milestone event that put education at the top of the international agenda and, in her words, “recognized the crucial importance of digital learning and transformation”, notably through the Call to Action on Assuring and improving quality public digital learning for all .

The Minister of Education of Senegal, H.E. Mr Cheick Oumar Anne, echoed her words and highlighted how existing technologies must be leveraged to improve education, teaching and learning. He explained that the expansion of digital learning is a priority in Senegal alongside the support for teachers to integrate digital content in their practices. Both the Minister of Education of Senegal and H.E. Mr Yaw Osei Adutwum, the Minister of Education of Ghana, remarked how the KFIT project has supported their countries along the three pillars of digital learning identified by the Call to Action on public digital learning: digital competencies of teachers and students, digital content and digital platforms, and connectivity.

The Forum allowed participants to learn about the process that led to the Call to Action, and specifically to familiarize themselves with key references including, among others, the report from the International Commission on the Futures of Education Reimagining our future together: A new social contract for education , the TES discussion paper Digital learning and transformation , the UNESCO publication Guidelines for ICT in education policies and masterplans , etc. Representatives from UNESCO and other UN agencies, including IIEP, IICBA and UNICEF, also weighed in and shared examples of their strategies and programmes to facilitate the digital transformation of education.

Taking stock of achievements

As the host of the event, the representatives from the Ministry of Education of Senegal organized a field visit to the National Education Management Information System (SIMEN), the ICT agency of the Ministry of National Education. They provided an overview of the package of 35 SIMEN applications for financial, infrastructure, human resources, education and pedagogical management, inspiring their colleagues from Côte d’Ivoire and Ghana to replicate such systems in their countries.

During the Forum and the cross-country seminar, the discussions were articulated around three main themes, in line with the Call to Action: 1) Policies on digital learning and digital transformation; 2) Building national public digital platforms and content; and 3) Enhancing digital competencies to assure and improve quality of digital learning. Representatives from the country teams of Côte d’Ivoire, Ghana and Senegal proudly shared the achievements resulting from the implementation of the project until now.

Following the event, it emerged that the impact and results of the project are clearly visible. Senegal, for instance, recently launched the self-assessment platform SENlycee 2Sciences , with over 2,300 quizzes and 25 remediation modules for mathematics, physics and chemistry, and biology, and trained about 2,000 teachers on the use of digital tools and platforms adopted or endorsed by the Ministry of Education. Ghana shared how the project has supported a number of actions to enhance teachers’ digital skills, including through an Emergency remote teaching training programme and the development of a national ICT Competency Framework for Teachers. Côte d’Ivoire, finally, has developed a new ICT in education policy document, which addressed the digitization of education priority identified through the Estates General of education, as well as a national ICT competency framework for teachers and a model for integrating technology in education.

As the project enters the final stages of implementation of its second phase, the representatives of the national country teams engaged in discussions to ensure that the rest of the planned activities are carried out efficiently and effectively, ensuing the sustainability of actions beyond the duration of this phase of the project. In the near future, UNESCO expects to launch a third phase of the initiative, thus continuing its support of African countries to build crisis-resilient and technology-enabled learning systems.

• Forum on quality public digital learning and cross-country seminar of the UNESCO-KFIT Project “ICT Transforming Education in Africa” – event page
• UNESCO Korea Funds-in-Trust (KFIT) project “ICT Transforming Education in Africa
• How a UNESCO ICT training is making a difference for a high school teacher in Ghana
• UNESCO and Republic of Korea supporting African countries to build technology-enabled resilient learning systems
• UNESCO’s work in digital learning and transformation of education

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Transforming African education systems to equip the current and future generations with 21st century skills is critical. The African Union’s Year of Education 2024 is therefore a historic moment to put education at the forefront of the policy agenda.

Africa has made meaningful progress in education over the past 60 years, with more girls in school and more students in tertiary education than ever before.

School completion rates have increased from 2000 to 2022 at all levels: from 52% to 69% in primary, 35% to 50% in lower secondary and from 23% to 33% in upper secondary.

