By Nana Dwomoh-Doyen Benjamin
Africa stands at a critical juncture in its educational journey. Despite significant strides in increasing access to education, the continent's curricula often remain relics of the past, ill-suited to equip students with the skills necessary for today's dynamic world.
The African Union's 2024 theme: "Educate an African fit for the 21st Century," sought to address this pressing issue by advocating for resilient, inclusive, and modern education systems across the continent.
In 2024, I had the privilege of participating in a series of consultations organised by the African Union's Economic, Social, and Cultural Council (ECOSOCC). These gatherings brought together civil society organisations, education experts, and policymakers to deliberate on the urgent need for curriculum reforms in Africa.
The consensus was clear: our educational frameworks must evolve to foster critical thinking, creativity, and practical skills that align with the demands of the 21st century.
One of the major flaws of Africa’s current education system is that it produces students who hold little real-world value in solving the continent’s pressing challenges.
Over the years, many African countries have focused on training students to pass exams, rather than to develop applicable skills.
They often memorise vast amounts of information, regurgitate it for tests, and soon forget most of it afterward.
A student may learn concepts like Pi R Squared, centrifugal force, or the laws of motion, yet have no idea how these principles apply in the real world. This gap between theoretical knowledge and practical application means that Africa struggles to solve its own challenges through the training it provides to its youth.
Ghana, for instance, has taken proactive steps toward educational reform. The new government inaugurated the National Education Forum, a platform designed to engage various stakeholders in meaningful dialogue about the future of education.
This initiative aims to overhaul the existing curriculum, shifting away from rote memorisation toward a more competency-based approach that emphasises problem-solving and innovation.
Similarly, Rwanda has embarked on transformative educational reforms. The African Leadership University (ALU) in Rwanda offers a unique "Global Challenges" degree, a project-based programme that requires students to design and implement solutions to real-world problems facing the continent.
This hands-on approach not only enhances learning outcomes but also prepares students to be proactive change-makers in their communities. However, these isolated efforts are not sufficient.
A report by the Global Partnership for Education highlights that by the end of 2025, African countries aim to halve their primary out-of-school rates to 11% and ensure that 46% of pupils achieve reading proficiency by the end of primary school. Achieving these ambitious targets necessitates a continent-wide commitment to curriculum reform.
A key component of curriculum reform must be the integration of practical STEM education across African schools.
Studies have shown that students exposed to hands-on STEM learning not only develop strong problem-solving abilities but also find it easier to understand other subjects such as mathematics and critical thinking disciplines.
According to a UNESCO report, STEM integration has been linked to improved performance in science and mathematics by up to 30%.
If Africa is to produce students capable of innovating for the continent and beyond, then its education systems must shift toward a more applied approach to science and technology.
Civil society organisations play a pivotal role in this transformative journey. The African Progressive Research and Innovations LBG. (APRIL) is one such non-profit organization leading the charge.
APRIL collaborates with educational institutions across Africa to shift the focus from traditional exam-oriented teaching to project-based and community-centered learning.
Their initiatives have empowered students to apply theoretical knowledge to practical challenges, fostering a generation of thinkers and doers who can actively contribute to Africa’s development.
The importance of project-based learning (PBL) cannot be overstated. Studies have shown that PBL enhances creative thinking and problem-solving skills among students.
By engaging in real-world projects, learners develop a deeper understanding of subject matter and its practical applications.
Despite these promising developments, significant challenges persist. UNESCO reports that Africa needs at least nine million new classrooms and 9.5 million additional teachers by 2050 to accommodate its growing student population.
This statistic highlights the urgency for comprehensive educational reforms that go beyond infrastructure to include curriculum modernization.
Moreover, the COVID-19 pandemic has exacerbated existing disparities in education. While some African countries adopted innovative remote learning solutions, the overall lack of preparedness highlighted the need for adaptable and forward-thinking curricula that can withstand such disruptions.
The path forward requires a collaborative effort. Governments must prioritise education in their budgets, ensuring that funds are allocated not only for infrastructure but also for teacher training, pedagogy enhancements, and curriculum development.
Private stakeholders, including businesses and non-governmental organizations, have a role to play by investing in educational technologies and supporting innovative teaching methodologies.
In conclusion, Africa's future hinges on its ability to equip its youth with the skills and knowledge necessary to navigate and lead in an ever-evolving world.
By embracing curriculum reforms that prioritize critical thinking, creativity, and practical application, especially through STEM integration, we can transform our education systems from relics of the past into catalysts for a prosperous future.
The author, Nana Dwomoh-Doyen Benjamin, is a pan-African writer and a key figure in the Ubuntu Connect project.
Disclaimer: The views expressed by the author do not necessarily reflect the opinions, viewpoints and editorial policies of TRT Afrika.
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