education in western africa

Education: how can we improve access for children in Western and Central Africa?

'Schooling alone won’t solve the problem; high quality learning is critical.' Image:  UNSPLASH/Tyler Lagalo

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• High rates of learning poverty in Western and Central Africa suggest that too many children are either not attending school or are not learning enough in school.
• The World Bank's strategy for this region seeks to widen opportunities, improve teaching and learning and build job-relevant skills.
• Below is an exploration of how to protect children's right to education, ensuring they have widespread access through to higher education and beyond.

November 20 marked World Children’s Day. The fundamental right of children to an education is reflected in the Universal Declaration of Human Rights and the UN Convention on the Rights of the Child . Unfortunately education is often not a reality for many children living in Western and Central Africa, where almost 80 percent 10-year-olds are learning poor , unable to read and understand a simple text - the highest percentage in the world. High rates of learning poverty indicate that too many children are either not attending school or are in school but not learning.

Our recent blog highlighted the stories of Leah, Hauwa, and Hussaini , three children from the region, whose education has been disrupted primarily due to conflicts. Their stories illustrate challenges millions of children face in accessing and completing education and demonstrate that learning and children’s rights in the region are under pressure.

A renewed hope and vision for children in West and Central Africa

The region has the potential to create equal and inclusive opportunities for all girls and boys arrive at school ready to learn, attain quality learning, and enter the job market with the right set of skills to become productive and fulfilled citizens. This is the vision for the World Bank’s forthcoming Regional Education Strategy for Western and Central Africa (2022-2025) .

Though still under preparation, the proposed strategy seeks to promote high-impact interventions and system-wide reforms across the learning lifecycle – from early childhood to tertiary education – building on evidence of what has worked in the region, and globally. It is anchored around three pillars:

1. Widening opportunities

2. Improving teaching and learning

3. Building job-relevant skills

The strategy also calls for strengthening strategic leadership, improving governance and financing of the sector to drive critical reforms, and enhancing implementation capacity for long-term impact.

Equal and inclusive opportunities for all

Although the region has made tremendous gains, provision of universal basic education (primary and secondary education) remains a challenge for many countries. Widespread poverty and school shortages are contributing to low access. In addition, approximately 101 million children were affected by school closures at the peak of the pandemic. We are facing an unprecedented crisis within a crisis.

The region is home to over half of the world’s out-of-school children. Fragility, conflict, and violence (FCV) increase the number of out-of-school children; 11 of the region’s 22 countries are classified as fragile and conflict-affected . In FCV countries , girls are 2.5 times more likely to be out of school than boys, and at the secondary level, are 90% more likely to be out of school than those in non-FCV contexts. ( Read more in our recent blog) .

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To widen children’s opportunities across the region, the World Bank strategy recommends high-impact interventions in five priority areas:

• Reducing the cost of education, especially for the poorest
• Providing information on benefits of education and sources of funding
• Ensuring safe learning environments
• Shifting socio-cultural norms especially for girls
• Increasing the availability, accessibility, and resilience of schools

Arrive at school ready to learn and attain quality learning

Schooling alone won’t solve the problem; high quality learning is critical. Presently, learning levels across the region are abysmally low, reflected by high learning poverty rates. These learning challenges stem from the fact that only 32 percent of children have access to early childhood education, and more than a third of the region’s children under five are stunted. Poor learning outcomes in the region can also be attributed to improper teacher recruitment, poor teacher professional development, and high teacher absenteeism. Teachers are critical determinants of student learning and all children deserve great teachers ; yet, a survey of six Sub-Saharan Africa countries unveiled that many children do not have access to high-quality teachers. Subpar school environments where students are taught in a language they do not understand, and where basic teaching material and adequate infrastructure are lacking, also worsen the already poor learning outcomes.

To address the learning crisis in the region, the strategy prioritizes the following areas:

Enhancing students’ readiness to learnInvesting in teacher competency and skillsFostering a culture of learning assessmentsProviding learning resources and EdTech toolsFostering conducive learning environmentsStrengthening managerial capacity

Enter the job market with the right set of skills to become productive and fulfilled citizens

Protecting children’s right to education goes beyond primary and secondary education. Gross enrollment in higher education is low, at approximately 10% in the region. Tertiary education institutions often do not provide graduates with job-relevant, digital, and technological skills that are critical to transition from labor-intensive jobs, to jobs of the 21st century. The strategy will also focus on addressing the skills and workforce development challenges in the region: (i) strengthening governance of education providers; (ii) removing barriers to skills acquisition; (iii) managing service delivery for quality and relevance; and (iv) fostering sustainability of service delivery. Specific interventions are detailed in the recent blog titled “ Youth empowerment: Reimagining and transforming skills development in Western and Central Africa .”