Still, these gains are insufficient to prepare Africans for the 21 st century and its fast-changing professional landscape. By 2030, roughly 230 million jobs in Africa will demand digital skills. Classroom practices must shift to meet these future employability needs and nurture creativity, critical thinking and problem-solving.

The African Union’s Year of Education 2024 is a historic moment to put education at the forefront of the policy agenda.

The African continent recorded the largest population of young people on the planet in 2023 and will comprise 42% of the global working age population by the end of this century.

Transforming African education systems to equip the current and future generations with 21 st century skills is critical. A brief prepared in collaboration with GPE, the African Development Bank, the African Union, the Bill and Melinda Gates Foundation, UNESCO and UNICEF outlines 5 steps to make this a reality:

1. Adequately finance Africa’s education ambition

Education is a powerful engine for economic growth. Innovative approaches can increase education financing in Africa to close the financing gap including debt swaps, loan buydowns and social impact bonds. Diversifying education financing can increase its impact and efficiency, and budgets should prioritize proven, cost-effective approaches in their policymaking so that it’s guided by evidence.

GPE’s Debt2Ed is one example of an innovative financing instrument that allows for a debt swap, transforming debt repayments on national borrowing into investments in education, securing significant additional grant financing through the GPE Multiplier . Debt2Ed aims to reduce the burden of debt in low-income countries to get more children in schools and learning and has already made a significant impact on countries’ education systems and financing like in Côte d’Ivoire .

2. Focus on learning and equity

Prioritizing making education systems inclusive and emphasizing foundational learning skills can lead to quality education for every girl and boy and tackle systemic disadvantage. Interventions to improve learning are effective when teaching matches students’ learning level instead of their grade and have even greater impact when coupled with interventions to improve attendance .

Leaving no one behind in education means focusing on learning outcomes for each child so that they are not marginalized because of a disability, refugee status, ethnicity, race, location or gender. Ensuring gender equality especially, both in and through education, means more children access school and the needs of more vulnerable children are met.

3. Invest in and collaborate with teachers

Teachers are vital to any effective strategy to transform education and can make a meaningful difference when included in cost-effective approaches to improve learning . Backed by a coherent investment package, increased teacher training and structured pedagogy that includes teacher professional development, teaching and learning materials, formative assessment and caregiver engagement are crucial to supporting teachers in their role of equipping students with 21 st century skills.

Collaborating with teachers on education change initiatives is essential as they bring insights from the classroom and students’ lived experiences.

The first Africa Teachers report also emphasizes the important role teachers can play in promoting gender equality in education by ending child marriage in Africa and stressing the importance of educating girls.

4. Promote accountability and transparency

Having accountability mechanisms in place can help translate commitments in education to action and track progress. UNICEF’s Foundational Learning Action Tracker of government efforts can help inform decisions on country foundational learning programs and UNESCO’s Sustainable Development Goal (SDG) 4 Scorecard can be useful for gauging national benchmarks for school attendance, academic performance and education investment.

Having accountability mechanisms for education can also create a shared platform for African governments and stakeholders to exchange best practices and experiences across contexts.

5. Invest in relevant curricula and infrastructure for youth skill development and employability

Promoting curricula and training that are aligned with job market needs will allow for a smoother transition to the workforce for young Africans. Vocational training programs have been found to have a positive economic impact on youth labor market outcomes . Identifying which skills are most relevant for employers and adapting curricula accordingly can meet student employability needs.

There’s also ample opportunity for schools to introduce entrepreneurship skills in its teaching practices, aligning as such with the greater African context—now host to some of the fastest growing economies worldwide. There’s been a rise in start-up enterprises founded by Africans under the age of 35 , and the World Economic Forum named 6 African startups shaping industries in its Technology Pioneers of 2022 list.

Education systems must prepare African youth to successfully enter and thrive within this professional landscape.

Sustained political leadership committed to systemic reform is key to sustainable improvements in learning and youth skill development. Leaders can better support Africa’s human capital by seizing the moment at the 37 th African Union Summit to achieve:

• More and better education financing,
• Evidence-based policies and spending,
• Inclusive quality foundational learning, and
• Greater investment in and collaboration with teachers.

