The African Union's New Continental Education Strategy for Africa for 2026-35: Strategic Areas and Objectives

• In Event: Civic Education in the Afrikan Context

Proposal

This paper presents key aspects of the new Continental Education Strategy for Africa (CESA) 2026-2035 of the African Union. The draft strategy comprises of four parts: (1) A brief investment case; (2) A review of selected challenges; (3) A framework for action; and (4) A discussion on governance, communications, and monitoring.

Part I makes it clear that investing in education is one of the best investment countries can make. Education is a fundamental human right and crucial for communities and societies to promote peace and sustainable development . In addition, a wealth of data demonstrates the benefits from education. Human development outcomes, including earnings but other outcomes related to health and social protection, are driven in large part by education. The analysis shows how education matters for Africa’s development, and how according to the metrics used much more needs to be done to improve educational outcomes.

Part II notes that challenges remain massive given low levels of enrollment and completion and insufficient learning when children and youth are in school. Initial conditions, including the limited qualifications of teachers, their (often) low levels of pay, and their high level of stress, are not conducive to great teaching. The fact that many parents are illiterate and may not be able to support their children’s learning at home is also an issue. Climate shocks and conflicts also contribute to poor educational outcomes. Compounding these constraints is another major limitation: because such a large share of the population is in age of schooling, and because the cost of providing education is often higher as a share of GDP than is in other countries, countries have difficulties in financing their education systems adequately.

Part III provides a framework for action for CESA 26-35 with six strategic areas (SAs) and 20 objectives, including one for implementation and another for monitoring and evaluation. A key idea for the framework is that education systems must be built, like a house or structure. The first two SAs are the foundations, followed by three pillars combined into one strategic area. These pillars relate to the foundational, socio-emotional, and 21st century skills that learners must acquire, especially through pre-primary to secondary education. Next come educational opportunities through Higher Education and TVET, and programs for children and youth out of school and lifelong learning for adults. Encompassing the strategy is the need to ensure gender-transformative approaches, equity, and inclusion. Finally, the framework highlights a few critical mega-trends that education systems must adapt and respond to.

Finally, Part IV is about governance, communications, and monitoring. Key stakeholders include Regional Economic Communities, Member States, specialized agencies, CESA clusters and continental and international partners. The proposed governance for CESA 26-35 includes a Steering Committee and an Operational Committee that has five sub-committees for: (i) Resource mobilization; (ii) Implementation (events, pilot projects, etc.); (iii) Monitoring and reporting; (iv) Research and knowledge (e.g., production of guidance related to specific CESA 16-35 objectives); and (v) Communications and advocacy.

Author

• Quentin Wodon, UNESCO IICBA