The COVID-19 pandemic and recent social and political unrest have created a profound sense of urgency for companies to actively work to tackle inequity.

The Forum's work on Diversity, Equality, Inclusion and Social Justice is driven by the New Economy and Society Platform, which is focused on building prosperous, inclusive and just economies and societies. In addition to its work on economic growth, revival and transformation, work, wages and job creation, and education, skills and learning, the Platform takes an integrated and holistic approach to diversity, equity, inclusion and social justice, and aims to tackle exclusion, bias and discrimination related to race, gender, ability, sexual orientation and all other forms of human diversity.

The Platform produces data, standards and insights, such as the Global Gender Gap Report and the Diversity, Equity and Inclusion 4.0 Toolkit , and drives or supports action initiatives, such as Partnering for Racial Justice in Business , The Valuable 500 – Closing the Disability Inclusion Gap , Hardwiring Gender Parity in the Future of Work , Closing the Gender Gap Country Accelerators , the Partnership for Global LGBTI Equality , the Community of Chief Diversity and Inclusion Officers and the Global Future Council on Equity and Social Justice .

Advocating for the responsibility of protecting children’s right to education

We need to draw attention to learning outcomes in the region. The priorities outlined above, highlight where key stakeholders – policy makers, development partners, civil society, private sector, the media, and so forth – can work collectively and collaboratively to provide quality education for children like Leah, Hauwa, Hussaini, and all children in West and Central Africa. In doing so, we will fulfill the ambitious, but achievable vision of the regional education strategy and contribute towards achieving Sustainable Development Goal (SDG) 4, the Continental Education Strategy for Africa 2016-2025 (CESA 16-25) , and Africa’s Agenda 2063 .

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Education in Africa

Of all regions, sub-Saharan Africa has the highest rates of education exclusion. 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. According to UIS data, almost 60% of youth between the ages of about 15 and 17 are not in school. 

Without urgent action, the situation will likely get worse as the region faces a rising demand for education due to a still-growing school-age population.

Education in Africa is major priority for UNESCO and the UIS. In response, the UIS develops indicators to help governments, donors and UN partners better address the challenges. For example, the UIS tracks the extent to which schools lack basic amenities, such as access to electricity and potable water, while monitoring classroom conditions – from the availability of textbooks to average class sizes and the prevalence of multi-grade classrooms. With seven out of ten countries facing an acute shortage of teachers , the Institute also produces a range of data on their training, recruitment and working conditions.  

Girls’ education is a major priority. Across the region, 9 million girls between the ages of about 6 and 11 will never go to school at all, compared to 6 million boys, according to UIS data. Their disadvantage starts early: 23% of girls are out of primary school compared to 19% of boys. By the time they become adolescents, the exclusion rate for girls is 36% compared to 32% for boys.

To help policymakers bridge this gender gap , the UIS disaggregates all indicators by sex to the extent possible, while producing gender parity indices and developing specific indicators related to access to separate toilets for girls and boys and the presence of female teachers, who can serve as role models and encourage girls to continue their education.

These are just some of the ways in which the UIS is helping governments, donors and civil society groups strive towards Sustainable Development Goal 4 ( SDG 4 ) and reach the most marginalised children and youth.  

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The duality of the education challenge in Africa: Historical imperatives and 21st-century necessities

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Education in Africa stands at a crossroads, confronting dual challenges related to the juxtaposition of existing deficits with the rapidly evolving demands of the Digital Age. Despite the work across several African countries to turn the tide, the number of out-of-school children across the continent remains stubbornly high. And with the rapid advancement of 21st-century technologies presenting new challenges, such as the increasing necessity for digital fluency, African educational systems must adapt swiftly to remain relevant and competitive.

The selection of education as the African Union’s theme of the year presents a unique opportunity to create the necessary policy space for change. As we mark the start of “Africa Month,” it is one of the reasons why the United Nations Office of the Special Adviser is co-organizing our flagship  Africa Dialogue Series 2024  with the African Union Permanent Observer Mission to the United Nations under the theme “Education through Science, Technology and Innovation toward the Africa We Want.” Echoing the call of Secretary-General António Guterres to  end the business-as-usual approach , we aim to mobilize African policy and decision-makers to harness innovation and boost access to quality education in Africa.

