Student leaders speak about their ‘University of the Future’

How must the African university of the future be modelled and what institutional strategies and academic programmes are needed to help create such an institution? What should the role of such an institution be?

As the continent marked Africa Universities’ Day on 12 November themed, ‘Educate an African fit for the 21st Century: Building resilient education systems for increased access to inclusive, lifelong, quality, and relevant learning in Africa’, University World News asked student leaders across the continent to envisage the ‘University of the Future’.

Whether from the Gambia, Namibia or Kenya, the student leaders touched on similar themes in their responses, notably the importance of access to higher education, as well as the need for a greater emphasis on critical thinking, entrepreneurship and digital skills that could benefit the study of areas such as the environment, climate resilience and health care. Sustainability and inclusivity are also part of their priorities.


Peter Kwasi Kodjie (left), the secretary general of the All-Africa Students Union (AASU), and Alistair Pfunye, the president of the Southern Africa Students Union (SASU), Images provided

All-Africa Students Union

Peter Kwasi Kodjie, the secretary general of the All-Africa Students Union (AASU), said that, as a strategic imperative, universities in Africa must become agile in responding to changes.

Changes may require shifts in what is taught and how it is taught, placing emphasis on critical thinking and innovation through curricula that emphasise problem-solving, creativity and entrepreneurial skills.

Kodjie said AASU envisages African universities as being dynamic institutions that embrace technological integration, incorporate advanced digital tools to facilitate interactive and flexible learning environments and to be pandemic-ready.

He said Africa must cultivate universities that not only meet current educational needs, but that can also anticipate and adapt to future challenges.

Students should be adept at navigating the digital landscape that can prepare them for a rapidly evolving world of work that leans heavily on digitalisation and artificial intelligence (AI).

“Fostering lifelong learning is another essential component of the future of African universities. By offering programmes that encourage continuous education and skills development, universities will enable students to continuously build skill sets and competencies that are fit for the ever-changing job market and societal needs,” he noted.

Kodjie said integrating micro-credentials and green skills into the educational framework is also vital for African universities going into the future.

“Micro-credentials provide focused, short-term learning opportunities that equip students with specific competencies, particularly in green skills essential for sustainable development and green jobs. This approach aligns with the African Continental Qualifications Framework’s emphasis on micro-credentials as a means to enhance lifelong learning and employability,” he added.

Partnerships

Kodjie said realising this vision necessitates concerted efforts from multiple stakeholders, including governments that must prioritise education in national budgets, ensuring adequate funding for infrastructure, research and faculty development.

“Educational institutions should revise curricula to align with contemporary global standards, incorporating interdisciplinary approaches and fostering partnerships with industries to bridge the gap between academia and the job market,” he said.

The AASU secretary general added that the private sector can collaborate with universities to provide internships, funding for research and real-world problem-solving opportunities, enhancing the practical skills of graduates.

He pointed out that international partners, including global organisations and foreign universities, can offer technical assistance, exchange programmes and funding to support the development of robust educational systems in Africa, as sharing best practices can accelerate progress.

Southern Africa Students Union

Alistar Pfunye, the president of the Southern Africa Students Union (SASU), said African universities must have a forward-thinking educational approach to create an institution that is uniquely designed to address the continent’s specific challenges and opportunities .

“A future-forward African university would integrate digital learning and advanced tech, including AI, virtual labs and data science, with physical campuses across key regions.

“It would leverage these technologies to improve accessibility for students in remote areas, offering degrees through blended learning that allows for local study or fully remote engagement. Blockchain could help address credential verification and accessibility issues,” Pfunye added.

He said the curriculum would emphasise fields essential to Africa’s future, such as sustainable agriculture, renewable energy, AI, healthcare innovation, climate resilience, and entrepreneurship.

“Courses would be designed to produce professionals ready to solve Africa-specific problems, focusing on applied, project-based learning that directly connects students with the industries and communities they aim to support,” he noted.

Pfunye said such a university would be a research powerhouse, focusing on advancing knowledge in areas most beneficial to Africa.

“African-driven solutions would be a primary outcome, with research tailored to African needs and conducted with local expertise and resources,” Pfunye added.

He said environmental consciousness must also be central to the operations of such an institution, incorporating green buildings, renewable energy and sustainable practices across campuses.

“The University of the Future would facilitate exchanges with universities across the African diaspora, creating opportunities for collaboration, cultural exchange and shared research. Programmes could invite the expertise of African diaspora professionals, encouraging knowledge flow back into the continent,” he said.

“African governments, universities, and diaspora organisations can create incentives for diaspora academics and professionals to participate in teaching, research and mentorship roles.”

Pfunye said universities should foster an entrepreneurial mindset among students and create programmes that encourage practical skills and innovation.


Mohamed Rex Bhonapha, the president of the National Union of Sierra Leone Students, Image provided

National Union of Sierra Leone Students

Mohamed Rex Bhonapha, the president of the National Union of Sierra Leone Students, said there must be a shift from traditional approaches to more advanced technological methods to meet the growing demand of the world, so that African students would be able to compete globally.

“Bringing together different perspectives from all sectors would make the work easier and achievable,” he added.


