2 months ago
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A report from African leaders, the African Union, and Global Development warns that the World Bank estimates a staggering $21 trillion in lost productivity globally if the ongoing learning crisis is not urgently addressed.
The statement was released following a conference at the UN General Assembly in New York, where it was emphasised that improving children’s learning could add $6.5 trillion in global value by 2030.
The report said that the crisis was most severe in Africa, where nine out of ten children were currently unable to read with comprehension or perform basic math by age ten. The gathering underscored the transformative impact that prioritising foundational learning could have across the continent.
Key findings from the statement revealed that four out of five children in Africa, and nine out of ten in Sub-Saharan Africa, could not read proficiently by age ten.
African Ministers of Education presented locally-owned solutions that have shown promising results, stressing the need for innovative financing and efficient resource allocation for large-scale implementation. The African Union has recognised the learning crisis and committed to tracking progress while advocating for comprehensive reforms.
During the opening of the African Union and Global Partnership for Education Presidential meeting, Chairperson of the African Union Commission, Moussa Faki, called for a long-term focus on education, suggesting annual education convenings at the AU Mission during UN General Assembly meetings.
He stated, “The formulation of annual themes is not enough; we need longer-term, innovative, and bold responses. We are facing unacceptable levels of education poverty at a time when more than 80 per cent of our workforce in twenty years will be youth.”
In his keynote speech, Commissioner for Education, Science, Technology, and Innovation at the African Union, Prof. Mohammed Belhocine, reinforced the necessity for bold investments.
He said, “Foundational learning is an enabler for Africa’s long-term development and the key to unlocking the potential of millions of African children who will be the changemakers of tomorrow. This learning poverty undermines our collective efforts to achieve Agenda 2063.”
Also, speaking, continental champion for Foundational Learning with the Association for the Development of Education in Africa, President Hakainde Hichilema of Zambia, reiterated the urgency of prioritising educational investments.
“In 2050, at least one-third of all young people aged 15 to 24 will be born in Africa. Currently, four in five children cannot read and understand simple text by age ten. This is unacceptable, and we must urgently prioritise investments in education,” he said.
Former President of Malawi, Dr. Joyce Banda, pointed out that “a continental crisis requires a continental response.”
She called for more Heads of State to champion Foundational Learning and for the establishment of accountability mechanisms to uphold commitments made to children.
“Every goal we have set is dependent on achieving strong foundational learning. The prosperity we dream of will be built from the classroom,” she stated.
Former President of Tanzania and Chair of the Global Partnership for Education, Jakaya Kikwete, echoed these sentiments, stressing the need for focused investments.
“By 2050, one in every four people will be African. Our workforce will surpass that of China. We must equip them; otherwise, we risk further disenfranchising them. A one per cent improvement in learning outcomes can lead to a 7.2 per cent boost in economic growth.”
Moderating a panel of African Ministers of Education, Founder of Human Capital Africa, Dr. Obiageli Ezekwesili, analysed the critical investments needed to enhance learning outcomes, saying, “African Ministers are calling for innovative, evidence-based financing and a more effective use of existing resources to support teacher training and pedagogical approaches that work at scale,” she said.
The discussions in New York built upon previous calls made by Human Capital Africa, ADEA, and former African Presidents urging Heads of Government through the African Union to take decisive steps to address the learning crisis. Among these calls was a declaration that it is unacceptable for nine out of ten children to be unable to read with understanding or perform basic math by age ten.