To fast-track such transformation toward unlocking the continent’s full potential for future generations, it is critical to consider the historical and contemporary challenges affecting education in Africa.

Historical imperatives from an existing deficit

When Professor Wole Soyinka, the famed Nigerian Nobel Laureate and scholar, spoke on “Rearming the University Idea” at our  Academic Conference on Africa 2023 , he made it clear that the African educational system has been delivering high-calibre results for decades, citing the successes of African universities “from Makerere through Ibadan, Achimota all the way to Dakar.” Alongside Africa’s rich cultural heritage and traditional teachings that forged well-rounded individuals for many years, this has established the continent as an educational powerhouse for a period.

Unfortunately, political instability, conflicts, mismanagement, external shocks and other crises disrupted the system, leading to forced school closures, reducing access to safe learning environments and creating a  shortage of quality teachers . These challenges impeded academic progress while depriving students of vital social and emotional support received from educational institutions. Over time, this change triggered a cycle of poverty and marginalization, hampering socioeconomic development and stability across African communities.

Despite recent progress, the data on the resulting deficit is sobering. Over 100 million children remain outside the formal education system in Africa, with the United Nations Educational, Scientific and Cultural Organization (UNESCO)’s  Institute for Statistics highlighting  that one-fifth of children between the ages of six and 11, one-third between the ages of 12 and 14 and nearly 60 per cent of young people between 15 and 17 are not in school in Sub-Saharan Africa. UNESCO also reports that the continent needs more than 6 million teachers to achieve universal primary education by 2030.

However, there is an opportunity to reverse these trends and make significant gains by harnessing the multiplying effect of science, technology and innovation to deliver quality education in Africa.

Modern necessities from emerging technological demands

The continent has made strides towards digital transformation in the past decade. For example, as Sub-Saharan Africa experienced a remarkable  115 per cent increase  in Internet users between 2016 and 2021, over 160 million Africans acquired broadband Internet between 2019 and 2022, facilitating access to various digital services, including online learning. The adoption of digital payment methods has also surged, with nearly  200 million more people  completing digital transactions between 2014 and 2021. This reflects the growing significance of the digital economy and its impact in Africa.

This exponential growth in digital technologies and the advent of new fields, such as big data and artificial intelligence, presents challenges and opportunities for African educational systems. While digitalization could enhance learning outcomes, foster innovation, and expand access to academic resources, it amplifies existing disparities.  The continent’s recent technological boom, however, suggests Africa has the potential to harness this accelerating digital revolution and bring about change, including the transformation of its educational system.

To maximize the opportunities ushered in by this Digital Age, education systems in Africa need to leapfrog into modernity and equip the next generation of Africans for the future of work. This entails fundamentally reimagining educational approaches to cultivate the skills and competencies needed to thrive in a rapidly evolving digital landscape and succeed in the digital economy. It also needs to include initiatives to bridge the digital divide, which remains stark. According to the International Telecommunication Union (ITU), Internet penetration in Africa was around 28 per cent compared to the global average of 51 per cent in 2019.

As we stressed in our 2023 report “ Solving paradoxes of Africa's development: financing, energy and food systems , ” effective country systems must underpin these initiatives and be ready to invest in the needed infrastructure, skills development, and regulatory frameworks they require. With this impetus, Africa can transform its educational system and unlock inclusive growth, prosperity and durable peace.

Integrated policymaking to address dual challenges.

Addressing these dual challenges requires a nuanced policy mix that tackles existing deficits while addressing the demands of rapid technological advances. We must implement strategies that prioritize educational reform, infrastructure development, teacher training, and digital literacy – all at the same time. Such an integrated policy approach includes the following key components:

• Increasing access to education:  This can be achieved by building more schools in rural and underserved areas, providing scholarships and financial assistance to students, and implementing alternative education models such as community schools and distance learning programmes.
• Enhancing teacher training:  To reach this objective, our continent must invest in comprehensive training programmes that increase the number of teachers while boosting the quality of their skills, including in digital literacy and the ability to teach in increasingly digital classrooms.
• Bridging the digital divide:  To meet this target, initiatives must be in place to rapidly expand reliable Internet access and the availability of digital tools in schools, leveraging partnerships with technology companies and investments in Information Communication Technology infrastructure.
• Curriculum reform:  Our approach must include adapting curricula to incorporate more STEM (Science, Technology, Engineering and Mathematics) education and programmes boosting digital skills to better equip students for future challenges in the Digital Age.
• Tackling root causes of crises:  This component is essential in creating an environment of stability and durable peace where education thrives. This includes addressing political instability and conflicts to safeguard the right to education and foster sustainable progress in Africa.

