The World Bank has raised the alarm that the learning crisis in sub-Saharan Africa may result in $21 trillion of lost productivity globally if urgent action is not taken. It, however, noted that if addressed, continuous learning could translate to $6.5 trillion of additional global value by 2030.
This was disclosed at the United Nations General Assembly in New York, where African leaders, African Union (AU) and global development partners gathered to showcase the transformational impact prioritising foundational learning could have on the African continent. They noted that the crisis is most acute in Africa, where nine out of 10 children are not able to read with understanding, or do basic mathematics by age 10.
African Union Commission Chairperson, Moussa Faki, in his address at the AU and Global Partnership for Education(GPE) presidential meeting in New York, acknowledged the need for a long-term focus on education, calling for a yearly summit at the AU Mission during the UN General Assembly meetings.Faki said stakeholders must acknowledge that the formulation of annual themes is not enough, and there’s an urgent need for a longer-term, innovative, and bold responses. He lamented the region’s education poverty level at a time when more than 80 per cent of its workforce in 20 years will be youths.
In his keynote address, Commissioner for Education, Science, Technology and Innovation (ESTI) at the African Union, Prof Mohammed Belhocinen, emphasised the need for bold investments, and called for an international effort to support African children and deliver global returns.
Belhocinen noted that learning poverty undermines the region’s collective efforts to achieve its agenda 2063. He said: “Foundational learning is an enabler for Africa’s long-term development, and the key to unlocking the potential of millions of African children who will be the changemakers of tomorrow.”
He added that the region is committed to making foundational learning a key part of its agenda beyond 2024, tracking progress, providing support where needed, and continuing to advocate for comprehensive reforms.
On his part, Zambian President, Hakainde Hichelima, said by 2050, at least one-third of all young people aged between 15 and 24, will be born in Africa.
Presently, Hichelima noted that four in five children are unable to read and understand simple text by age 10.
Take action to urgently implement cost-effective, evidence-based solutions that can accelerate learning outcomes and be delivered within existing budget resources.
Former President of Malawi, Dr Joyce Banda, said the prosperity we dreamt of as a region, will be built from the classroom, with a child learning to read and count.
“A continental crisis requires a continental response. We need accountability mechanisms, and a robust peer review process to hold ourselves accountable for the promises made to our children. Every goal we have set is dependent on achieving strong foundational learning.
Former Tanzanian President and GPE Chairman, Jakaya Kikwete, said as the world’s youngest and fastest growing continent, by 2050, one in every four people will be an African, hence the urgent need to properly equip the young ones.
“If we fail to act, we risk further disenfranchising them. A one per cent improvement in learning outcomes can translate into a 7.2 per cent improvement in economic growth. To unlock this potential, we need to focus on learning, proper support for our educators, and strong partnerships.”
Moderating a panel of African ministers of education implementing African-owned solutions to enhance learning outcomes, Founder of Human Capital Africa (HCA), Dr. Obiageli Ezekwesili, asked Ministers to highlight the two most critical investments required to deliver results.
“It’s clear from your contributions that African Ministers want innovative, evidence-based and targeted financing alongside the better and more effective and efficient use of existing resources.
“These, according to them would enable teacher training, support, and deployment required to help children learn, using proven and efficient pedagogical approaches that work at scale, while ensuring generation and utilisation of data to inform the pathway to better learning outcomes and enabling accountability at all levels.”
Speakers and leaders at the event, also appealed to the government, through the African Union, to take decisive steps in tackling the learning crisis. These, they noted, should include a declaration that it is unacceptable that nine out of 10 children are unable to read with understanding, and do basic mathematics by age 10.
They also stressed the need to recognise the transformative impact that foundational learning could have on continental productivity, empowering millions and driving economic growth.
To address the problem, they tasked government and stakeholders on the need to urgently implement cost-effective, evidence-based solutions that can accelerate learning outcomes and delivered within existing budget resources.