Despite daunting challenges, the tools and technology to adapt Africa’s education systems for the 21 st century exist. What is needed is the strong political will to use them.

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The high price of education in Sub-Saharan Africa

Leora klapper, mansi vipin panchamia.

The promise of universal primary and secondary education is one of the Sustainable Development Goals . Yet in 2020, about 64 million children were out of primary school, including 34 million girls. Over 195 million children globally were out of secondary school.

Sub-Saharan Africa has the highest rates of education exclusion of the six developing world regions. Over one-fifth of primary-age children are out of school, and almost 60 percent of youth between the ages of 15 and 17 are not in school. There are many barriers to education for low-income households. One of them is school fees, which unfortunately remain widespread in schools across Sub-Saharan Africa, causing financial stress to families. Digital financial services are one way to help families manage school fee payments so they can keep their children in school. 

New Global Findex data finds that over half (54 percent) of adults in Sub-Saharan Africa are very worried about paying school fees, and 29 percent name school fees as their biggest financial worry (above medical expenses, paying for old age, and monthly bills). In a dozen Sub-Saharan African countries, including Kenya and Nigeria, school fees are the most commonly reported financial worry.

Across Africa, 21 percent of enrolled students attend a private school, and that share is much higher in certain economies. Even in countries like Uganda, which offers free primary education, parents still have ancillary school expenses for uniforms, exam fees, school upkeep, books, or hiring an extra teacher. The cost of sending a child to school in Uganda varies from US$168 for government schools to US$420-680 for private schools. At the same time, more than 60 percent of adults in Uganda are very worried about school fees; for 40 percent of adults, school fees are the biggest source of financial worry. This is not surprising, as about 42 percent of Ugandans live below the poverty line of US$2.15 per day (about $785 per year).

Figure 1: Share of adults most financially worried about school fees (%, age 15+)

Note: Asterisk indicates that women are significantly more likely than men to cite school fees as their biggest financial worry. Source: Global Findex database, 2021.

Women are significantly more likely than men to cite school fees as their most significant financial worry, at 31 percent, compared with 26 percent of men (Figure 1). There are many reasons why women might report greater financial stress about school fees than men. For instance, women might be responsible for making school fee payments or might worry less than men about other expenses, such as monthly bills. Recent research on intrahousehold bargaining also suggests that women might bear a greater burden of the stress of school fees because they have less control than men over household spending decisions for education.

Given the importance of education and the challenges that low-income households face affording it, what financial solutions exist to help? Global Findex data suggests three opportunities:

• Digitalizing school fee payments: School fees are typically due in full at the beginning of a school term, which can be challenging if a family’s income is low at that time since poor families often have spikes and dips in income. More than 60 percent of adults are smallholder farmers with variable cash flows, for example, and a survey has found that families find school fees easier to afford when they fall due shortly after harvest.

If fees are digitalized, it becomes easier for parents to make and schools to accept incremental payments.  For example, schools and parents can determine a fee schedule that matches the household’s seasonal income flows.

The transition may be easier for adults with experience making digital payments: Among the 29 percent of adults in Sub-Saharan Africa who named school fees as their biggest financial worry, about half also made or received a digital payment using a card or phone, including 34 percent who have a mobile money account.

• Promoting formal savings: Fifty-seven percent of adults who name school fees as their biggest worry also saved—although only 13 percent saved formally with a bank or mobile money account. Formal savings accounts that include features to incentivize savings show promise as a tool to increase education access. This was demonstrated in Kenya , where researchers evaluated the impact of a commitment savings account for education that included an interest rate bonus on funds saved until a goal date. Parents who saved were 18-24 percentage points more likely to enroll their children in high school. The results using a more conventional mobile savings account without the commitment bonus were nearly the same, suggesting that having an easy way to save, not the bonus, was enough to affect parental behavior.
• Promoting formal credit: Borrowing is also high among adults who worry about school fees: 58 percent borrowed from any source, including family and friends, but only 9 percent borrowed from a formal financial institution. Providing borrowing options for education could help drive enrolment, as shown in Uganda , where a large home solar system provider (which offered financing options for its solar solutions) introduced a school fees loan product, underwritten using customer data on the solar loan product. The education loans were associated with a 50 percent reduction in the share of children out of school, and borrowers increased their education spending by 36 percent. 

