The Educational System And Policies Of Africa And Youth Unemployment

It is perplexing how Africa keeps developing educational policies that never see the light of day.  There are various initiatives that, if adopted, might improve our educational quality and thereby  reduce unemployment. The problem is that policies are created by people who do not teach in  classrooms and have little to no expertise in how things work in practice. If only educators are  involved, there will be a positive shift. 

The educational system is designed in such a way that the majority of African youth are not  encouraged to think beyond the box. We take classes that are unrelated to our interests. In  school, we do not learn any unique skills. There are no classes on emotional intelligence, stress  management, investment and retirement planning, internships, entrepreneurship, or self-discovery; there are no educational counselors to help us make decisions, and we have little to no  knowledge of work-life balance or networking. And this is where the rise in youth  unemployment begins.

The scarcity of job opportunities for potential youth after graduating could be due to a lack of job vacancies, the presence of artificial intelligence in that role, the  years of working experience required, age and criteria, or when the ratio of youth ready  for the market exceeds the market’s job opportunities and salary, among other factors. As a result  of these factors, many African youths in Africa are unemployed, leading to an increase in social  vices and corruption. 

Consider Malawi’s teacher-to-student ratio policy. The government recommends 1 to 60, which  is extremely difficult to achieve due to an insufficient number of teachers for a huge number of  students, particularly those in primary schools. A teacher is responsible for over hundred (100)  students and is expected to teach between six and nine topics. This is a failed policy! 

In Ghana, the brightest students in several subjects are recognized on speech and prize-giving  days. Our continent’s educational system is appalling. Students are applauded for performing  well in exams, but they are not pushed to improve their employable skills. What does that say  about us? The curriculum at school focuses mostly on extrinsic motivation, which means that  learners do or act solely to impress, reward, or satisfy someone other than themselves. These  types of kids may not generate creativity or high levels of innovation in the long run.

Educators  must focus on developing intrinsic motivation, which is an inner drive that propels students to  explore all possibilities on their own, to be adventurous, and to succeed. So, what we are driving  at is that our educational system and policies force most African youths to think like employees.  We tend to focus on paper qualifications. What about essential talents for contributing to the  economy? 

When it comes to inclusive education policy, it exists in the documents but not in practice.  According to the United Nations, nearly 90 nations attended the World Conference on Special  Needs Education in Salamanca, Spain, in 1994, yet only a few countries practice it.

There are  many students with various disabilities, but only a few of them have access to education due to  insufficient special schools or a lack of teaching and learning tools in schools. Others are just  placed in inclusive settings to attend school, yet this type of schooling does not benefit them at  all. If African countries fully adopt this policy, there may be fewer people on the streets who  become beggars because of their infirmities and rely on the government for their fundamental  necessities. 

A Need to Move from Regurgitation to Application Systems 

Many concepts are taught to students purely to prepare them for examinations rather than to  equip them with practical abilities that will allow them to be more productive than simply  waiting to be hired by the government or private enterprises. Most African countries’ curricula do  not assist students in acquiring practical skills that will assist them in meeting their everyday  needs as well as meeting the expectations of Africa. Most books include knowledge that Africans  cannot apply in real-life settings; that is, indigenous knowledge is excluded, particularly in  secondary and tertiary education. Students simply memorize for assessments to advance to the  next level and then forget after taking examinations. 

Poor Educational Foundation  

Most African children do not participate in Early Childhood Development (ECD) programs  because they are not available in most parts of the continent, particularly in rural areas. This  period is essential for the physical, social, and cognitive development of all children. When  children do not attend ECD programs, they struggle to keep up in their early primary school  years. Unfortunately, Africa does not budget for this or offer a shadow budget to this department,  making it impossible for the ECD team to reach out to a wide range of people. ECD is the best  place for children to get their particular needs assessed and get help before it’s too late. Some  deficits, for example, can be diagnosed and addressed appropriately. 

Poor Educational System 

The passing standards in this system are far too low, so there is far too little emphasis on life  skills and classroom discipline. And there is an infatuation with academic qualifications; as a  result, too many students desire to go to school and earn these theoretical certificates without any  practical application, leaving many graduates unemployed after graduation. 

Less Focus on Artisan Training 

Those who choose this path are taught technical and vocational skills that will mold them and  position them to work with others or on their own after graduation. They are graduating not just  with degrees but also with practical knowledge that many others lack. We need painters,  plumbers, and electricians, yet we dismiss them. It is preferable to be a plumber with a ready  market rather than a degree holder with little to no work available. 