Dorthea Nangolo, the president of the Namibia National Students Organisation, Image provided

Namibia National Students Organisation

Dorthea Nangolo, the president of the Namibia National Students Organisation, said Africa’s university of the future must be a dynamic, pan-African institution that nurtures future generations with skills relevant to the continent’s unique challenges and aspirations.

“This ideal university would integrate cutting-edge technology with localised curricula, equipping students with critical thinking and technical expertise.

“Addressing Africa’s skills mismatch would be central: curricula would be designed in collaboration with industry leaders, ensuring students graduate with practical, employable skills aligned with sectors like technology, renewable energy, agriculture and healthcare,” she said.

“It would emphasise research that speaks to Africa’s socio-economic and environmental needs, allowing students and faculty to generate solutions with a regional impact.

“This university would prioritise inclusivity, supporting marginalised communities through scholarships and building campuses that serve rural and urban areas alike. Ultimately, it would be a place where African students gain the skills to lead and innovate across the continent and globally.”

Nangolo said collaboration across various entities is essential, hence existing bodies, such as the Association of African Universities (AAU), the African Union (AU), as well as national governments, must lead this transformation by providing policies, frameworks and funding that support innovation in education.

Nangolo believed the AU can facilitate this by advocating for higher education reforms across its member states, pushing for increased investment in educational technology and research, while national governments must prioritise educational funding, creating sustainable financing models that allow universities to grow and adapt to modern demands.


Monicah Malith (right), the president emeritus of the University of Nairobi Students Association, and Nyaninka Manjang, leader of the University of the Gambia Students’ Union, Images provided

University of Nairobi Student Association

Monicah Malith, the president emeritus of the University of Nairobi Students Association, said future African universities must be centres of knowledge advancement nurturing Africa’s next generation of leaders and change-makers. By providing students with relevant and digital skills, universities would prevent graduate unemployment, she added.

She said the universities must have digital infrastructure that is robust, enabling remote learning and cross-continental classrooms that break down geographical barriers.

Malith said students, themselves – especially those in leadership roles – must push for universities to be spaces of inclusivity, innovation, and social responsibility.

“Alumni and private-sector players should contribute through mentorship, funding and creating pathways for employment that reinforce the value of education as a tool for empowerment.

In this collaborative effort, I see ‘Africa’s University of the Future’ as, not just a place of learning, but as a transformative force for the continent,” said Malith.

University of the Gambia Students Union

Nyaninka Manjang, who leads the University of the Gambia Students’ Union, said that future African universities must be centres of innovation, research and entrepreneurship that tackle Africa’s specific challenges while also readying students for the international arena.

“I anticipate a growing emphasis on STEM (science, technology, engineering and mathematics) disciplines, digital literacy and sustainable practices, producing graduates equipped to thrive in emerging industries and lead solutions in sectors like technology, health and climate,” he added.

He said there must be increased inclusivity and accessibility in African universities, enabling a diverse array of students to engage with and benefit from higher education.

AAU celebrations

The AAU, in collaboration with its regional offices and strategic partners, is hosting 2024 Africa Universities’ Day in Accra, Ghana, lining up a series of events from November 11 to 15.

The Africa Universities’ Day is celebrated annually in November by universities across Africa this year coinciding with the 57th birthday of the AAU, and presenting a unique platform to promote critical dialogue among stakeholders on how to improve higher education in Africa.

It commemorates the founding of the association on 12 November 1967, in Rabat, Morocco, while highlighting the contribution of the African higher education sector to the development of the continent, said the AAU in a media statement.

It noted that, in 1994, the Organisation of African Unity declared 12 November of each year as Africa Universities’ Day through a resolution by the Council of Ministers in June of that year.

Since then, it has been observed and celebrated by member institutions, bringing together academic leaders, policymakers, students and industry experts to deliberate on key challenges and opportunities facing African universities.

“This year’s theme was carefully selected to highlight activities in recognition of 2024 as the Year of Education, focusing on this important subject. For the first time, the African Union Commission has emphasised education as a central theme. The decision to prioritise education in 2024 was inspired by the global summit on transforming education, hosted by the United Nations Secretary-General in September 2022,” the AAU added.

The commemoration will feature panel discussions and keynote presentations by experts, scholars and leaders from academia, industry and the public sector, including AAU President, Professor Bakri Osman Saeed; AU Commissioner for Education Science, Technology and Innovation Director Professor Madougou Saidou; Dr Julius Garvey of the Garvey Institute; Professor Mohamed Larbi Kerkeb, president of Ibn Tofail University, Morocco; and Dr Faith Mlotsa-Mngomezulu, the vice-chancellor of the Southern Africa Nazarene University, Eswatini.

“African higher education institutions play a vital role in the overall success of the higher education system. They are essential in supporting all sectors of the economy and serve as the foundation for Africa’s development,” said Professor Olusola Oyewole, the AAU secretary general.

“As we celebrate 2024 as the Year of Education during our annual Africa Universities week, we anticipate increased support for Africa’s education system and call on African governments and development partners to enhance and sustain their support for education across the continent,” Oyewole said.

He encouraged universities to commemorate the day through seminars, debates, exhibitions, social media dialogues, conferences, webinars, and other activities, aimed at exploring this year’s theme.

Additional reporting by Maina Waruru.