The long-term consequences of low enrollment or gaps in schooling should not be underestimated. Digital financial services cannot address all the barriers keeping children out of school. However, there is potential to alleviate some of the problems families face by equipping them with tools to save and make payments. 

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Advancing gender equality and women’s empowerment in Angola through second-chance education

Elizabeth Afonso Gonga has a fixed weekday routine. At 7:00 a.m. every morning, she arrives at the KM-30 market, a large hub situated on the outskirts of Luanda. Once there, she cleans up her stall and arranges the goods—including beans, rice, and peanuts—that she will sell during the day to earn a living and provide for her family. After that, between 7:30 and 9:30 a.m., she attends adult education classes in one of the two rooms built by the market’s administration to host literacy lessons for the vendors. During her absence, her colleague Joana Domingos takes care of her stall and handles the sales on her behalf. When Elizabeth returns, it’s her turn to look after Joana’s stall while her friend attends a similar class from 9:45 a.m. to 11:15 a.m.

The KM-30 market is the biggest hub for agricultural products in Angola. Spread over 1.9 million sqm, it boasts seven pavilions and about 3,500 registered traders. Every day, it receives truckloads of food items such as vegetables, fruit, tubers, cattle, goats, pigs, and poultry, most of which come from the countryside.

A large majority of the traders at the KM-30 market are women who sadly never had the chance to receive an education and to acquire basic reading and writing skills. In 2018, the National Statistics Institute of Angola published data indicating that the country’s illiteracy rate stood at 24%. However, a closer, gender-based analysis of the data revealed a significant disparity between men and women: while only 12% of men were found to be illiterate, the rate among women was over 42%. This gap is due to a range of factors, which include cultural and gender-based discrimination, lack of access to education, and poverty.

To fight illiteracy among women, the Angola Ministry of Education has expanded the second-chance education program within the framework of the World Bank-supported Girls Empowerment and Learning for All Project . This expansion provides out-of-school girls and boys aged 15 and older with a second chance to complete their education and gain valuable life skills.

This initiative offers a safe and supportive learning environment in which individuals can improve their reading and writing abilities, and learn basic arithmetic, an important set of skills that can help them make informed decisions for their trading businesses and in other areas of their lives.

Over the past few years, many second-chance education classes have been set up in markets, prisons, and churches across Angola. Elizabeth and Joana are two of the women attending classes in the KM-30 open-air market. They are not alone: many other women in the market also attend, recognizing the program as their only chance to gain the skills they need to succeed. Thanks to the project and these second-chance classes, they now have hope for a better future.

Juliana Sakembe, who is 73 years old, also attends classes at the KM-30 market. She is the oldest student in the class, and her passion for learning has become an inspiration to younger women and men in the market. Juliana is determined to improve her literacy skills for two reasons: first, to be able to better educate her grandchildren, and second, to read the Bible and the hymns from her church.

“ I am currently studying to improve my reading and writing skills so that I can better help my grandchildren ,” she says . “Although my children are grown, I still look after some of my grandchildren, who frequently bring home letters and notices from school. Being able to read these notifications is essential as it helps me stay informed about what’s happening in their education and whether they may be struggling in any way. Reading and writing are crucial skills that allow you to stay informed and make better-informed decisions. Even when it comes to understanding the Bible in church, reading and writing are essential .”

She is currently in the third literacy cycle and takes pride in her ability to sign her name and read simple texts. Her academic achievements and experience have made her a source of inspiration, a role model, and an activist for women’s education in Angola’s KM-30 market.

“ I always advise younger women to think about their children ,” she continues . “I remind them that they should never be ashamed to take literacy classes at their age. Being illiterate is something that they should be ashamed of, not studying as an adult. I encourage them to understand that providing food and clothing to their children is essential, but it is not enough. They should also keep up with their children’s education. That’s why it’s crucial to know how to read and write .”

