Education, science and communication vital for Africa’s future

The need to strengthen interdisciplinary and collaborative research capacity in Africa, including through more inclusive and effective Global North and Global South research partnerships was one of the focus areas of the International Forum of UNESCO Chairs and Partners: Transforming Knowledge for Africa’s Future, which convened in Addis Ababa, Ethiopia, from 30 September to 2 October.

The forum was driven by several key objectives, including bringing together regional and international research networks to deliberate on the roles of education and capacity-building in supporting knowledge-driven societies and building a skilled workforce for the future, particularly at tertiary level.

In addition, there was a focus on the need to create a platform for knowledge exchange, networking and collaboration among research stakeholders from Africa and beyond.

The conference, hosted by the African Union Commission and UNESCO, emphasised the cultural and historical implications of transforming knowledge, including mobilising diverse knowledge traditions in Africa as a crucial step towards unlocking potential for sustainable development and providing opportunities for younger generations to contribute towards the broader vision on Africa’s future.

Pact for the Future implications

Following the launch of the Pact for the Future during the United Nations General Assembly Summit of the Future that took place in New York in September, UNESCO chair holders and other experts also discussed the possible implications of the pact for Africa’s future and the complex interrelations between regional and international agendas.

As part of the International Decade of Sciences for Sustainable Development and the futures of science, technology and innovation in Africa, experts also explored the roles of universities and centres of excellence in transforming knowledge for Africa’s future.

The sessions also focused on developing strategies for empowering universities, nurturing sciences in Africa, and advocating for inclusion, diversity, equality, and accessibility in science, technology and innovation.

On the theme of strengthening collaborative research partnerships and networks, delegates explored strategies to re-balance knowledge and research partnerships for mutual learning and sustainable development.

Key to achieving this was the need to strengthen authentic collaborative research partnerships that empower researchers, institutions and knowledge systems for Africa’s future.

Africa’s youths need to be valued

During the high-level opening session, Stefania Giannini, the assistant director-general for education at UNESCO, underscored the urgent need to bridge many gaps, in particular the socio-economic dimension, as this would enable the empowerment of African youths through quality education and training opportunities.

She noted that many significant barriers still affected the development of African educational systems, including financing gaps to meet education targets at almost US$77 billion, a shortage of instructors and the lowest tertiary enrolment rates in education, at around 9% compared to the rest of the world at an average of 40%.

“[About] 400 million African youth today are ready to carry on this huge responsibility of changing the course of history, through new forms of intellectual and political leadership, through true ownership of their continental agenda (Agenda 2063), and new kinds of partnerships with the rest of the world.

“For Africa to achieve Agenda 2063 and drive its own future, these young people will need to be valued, supported, and made free to mobilise their own resources, as students, researchers, intellectual leaders, and global citizens,” she said.

She also noted that, 60 years ago, UNESCO had launched the monumental General History of Africa (GHA), to correct historical inaccuracies, to highlight Africa’s contribution to the general progress of humanity, and, most importantly, to share the history of Africa from an African perspective.

“Our aim now is to make these narratives accessible to all and to embed this perspective into curriculums, from classrooms to cultural spaces, and to fully embed GHA in curriculum and university programmes. As any form of intellectual dominance and colonisation starts with languages, culture and education systems, any decolonisation processes must have education at the core,” she emphasised.

On the sidelines of the UN General Assembly, UNESCO Director-General Audrey Azoulay had also announced a new initiative for knowledge-sharing and intercultural dialogue, and an alliance of university chairs from Africa, the Americas and Europe that was being established to advance knowledge of historical events and around issues of racism and discrimination against people of African descent.

‘Education, science, culture are essential levers’

According to Giannini, UNESCO had also founded a pathway to ensure that African traditional knowledge, science, research and collective intelligence could be harnessed to better the continent, humanity and the global community.

“At UNESCO, we call it Priority Africa. It’s based on the principle, a constitutional principle of the organisation, that education, culture and the sciences are essential levers for all.

“Africa has been a priority for UNESCO since its foundation, in recognition of the continent’s crucial role in achieving global peace, security and prosperity for all.

“It is, therefore, essential to question how visions of Africa’s future are informed and constructed, by whom historically, and what role knowledge systems, including, crucially, higher education, play in these visions today,” she added.

In her closing remarks, Dr Rita Bissoonauth, the director of the UNESCO liaison office to the AU and the Economic Commission for Africa (ECA), based in Ethiopia, agreed that education, culture, science and communication are vital tools to addressing the complex challenges faced by African countries.

She also highlighted that the Pact for the Future was a global call for action which underscored the importance of quality education, lifelong learning, open science and digital inclusion.

Embracing these principles was key to bridging the digital divide, upholding research and fostering ethical technology use. However, there were still challenges to overcome, particularly in Sub-Saharan Africa.

“We must recognise that billions of people, particularly in developing countries, still lack meaningful access to life-changing technologies. To truly leave no one behind, we must ensure equitable access to quality education and share the benefits of science, technology and innovation. Innovations that can make our planet more sustainable and our countries more prosperous should be affordable and accessible to all.

“This forum has highlighted the urgent need to scale up international cooperation and financing for education, science, technology, innovation, and digital capacity development in developing countries.

“By supporting the development of local content and retaining talent within the continent, we can build more resilient and self-sufficient knowledge ecosystems,” she stated.

According to Monique Nsanzabaganwa, the deputy chairperson for the African Union Commission, education for all remained a cornerstone for development and a crucial step towards empowering young Africans to realise their potential and contribute towards sustainable development.

“It is important that we enhance our investments in accessible, safe, inclusive and equitable education for all. We need to ensure that we create an Africa that future generations of Africans will be proud of,” she said.

Chief of the Education Section at UNESCO and liaison officer to the AU and ECA and Ethiopia, Salifou Abdoulaye, echoed the same thoughts and further highlighted that African knowledge should be given a role to play in achieving sustainable development in Africa.

“Driven by unique perspectives and deeply rooted wisdom, the continent’s solutions can set new standards for a green and inclusive future,” he said.