The duality of Africa's educational challenges requires such a forward-thinking policy mix. This is a different approach aiming to address the root causes of underlying issues. It manages development instead of implementing band-aid solutions and projects that manage poverty. So, one of our key objectives at the Africa Dialogue Series this year is to foster an exchange that leads to innovative, implementable policy recommendations that centre on Africa’s long-term progress.

Throughout this Africa Month, let us approach our engagements by leveraging Secretary-General Antonio Guterres’ message as our guiding compass. He said, “We can’t build a future for our grandchildren with a system built for our grandparents.” Let us work together to transform education in Africa by harnessing science, technology, and innovation.

This is how we build the Africa we want. The Africa the world needs.

Cristina Duarte is the Under-Secretary-General and Special Adviser of United Nations Secretary-General António Guterres on Africa .  This op-ed is written for and to be published first by the UN’s  Africa Renewal

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Thomas, R.M. Education in West Africa. Int Rev Educ 61 , 709–711 (2015). https://doi.org/10.1007/s11159-015-9514-9

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Unlocking Africa’s potential by investing in STEM education

The best investment in the future is to unlock the potential of STEM education across the African continent. And African girls represent the greatest untapped population to become the next generation of STEM innovators. 

Investing in STEM education is crucial for Africa’s future

As the world celebrates the African Union’s Year of Education throughout 2024, UNESCO is reaffirming its commitment to prioritize Africa and strengthen its action on the continent. One particular area that the Organization is putting the spotlight on is girls’ education in STEM where significant gender disparities persist in Africa. UNESCO is doing research, policy and capacity-building work in its efforts to promote the empowerment of girls and women through education. 

Although evidence shows that girls perform equally well as boys in math and science, their representation in  STEM fields remains disproportionately low. Globally, women constitute only one-third of STEM graduates in higher education, a figure that drops to 25 percent or less in many African countries. This stark underrepresentation underscores systemic barriers that hinder girls' participation and advancement in STEM disciplines. 

Changing mindsets and tackling biases

Addressing barriers to STEM education requires a multifaceted approach that challenges gendered attitudes, expectations, and biases. UNESCO's initiatives focus on empowering girls by fostering their confidence and providing them with supportive environments where they can thrive. Central to these efforts is the role of female teachers who serve as key role models and mentors. They play a major part in inspiring girls to pursue STEM careers and break down stereotypes.

UNESCO's comprehensive interventions, including teacher training, advocacy, mentorship, and skills development, aim to nurture girls' interest in STEM from an early age. Initiatives like "bootcamps" in countries such as Kenya, Rwanda, United Republic of Tanzania, and Uganda have already sparked the empowered thousands of girls, exposing them to cutting-edge technologies like robotics, artificial intelligence, and 3D printing.

Advancing STEM education to unlock the continent's potential

Advancing STEM education in Africa requires collaborative action. Working closely with Member States, sister UN agencies, and other partners, UNESCO leverages collective expertise and resources to scale up its impact. By fostering strategic partnerships, it aims to create an enabling environment where girls and boys across Africa can access quality STEM education and realize their full potential.

Investing in STEM education for both young women and men in Africa is essential to unlocking the continent’s potential. With Africa's youthful population projected to comprise over a quarter of the global labour force by 2050, empowering them with STEM skills is crucial for driving inclusive growth and development. 

• Video: UNESCO Assistant Director-General on STEM education for young Africans
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Education under threat in west and central africa, without education, children face a future stripped of hope..

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Child Alert is a briefing series that presents the core challenges for children in a given crisis location at a given time. This issue examines attacks on children’s right to education in West and Central Africa, and provides examples of efforts to protect children and their learning opportunities in conflict-affected parts of the region. As of June 2019, 1.91 million children were being robbed of an education due to violence and insecurity in and around their schools in Burkina Faso, Cameroon, the Central African Republic, Chad, the Democratic Republic of the Congo, Mali, Niger and Nigeria. UNICEF and partners call on governments, armed forces and groups, and other parties to conflict – and the international community – to take concerted action to stop attacks and threats against schools, and to support quality learning for every child in the region. Please contact: [email protected]

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