Some of the teachers who provide second-chance classes were once adult-education students themselves. During his visit to the literacy classes at KM-30, Director Evaristo Pedro, the National Director of the Youth and Adult Education Directorate at the Ministry of Education, was filled with joy when one of his former students from 15 years prior came up and hugged him. This former student had taken literacy classes before becoming a teacher himself to help other adults learn how to read and write.

“ I cannot express enough how emotional I am to see Domingos Castro teaching and helping fellow Angolans to read and write. It shows that our efforts paid off ,” said Evaristo Pedro. Angola has a high illiteracy rate, particularly among women. Our focus is on serving these women, and we want to ensure that our literacy classes are aligned with their reality. At the KM-30 market, these women are learning despite having to give up two hours of their day and leave their jobs or businesses to study. They are committed to gaining other skills that will help them find better paths in their lives. This is why we are providing adult education here, to ensure education for all .”

Girls Empowerment and Learning for All Project

The World Bank in Angola

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Dr. Muhammad Sani: Spearheading Change In Almajiri And Out-Of-School Children Education

Meet Dr. Muhammad Sani, a remarkable leader with a deep-rooted passion for education and a wealth of experience in making a difference. Recently appointed as the Executive Secretary/CEO of the National Commission for Almajiri and Out-Of-School Children Education (NCAOOSC), Dr. Sani brings a wealth of expertise and a heart dedicated to transforming lives.

His journey in education began with a strong academic foundation, earning master's and doctorate degrees in Islamic Studies. But it's his hands-on experience that truly sets him apart. From leading as the Director-General of Al-Iman School in Lafia to serving as Commissioner of Basic/Secondary Education in Yobe State, Dr. Sani has walked the walk, understanding the challenges and opportunities firsthand.

Now, at the helm of NCAOOSC, Dr. Sani sees a chance to make a real impact. The commission, though new, holds immense potential to change countless lives. Many may not yet know about NCAOOSC, but Dr. Sani is determined to change that. He envisions a future where NCAOOSC shines brightly, a beacon of hope for out-of-school children across Nigeria.

Drawing on his rich background, Dr. Sani has big plans to tackle the issues head-on. His experience working with diverse communities gives him a unique perspective that transcends just the almajris to a nationwide approach to tacklling the out-of-school children menace that has bedeviled our nation, on a . He knows that to make a lasting difference, solutions must be culturally sensitive and inclusive.

Dr. Sani understands the power of collaboration, having worked with various government committees and associations throughout his career. By bringing together stakeholders from all walks of life, Dr. Sani believes we can truly make strides in ensuring every child has access to quality education.

Ultimately, Dr. Muhammad Sani's appointment is more than just about a new role but performing on a pedestal that providence has long prepared him for. With his leadership, vision, and unwavering dedication, Dr. Sani is ready to lead NCAOOSC into a brighter future, where education is not just a privilege but a fundamental right for all.

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• Rising Heat, Drought and Disease: Climate Crisis Poses Grave Risks to Children in Eastern and Southern Africa

Multiple crises worsened by climate change threaten lives of 45 million children

Nairobi, 25 March 2024   – As a prolonged heatwave and drought grip several countries in Eastern and Southern Africa, UNICEF is sounding the alarm on the dire situation faced by vulnerable communities who are bearing the brunt of climate change .  In the region, 45 million children are living through multiple and often overlapping crises intensified by climate change, including cholera outbreaks, malnutrition, drought and floods.

The 2023-24 El Niño phenomenon, one of the strongest on record, is exacerbating already challenging conditions.   El Niño has escalated regional climate patterns, causing dry conditions and erratic rainfall, subsequently affecting crop production, and worsening disease outbreaks.

“The climate crisis is a real threat to children and communities in Eastern and Southern Africa. The very elements that children need to survive and thrive, including clean water, food, shelter, learning and safety, are being impacted by climate shocks. School closures disrupt education gains that were made. Communities who depend on agriculture face crop loss, resulting in children becoming malnourished or being forced to work to support income generation. Challenges in accessing clean water expose children to disease, affect livelihoods and cause forced displacement,” said Eva Kadilli, UNICEF Regional Director for Eastern and Southern Africa.