Highly Regulated Labor Market 

Because it is so difficult to fire an inefficient employee, many firms aim to automate as much as  possible to hire fewer people. A continent with as many unemployed people as ours should not  have to rely so heavily on automation. Unions are something that can be changed. Unions are far  too powerful, and their primary goal is to keep current employees rather than expand the labor  force. Unions’ demand for salary increments and better working conditions means that firms are  under so much pressure that they do not have the spare capacity to expand their businesses and  create jobs.

Less Understanding of how to Create, Multiply, and Retain Wealth 

Many people believe it is a finite amount that is just unevenly distributed. We should aim for a  much larger cake rather than simply attempting to slice it differently. Our educational system is  deficient in teaching students how to produce, attract, multiply, and maintain wealth. It also  excludes addressing talents, creativity, and skills, which are all intertwined when it comes to  wealth creation. 

Relying Heavily on Certain Sectors for Income 

More money can be earned if manufactured goods are produced on the continent. Countries that  import our raw materials profit significantly more than we do. To manufacture and turn raw  materials into completed products, we must adapt the education system so that acceptable  occupations for unemployed African youths can be developed.  

The Current Relationship Between Africa’s Education System and Employment 

Given the evidence of a high unemployment rate among graduates, it is safe to assume that the  African educational system and the employment rate have a negative relationship. Millions of  African youths are being negatively impacted by the education system and its practices. The  educational system, for the most part, does not fit our environment. It has a huge gap that must  be filled as soon as possible before things worsen. 

We can tailor it to our environment by incorporating foundation skills, or the core reading and  numeracy abilities taught in primary school, which will allow people to acquire jobs that pay  enough to meet their basic needs. These qualities are required for further training and skill  development, without which there is little chance of finding meaningful work or engaging in  entrepreneurial activities. 

Analysis, communication, problem-solving, creativity, and leadership are all transferable talents  that may be applied in a wide range of situations. Staying in education, as well as internships or  work-based programs, all contribute to the development of these skills.

Apprenticeships and work-placement programs can also help students learn technical and  vocational skills in fields like agriculture, technology, and construction. 

Unemployment: Good or Bad? 

∙ Unemployment is a contagious disease that fosters social vices and unethical actions. It  affects both the unemployed and the employed, as well as the national economy, and it  has the potential to cascade. It has an impact on demand, consumption, and purchasing  power, resulting in less profitability for firms as well as budget cuts and layoffs. It starts a  vicious cycle that is tough to break without outside help.  

∙ Unemployment may be advantageous. It may present an opportunity to pursue a long held desire and start a new chapter in one’s life. It can also be devastating, culminating in  death. Context, attitude, options, opportunity, and personal or social support all have an  impact on the repercussions of unemployment. On a national scale, however, it is a drag  on the economy in question, producing crime and social disturbance at times but also  allowing for the birth and fostering of new ideas at others. 

∙ In desperation, an unemployed youth may pay large sums of money or offer sex as a  bribe to obtain a job in an institution. It becomes a habit once it is realized that money or  sex can purchase “anything.” It advances to a higher level of corruption, which is evident  in all facets of African youth. Some may resort to societal vices such as armed robbery,  drug and child trafficking, prostitution, and assassination to survive. This instills fear and  apprehension in the continent, driving away international investors. 

Education is vital to our country’s growth and development, so it must be present. However, it  should be tailored to our environment, be balanced, and give us the required exposure,  information, skills, and opportunities so that when youths enter the workforce, there is enough  room for everyone. Otherwise, excessive unemployment, corruption, and social vices would be  the daily anthem.

Article by Elizabeth Dwamena-Asare and Patricia Anuwality Nyirongo

Elizabeth Dwamena-Asare is a Ghanaian creative writer and hotel manager. She is helping reduce illiteracy in her community through the of practical literacy initiatives. She is also a published author, and her works have been published on platforms the Economic Commission for Africa (ECA) Anthology, the Leti Arts website, Writers Space Africa, Africa Matters Media, and Amazon Kindle. Elizabeth is a Young Africa Leaders Initiative (YALI) fellow and a ShE Leader in the Africa Matters Initiative.

Patricia Anuwality Nyirongo is a Malawian specialist teacher. She is also a poet and an article author. Her stories are based on real-life experiences and her imagination. Most of her articles tackle mental health, teachers’ welfare, youth advocacy, and education. Some of her work appears in the Kalahari Review, Literary Shanghai, Scribbles, and the Malawi National Newspaper. Patricia is also currently a SHe Leader at African Matters Initiative.

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