What is role of universities in another Decade of Education?

African countries have started implementing measures contained in the Nouakchott Declaration that includes dedicating a new decade, up to 2034, to transforming education.

Although the declaration is vague about the role of higher education during the decade, several of the educational priorities that have been named pertinently would also indirectly contribute to strengthening the higher education sector.

During a heads of state summit of the African Union (AU), which ended on 16 February, part of the discussions centred on the implementation of the declaration, which was accepted during the Continental Education Conference in December 2024, in Nouakchott, Mauritania.

The declaration commits African nations to transformative actions that include allocating 4%-7% of GDP to education funding and declaring 2025-34 as the “AU Decade of Accelerated Action for Education Transformation, Youth Skills Development and Innovation in Africa”, according to an AU statement.

Experts have been calling on the AU to play a greater part in encouraging national governments to up their investments in higher education amid international aid cuts that are disrupting research and development. At present, the contributions towards higher education research and development are under 1% of GDP, despite an AU target of 1%.

Earlier, during a panel discussion at the African Development Bank’s 2024 Annual Meetings in Nairobi, Professor Mohamed Belhocine, the African Union commissioner for education, science, technology, and innovation, said increased investment in tertiary education requires national, continental, and global action, noting that, between 2017 and 2019, only seven African countries met the required 6% of GDP expenditure on education, with the average standing at about 4% of GDP.

The December 2024 education conference’s Nouakchott Declaration also outlined specific measures for education in emergencies and innovative financing mechanisms, including exploring new tax revenues and leveraging international partnerships, which are currently under threat.

Accountability mechanism

A new continental accountability mechanism established under the Nouakchott Declaration will monitor the implementation of the plan, with biennial reporting to member states, ensuring that commitments translate into concrete improvements in African education.

African Union Commission Senior Communication Officer Gamal Eldin Ahmed A Karrar told University World News that, apart from declaring 2025-34 as the decade of education transformation in AU member countries, the Nouakchott Declaration also called for giving priority to girls in the technical and vocational fields.

“The Nouakchott Declaration called for strengthening the teaching of scientific subjects to benefit from new technologies, modernising the educational infrastructure to raise the quality of education, and enabling rural youth to access education, while harmonising the content of education with the needs of the labour market,” added the spokesperson.

Accountability mechanism

Eutychus Ngotho Gichuru, a PhD candidate at the college of education and external studies at Makerere University, told University World News that robust reporting capability is fundamental in achieving accountability, transparency and quantifiable advancement of educational activities.

“Reporting mechanisms generate baseline scientific information that can be used to make informed choices, and can allow policymakers to adapt their strategies in order to have a more successful outcome. Regular reporting creates an environment of ‘continuous improvement’ and ‘shared responsibility’,” said Gichuru.

He said more innovative financing mechanisms that include exploring new tax measures without a heavy cost on the local population, such as a tourism tax for educational funding, must be explored to make the decade of education a success.

Gichuru said various tax models could also be utilised to finance education.

As a suggestion, he said: “It is necessary to levy a tax on luxury items so that consumers with higher purchasing power contribute towards the fund for educational purposes. This method corresponds to the idea of taxation-in-steps or progressive taxation, taxation by levels, in which a higher income group backs fundamental social services such as the education process.”

He also said companies in fields such as telecommunications, mining or banking, for example, must be willing to fund educational initiatives, especially in areas for STEM (science, engineering, technology and mathematics) and digital literacy.

Gichuru said to actualise the AU’s vision for educational transformation, a series of integrating measures are required, namely curriculum reform, teacher training, infrastructural development, technology access, inclusive education, strategic alliances and approaches.

Infrastructure

Educational infrastructure has a direct impact on teaching and learning experiences and results, hence the construction and improvement of facilities such as laboratories, libraries and sanitation facilities result in a proper learning environment.

He also said having educational initiatives engaged with communities, parents and students, among others, verifies the contextual relevance of interventions and their ability to respond to local demands.

“Training programmes need to address contemporary pedagogical strategies, such as learner-focused pedagogies, digital teaching resources and inclusive pedagogies. In addition, recruitment and retention of qualified lecturers, most notably in deprivation regions, is a priority if equitable provision of education facilitation is ever going to be achieved,” he added.

What students want

Although the declaration is vague about higher education, the Secretary General of the All-Africa Students Union (AASU) Peter Kodjie told University World News that, for Africa’s new decade dedicated to education to be successful, governments and institutions should also rethink higher education delivery models by utilising digital platforms, community spaces and hybrid learning solutions, as this approach will expand access and overcome challenges posed by infrastructure deficits, particularly in underserved regions.

He said higher education systems must address the needs of marginalised groups, including young women, students with disabilities, and those from rural or conflict-affected areas, and universities should adopt inclusive policies that provide equal access and support to these groups, ensuring that no one is excluded from the benefits of higher learning.

He said students must be central to the implementation of higher education programmes and policies and platforms for student organisations, such as the AASU, should be formalised to ensure consistent feedback, representation and monitoring of policy impacts on campuses across the continent.

Kodjie said universities must invest in the professional development of faculty members, ensuring they are equipped with advanced pedagogical skills, modern teaching methodologies and training in emerging areas like digital transformation and climate adaptation.

He said higher education institutions should embed 21st-century skills, such as digital literacy, data science, artificial intelligence, and climate resilience, into their programmes as this will ensure that graduates are prepared for the demands of a rapidly evolving global economy, he added.

“Higher education institutions should become hubs of innovation by prioritising research that addresses Africa’s unique challenges. Governments must fund research initiatives that contribute to sustainable development while also fostering partnerships with industries to apply these innovations practically,” said Kodjie.

He said African universities should aim to attract international students and faculty by improving the quality of education, research outputs and campus facilities, but these efforts must prioritise addressing Africa’s local needs first, ensuring that higher education systems serve the continent while also being globally competitive.

He said universities should provide opportunities for adult education, professional certification, and upskilling programmes. This will ensure that higher education systems remain responsive to the needs of the workforce and support lifelong learning, he added.