By Life In Humanity Analysis Desk
Africa is home to the youngest population on Earth—nearly one billion people under the age of 25. This immense youth wave could turn into one of the greatest engines of economic transformation in modern history not only for Africa but also for the entire globe. Yet across the continent, overcrowded classrooms, severe teacher shortages and chronic underinvestment threaten to change this demographic advantage into a lost opportunity. The future of Africa—and to a large extent the future of the global workforce—will depend on whether its education systems can keep pace with this unprecedented demographic reality.
“Overcrowding in classrooms is a hallmark of the current State of Education in Africa. In some areas, teacher – student ratios are as high as 1:60. It is impossible to provide personalized instruction in such an environment. To fix the State of Education in Africa, we need a massive mobilization of resources to build more classrooms and hire more staff. The State of Education in Africa is a reflection of our investment in those who lead our classrooms,” says Mohac Africa in its 21 January 2026 article headlined “The State of Education in Africa 2026: Statistics and Challenges”, before adding “A school is only as good as its teachers, yet the State of Education in Africa is currently facing a massive deficit.”
The continent of Africa has always struggled with issues which thwart its full potential. Unless these obstacles are defeated, commitments- to improving Africa’s development spheres including education, in effort to accomplish the continent’s full potential-will rarely be realized. Meanwhile, the execution of the pledges is questioned; nevertheless, the continent’s resources can allow it to perform development miracles.
Classrooms and teachers needed in Africa
In its 25 January 2024 story entitled “Why the world should look to Africa for education innovation”, the World Economic Forum [WEF] points out “There are also not enough teachers or classrooms for a continent where 60% of the population is under 25 years old. Africa needs at least 9 million new classrooms by 2050, according to UNESCO. And that’s only to meet the needs of school-age children and adolescents, it doesn’t address surging demand for higher education.” Nevertheless, an African organization points out that this number of classrooms is needed by 2030, as shown in the final part of this article.
Africa is inhabited by the population of more than 1.5 billion people. World Population Review is an online platform publishing up-to-date statistics and data on population and demographics for countries, cities, and regions around the world. The site aggregates data from sources like the United Nations, World Bank, and other official agencies, making it a widely used reference for researchers, journalists, educators, and policymakers. It says “Africa is the second-largest and second-most populous continent on Earth, and is the only continent located in all four hemispheres.
Africa comprises 20.37% of the world’s land area, along with 19.1% of the world’s current population. It also has the highest ranked growth rate today. The estimated population for Africa is 1,584,984,917 [in 2026].”
It signifies that approximately 950,991,000 people in Africa are aged under 25. Besides, Africa’s presence in all four hemispheres reflects its central geographic position which is key for trade, connectivity, and global influence—but these advantages must be actively developed to produce real economic power to the continent.
The first-most populated continent is Asia. Statista-a German online platform with specialty in data gathering and visualization- in its 9 March 2026 piece entitled “Estimated global population in 2026, by continent,” explains “Of the approximately 8.3 billion people living in the world in 2026, approximately 4.85 billion lived [live] in Asia, by far the world’s most populous continent. Since the 1970s, the global population has also more than doubled in size. It is estimated that the world’s population will reach and surpass 10 billion people by 2060 and plateau at around 10.3 billion in the 2080s, before it then begins to fall.”
Mohac Africa states that Africa is standing at a crucial crossroads. “As an NGO dedicated to improving the quality of education in Africa, we have watched the continent reach a pivotal crossroads. We are currently home to the world’s youngest population, yet our education systems are struggling to keep pace with our demographic reality. We need an estimated 15 million new teachers by 2030 to meet basic education goals.
This shortage is a major bottleneck in the State of Education in Africa. Without qualified educators, the State of Education in Africa becomes a system of child – minding rather than learning. Currently, only about 67% of primary teachers in some regions meet national qualification standards, which severely impacts the State of Education in Africa.”
Africa- the youngest continent, a strategic advantage
Africa is the youngest continent because it boasts the lowest median age, extremely high proportion of youth, high fertility rates, and a population pyramid shaped like a wide triangle — all indicating a large, growing, young population. Africa’s median age amounts to approximately 19.7 years, according to UN data in 2023, far lower than other continents: Europe: approximately 45 years, North America: about 39 years, Latin America: virtually 31 years, and Asia: around 32 years.
With ‘Europe:45 years’, it means that the median age of Europe’s population approximately matches 45 years. Median age is the age at which half the population is younger and half is older. Therefore, in Europe, about 50% of people are younger than 45, and 50% are older than 45.
Furthermore, Africa constitutes the continent which boasts the highest youth share by far.
Virtually 25% of Europe’s population is aged under 25. Eurostat, in its article headlined “Population structure and ageing” whose data extracted on 2 February 2026, says “On 1 January 2025, the EU population was estimated at 450.6 million people and more than one-fifth (22.0%) of it was aged 65 years and over.
On 1 January 2025, the median age of the EU’s population reached 44.9 years. The EU’s population is projected to increase to a peak of 453.3 million people around 2026 and thereafter gradually decline to 419.5 million people by 2100.”
