ADEA’s position for education in Africa Post 2015

ADEA’s position for education Post 2015 reaffirms the need for education and training systems to carry out the paradigm shifts that will enable them to produce the human capital with the skills required to contribute to the acceleration of Africa’s sustainable development. These paradigm shifts are outlined in the Strategic Policy Framework adopted by the AU Summit of Heads of State in Addis Ababa in January 2013.

The Strategic Policy Framework stems from ADEA’s 2012 Triennale.  It outlines the three levels of critical skills African education and training systems should promote to support Africa’s accelerated and sustainable development: 

  • A common set of core skills which promotes an African identity and citizenship from ECD to adulthood. This set will include skills in communication and lifelong learning, skills for integration into society and the workplace, and skills related to personal development and the promotion of an African identity;
  • Technical and vocational skills designed to enhance the productive and creative performance of the masses of workers to accelerate economic growth. This approach will make it possible to provide training, skills, and access to the workforce, particularly to the youth with a view towards Africa’s accelerated, sustainable development.
  • Scientific and technological skills that will help Africa address urgent needs and challenges, such as the management of natural resources and biodiversity, ensuring food security, the eradication of poverty, the fight against pandemics, and enhancing economic competitiveness.  It is essential that Africa invest more heavily in education and training to expand its scientific, technological, and innovation expertise to address these challenges.  

ADEA also stresses the need to adopt a holistic approach to skills development. This approach envisions the provision of educational and training possibilities and opportunities outside the formal school system and the integration of the various training and learning pathways, programs, and resources that currently exist, i.e formal training in the classroom, non-formal training, informal training in work environments, including traditional apprenticeship. 

New models of education also need to be considered, including innovative modes of learning and delivery, education financing and teacher training and development. 

Read the Strategic Policy Framework