Over the weekend, the President of Malawi declared a State of Disaster in 23 out of the 28 districts in the country, due to El Niño conditions. Inadequate rains, floods, and prolonged dry spells have led to severe damage to crops and food production, impacting two million households (an estimated 9 million people, including 4.59 million children).

In South Sudan, children and young people are among those most at risk due to the climate crisis.  Because of an extreme heatwave, authorities have recently ordered schools to be closed for two weeks and children have been advised to stay indoors as temperatures are expected to hit 45C, impacting 2.2 million learners.

In Zambia, the government has recently declared a national emergency over drought that has impacted large parts of the country, affecting 6.5 million people – including 3 million children. This comes after the devasting floods that exacerbated the cholera outbreak in the country, with over 22 000 cases and children disproportionally affected. As rising temperatures and scarce water resources push families to the brink, children face increased risks of malnutrition, dehydration, and illnesses. 2.4 million people are expected to be severely food insecure this year.

In Zimbabwe, the El Niño phenomenon has disrupted rainfall patterns, leading to prolonged drought. Families are grappling with food insecurity, water scarcity, and heightened vulnerability including to violence and exploitation. These challenges come at a time when the country is also responding to cholera and polio outbreaks, potentially leading to a severe crisis for children.

In Madagascar, limited rainfall in the Great South is expected to reverse the marginal gains made in 2023 and plunge this fragile zone into a fresh humanitarian crisis. More than 262,000 children under the age of 5 are already acutely malnourished in the region.

The impact of El Niño is not limited to dry conditions. Late last year, heavy rains and flooding battered parts of the Eastern African region, including Ethiopia, Kenya and Somalia. These floods led to loss of lives, disrupted livelihoods, and displaced communities, with more than 5.2 million people affected.

In response to climate change and other crises in the region, UNICEF is actively working to safeguard children through programmes and services that are designed for adaptability. This includes:

• Ensuring acutely malnourished children, as well as pregnant and breastfeeding women are reached with treatment services; and children in all affected areas are reached with prevention interventions such as nutrient-dense food and micronutrient supplements, counseling and cash transfers.
• Building shock responsive education systems that are prepared and can ensure continuity of learning, during and after crises. This includes investing in multiple remote learning modalities, both digital and non-digital, accessible to all children, including the most vulnerable.
• Collaborating with partners on climate resilient water solutions, including expanding work on groundwater mapping and management systems.
• Strengthening health systems to be more resilient and accessible.
• As socio-cultural factors also significantly influence decisions and practices within communities during crises, UNICEF is focused on understanding and addressing these factors and working with communities to ensure equitable access to information, support and solutions.

“Distressingly, extreme weather is expected to be the norm in Eastern and Southern Africa in the years to come. As we work to improve the resilience of children, families and communities by strengthening shock responsive social services, we must also come together to reduce the effects of climate change on vulnerable populations in the region,” said Ms. Kadilli. “We continue our call to partners to prioritize investment in climate adaptation and mitigation, as well as in systems capable of withstanding the intensifying shocks brought on by climate change. Without sustainable responses, the future of children hangs in the balance. We need to take decisive action NOW to ensure that they not only survive but thrive in the challenging years ahead.”

Note to Editors:

• Regional and country-based spokespeople are available for media interviews  on specific themes, including Nutrition; Water, Sanitation & Hygiene; Education; Health & more. 
• More info on the website:  Regional El Niño Preparedness and Response Chapeau for East and Southern Africa Region Cholera outbreaks in the region
• Photos and videos   on UNICEF’s cholera response in the region:   https://weshare.unicef.org/Folder/2AM4089DAHKR

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UNICEF promotes the rights and wellbeing of every child, in everything we do. Together with our partners, we work in 190 countries and territories to translate that commitment into practical action, focusing special effort on reaching the most vulnerable and excluded children, to the benefit of all children, everywhere.

For more information about UNICEF and its work in South Sudan, visit:  www.unicef.org/southsudan

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