Approximately 30% of North America’s population is under 25. Statistics Times constitutes an online platform publishing demographic, economic, and statistical data about countries, regions, and continents. It also aggregates information from official sources such as the United Nations, World Bank, IMF, Eurostat, and other reputable institutions, and then presents it in a user-friendly format. Statistics Times reports “The current population of North America is 620,144,773 as of March 13, 2026, based on interpolation of the latest United Nations data.”
We have not been able to locate the most recent comprehensive data for Latin America and the Caribbean, but the region’s youth share is certainly lower than Africa’s, and the population aged below 25 may hover around 40%.
Worldometer is a real-time statistics website that provides continuously updated global data on topics such as population, government spending, health, energy, food production, and the environment. It presents numbers that change live—for example, births today, deaths today, and the current world population. It says “The current population of Latin America and the Caribbean is 670,953,372 as of Friday, March 13, 2026, based on the latest United Nations estimates.”
However, Statistics Times’ statistics differ slightly from those of Worldometer. “The current population of Latin America and the Caribbean is 670,908,100 as of March 13, 2026, based on interpolation of the latest United Nations data.”
Statista further says “When it comes to number of inhabitants per continent, Asia is the most populous continent in the world by a considerable margin, with roughly 60 percent of the world’s population living there. Similar to other global regions, a quarter of inhabitants in Asia are under 15 years of age. The most populous nations in the world are India and China respectively; each inhabit more than three times the amount of people than the third-ranked United States. 10 of the 20 most populous countries in the world are found in Asia.”
Although Asia constitutes the most populous continent, including roughly 60 percent of the world’s population, this doesn’t mean that it stands the youngest. This is because the continent’s median age is around 32 years, reflecting a significant proportion of middle-aged and older adults. In contrast, Africa carries a much higher share of youth—about 60 percent under 25 and a median age of around 20—rendering it the youngest continent despite its smaller total population in relation to Asia.
Besides, Statista points out “Interestingly, the top 20 countries with highest population growth rate are mainly countries in Africa. This is due to the present stage of Sub-Saharan Africa’s demographic transition, where mortality rates are falling significantly, although fertility rates are yet to drop and match this.
As much of Asia is nearing the end of its demographic transition, population growth is predicted to be much slower in this century than in the previous; in contrast, Africa’s population is expected to reach almost four billion by the year 2100.”
This rapid growth in Africa- whose population is expected to amount almost to four billion by 2100- reflects the continent’s formidable youthful demographic structure. If supported with education, skills development, and employment opportunities; this youth represents a vast potential for economic and social transformation not only for it but worldwide.
Solution proposed and why
The WEF says “Progress in two areas could make a significant difference: teacher training and education technology. It would be short-sighted to pursue one without the other, and Africa has immense potential in both domains. Investment in teacher training, alongside measured technology deployment, must be supported by international collaboration, however. How this is achieved really matters.”
This forum goes on, explaining how Africa’s teachers have to be supported. “As African education curricula, policies, expertise and technology develop, the standards and status of the teaching profession must also rise. We can learn from missteps, including from shortsighted efforts to lower standards through lower pay, standardization and homogenization. A race to the bottom will end in failure. One important sustainable way to build up capacity is to invest in teacher training and empower teachers with technology, rather than using technology to displace their work. We have to raise quality as we scale-up.”
‘Edutainment’ episodes produced by the Rwanda Education Board (REB) are projected from a laptop on a classroom wall at GS Rosa Mystica school in Kamonyi, Rwanda. This inclusive school is one of the pioneering institutions utilizing REB edutainment episodes, making learning an engaging and enjoyable experience for all students. GPE along with the World Bank is funding the Ministry to develop (in-house) edutainment episodes for early learning, which are broadcast on radio and television and uploaded for continued access on digital platforms. 22 May 2024,” -Global Partnership for Education [GPE]. Credit: GPE/Nkurunziza (Trans.Lieu).
“So, when we look for the next wave of innovation in education, the most exciting places may not be Silicon Valley, Shenzhen or even my [Peter Phillips who has written the WEF story] own highly inventive backyard of Cambridge, England. They may be in Africa. Indeed, when African teachers are empowered with technology – even relatively simple kit such as laptops and projectors, along with enduring essentials like textbooks – the expansion of networks and sharing of best practice is inspirational.”
From the WEF’s viewpoint, standardization and homogenization—expressed through uniform curricula and rigid teaching methods—are problematic because they reduce teacher empowerment, limit innovation, and limit the ability of education systems to adapt to local contexts, ultimately undermining the development of a skilled, creative, and adaptable workforce. By enforcing the same curriculum and methods for all students, teachers lose the flexibility to tailor lessons to their students’ unique needs and local realities. This restriction discourages experimentation and the adoption of creative approaches, making it harder for educators to foster critical thinking and problem-solving skills among learners.
Permitting educators not to strictly follow every line of a standardized curriculum doesn’t mean relinquishing learning objectives—it instead signifies furnishing teachers with professional autonomy to teach the same goals in ways that are more engaging, relevant, and effective for their students.
