Rethinking Africa’s Education Systems: Lessons from China

by Admin (Posted on June 20, 2024)

By Nnanda Kizito Sseruwagi

Let me first caveat the fact this is a sweeping generalization as far as reference to “Africa’s education systems” is concerned. But I believe the generalization will still meet some nuance in this article.

Most African countries (especially Sub-Saharan) maintain a varied mixture of traditional and colonial/European/Western schooling systems. By their very nature, our education systems generally lack domestic responsiveness to address our societies’ unique historical, contemporary, social and future realities. This is due to their unmindful inheritance of formal education structures which were relinquished to us at the dawn of independence, without reassessing the intentions that informed the colonial design of education in Africa. Besides this, other factors such as epidemics, humanitarian crises and other development challenges continue to bear negatively on our children’s schooling.

Often, when action is championed to do something to address our education challenges, it is still spearheaded by external actors like the United Nations which sets a cookbook of Millenium Development Goals which every country should pursue. Of course, this is not to say no fruits have been born from this. Millions of children have been enrolled in school continent-wide through adoption of UN Programmes and support from UN agencies like the World Food Programme which provides meals in schools to combat hunger-related dropouts.

However, I think so much more would have been done if our governments keenly rethought, redesigned and reimplemented their education systems.

I’ll draw inspiration from one of the most recently poor, underdeveloped, famine-stricken, disease-affected, resource-constrained countries which paid clinical attention to their education and now boasts global excellence in almost all indices measuring academic excellence – China.

Estimates from 2022 showed that Uganda’s adult literacy rate (the percentage of people aged 15 and above who have basic reading, writing, arithmetic and understanding) was 80.59%. in contrast, China’s literacy rate upon the founding of the People’s Republic of China in 1949 was estimated between 20 and 40%. As of 2021. The country’s literacy rate was estimated at 99.83%  It took a great investment of thought and resources to change the course of literacy in their country.

Currently, China is among the biggest investors in academic research. Every year, millions of students graduate in science and engineering from Chinese universities, including thousands of international students. They surpassed the United States in 2017 with the highest number of scientific publications. It also ranks topmost in most international STEM (science, technology, engineering and mathematics) championships.

This is not by luck or coincidence. When China emerged out of the Cultural Revolution (1966–1976), it redesigned its education system to focus on economic modernization. Few if any African countries seem to understand or act with the understanding that there is intersectionality between education and economic transformation. China understood this early and highly prioritized the development of scientific and technical knowledge as well as training skilled personnel to realize it economic modernization agenda.

Needful to add, the pursuit of scientific studies excellence did not undermine humanities. Literature and the arts were also highly revived, which explains the world-wide appeal of Chinese cultural expression through movies.

The country has also keenly responded to climate change, with its Education Ministry formally implementing environmental education content in the school curriculum from early primary through to high school since 2003.

In order to satisfy their country’s industrialization and urbanization, the country also instituted higher vocational schools, secondary skill schools and job-finding centers. These institutions tailor the skills they equip workers with to address the urgent needs of China’s modern manufacturing and service industries.

Capital shortages to highly finance education is expected. However, like in China, alternative forms of education especially at higher levels can be embraced. Some institutions in Africa already implement online and long-distance learning, but we need to inform more people about this possibility. Spare-time and part-time learning can also go a long way in onboarding low-skilled youth who did not get a chance to study due to high resource constraints in formal arrangements.

China has also embraced the opportunity of using education to cause social change, specifically by making it compulsory for all universities to teach literature that encourages the integration of the country’s ethnic minorities and end discrimination.

It is difficult, almost impossible to develop a country without getting it right with education. But we can’t get it right if we do not think through it. If we keep rolling the machine, churning out graduates and drop-outs who have undergone a rusted, inherited, unexamined system. We need to press the reset button, get on the drawing board and think Africa’s education systems anew.

The author is a senior research fellow at the Development Watch Centre.

---