Educating the African child in the midst of polycrisis

The African continent has seen children’s education journeys disrupted by various challenges, including social, political, and economic conflicts, as well as the effects of climate change among other factors in the growing list of polycrises.

These challenges persist despite the clear reality that an African child, like any other child, has ambitions and a destiny to fulfil and the potential to stand out globally, even amid frequently disrupted academic progress.

Education stakeholders across various countries on the continent, including Kenya, have been exploring ways to salvage the situation despite these challenges, with the aim of ensuring that young minds remain focused and prepared to become a reliable generation to drive the continent’s future.

The 21st century presents a critical moment for many countries’ education sectors as the digital revolution continues to alter academic standards among children, particularly those in rural villages, further exposing academic imbalances.

The narrative of improving academic standards for all African children comes at a crucial moment for Kenya’s education sector.

According to data from the Kenya National Examinations Council (KNEC), more than 50 per cent of learners scored D+ or below in Mathematics in the 2024 Kenya Certificate of Secondary Education (KCSE) examinations.

This even as the Competency-Based Curriculum (CBC) envisions that 60 per cent of learners will pursue Science, Technology, Engineering and Mathematics (STEM) pathways.

Experts note that many challenges often stem from weak foundational literacy and numeracy skills developed in the early grades, challenges that are further compounded by the effects of polycrises.

According to John Mugo, Chief Executive Officer of Mizizi Elimu Afrika, the expertise needed to drive a positive shift in the continental education sector should focus on three key priorities: strengthening foundational learning in classrooms and communities, supporting stronger and more accountable education systems, and fostering collaborative ecosystems that drive sustainable education reform despite existing challenges.

Mugo was speaking during the launch of the ‘Mizizi Elimu Afrika Vision 2040 Strategy to Strengthen Foundational Learning Across Africa,’ where he emphasized the urgency of reinforcing foundational learning across the continent.

“Foundational skills are the roots of every child’s future. When children learn to read with understanding, reason with numbers, and develop life skills and values early in life, they gain the confidence and agency to shape their own futures,” said Mugo.

Florence Wanja, Regional Head of East Africa Business and Commercial Banking at Stanbic Bank, also emphasized the role of early learning in shaping responsible behaviour.

“We saw it the other day, the havoc that was caused by the rains was caused by the rains was about how we are taking care of our environment or not taking care of our environment. When I reflect on some of the things that I do today, I cannot litter, If I unwrap a sweet, I keep that paper in my bag until a point where I get my dustbin. Why? Because when I was 12-years-old, I was told ladies don’t run around, ladies don’t litter, if you have used something look for the next dustbin,” she said.

Private education players have also reiterated their commitment to working with governments, local educators and other partners to strengthen the foundations of learning so that every child can learn, relate and thrive despite internal and external environmental challenges.