From the WEF’s viewpoint, allowing teachers some autonomy means that they can adapt the delivery of lessons, employ locally relevant instances, and incorporate technology to satisfy their students’ unique needs- while still covering the essential learning objectives determined in the curriculum. For instance, a teacher could demonstrate a science concept, applying examples from local agriculture or industry, or organize problem-solving projects mirroring the community’s context. This approach keeps standards but empowers educators, nurturing creativity, critical thinking, and innovation in students rather than implementing a one-size-fits-all method.
November 2025.” Uniting African education leaders at the GPE Africa Constituency Meeting, November 2025 – a pivotal moment. Such events must urgently be followed by concrete actions to accelerate the transformative change required in our schools and communities in Africa. Picture credit: Global Partnership for Education [GPE.]
The WEF, like other different powerful organizations across the world, strongly recommends the intervention of the entire world for Africa’s education crisis to be eradicated. “International collaboration and investment will be critical in realizing Africa’s potential. So, those of us involved in global education, along with governments, NGOs, philanthropists and investors, need to take education in Africa seriously. We have to think bigger.”
Why does the WEF suggest this solution?
The response lies in the following words which belong to the forum. “Africa could provide the majority of the world’s new workers within the next 30 years, so quality, equity and accessibility of education on the continent is of importance globally. Supporting and developing the teaching profession in Africa is the most important factor, but this must also be combined with new technology. More attention and investment in Africa’s education system- and international support from governments, NGOs and other organizations- will help fuel innovation and prosperity around the world.”
“Within a decade, one in three entrants to the global workforce will be from Africa. Over the next 30 years, the majority of the world’s new workers may well be on the continent. What they learn in the classroom and how they learn it is a vital question of our time. But Africa’s future success in education is not yet guaranteed. Children still face low primary education completion rates – about 63%, compared to a worldwide average of 87%. Those rates are worse for girls. Challenges are especially acute in sub-Saharan Africa.”
Sub-Saharan Africa consists of all African countries south of the Sahara Desert. Some say that these countries are 46 while others raise them to 49- out of 54 recognized sovereign countries in this region of the world.
As already clarified, Africa is the youngest continent in the world, and its population is expected to continue rising rapidly over the next decades. This growing youth population is projected to provide a monumental share of the world’s new workers, helping to fill gaps created by aging populations on the other continents. The WEF emphasizes that to realize this potential, Africa and partners must invest in the quality, equity, and accessibility of education, particularly by supporting teachers and integrating technology. By preparing its young people with the right skills and opportunities, Africa can not only transform its own future but also supply a capable, innovative workforce for the global economy.
Puzzle which has not been answered yet
Africa constitutes a region blessed with abundant resources. The UN Environment Program explains “Africa is home to some 30 percent of the world’s mineral reserves, eight per cent of the world’s natural Gas and 12 per cent of the world’s oil reserves. The continent has 40 percent of the world’s gold and up to 90 percent of its chromium and platinum. The largest reserves of cobalt, diamonds, platinum and uranium in the world are in Africa. It holds 65 per cent of the world’s arable land and ten percent of the planet’s internal renewable fresh water source.”
But this region has always been devastated by wars and violence. These intensely touch every domain, including education. For example, the United Nations Children’s Fund [UNICEF]- with an 11 September 2025 story entitled “Education Under Crisis: School Closures Nearly Double in Five Years in West and Central Africa”- highlights “Nearly 15,000 schools across West and Central Africa have been forced to close due to violence and conflicts.”
According to this story, the UNICEF and the Norwegian Refugee Council [NRC]- in a report published on the occasion of the International Day to Protect Education from Attack- said “Since 2019, the number of closures has almost doubled rising from fewer than 8,000 to over 14,800”.
The UNICEF further reports “In 2025, an estimated three million children have been affected by school closures due to violence and conflicts. This comes at a time when cuts to global aid threaten to undermine efforts to keep children safe and enable them to continue learning in conflict-affected areas.”
Children need both teachers and infrastructures where classrooms are primary, so that they can pursue their education smoothly. Affecting either of these two essential elements of education means intensely disturbing the beneficiaries of this sector of education: students. This point is underscored by Hassane Hamadou, NRC Regional Director for West and Central Africa “Behind every closed classroom door is a child carrying invisible scars.
The stress, fear, and uncertainty children endure when schools are attacked or shut down can be just as damaging as the loss of learning itself. We urgently need to invest in psychosocial support and safe learning environments, so children can heal, regain a sense of normalcy, and rebuild hope for their future.”
To specify, the UNICEF says “Over the past year, the Democratic Republic of Congo and Nigeria reported the sharpest increases in school closures. Meanwhile, the Central Sahel has experienced a slight increase in school closures since January 2024. In Cameroon, some progress has been made, with schools reopening in the Northwest and Southwest despite ongoing insecurity.”
Girls figure among those who experience the heavier toll of wars and violence, according to the UNICEF which adds that their effects span beyond lost years of education. “Adolescent girls are among the most affected. Attacks on schools and prolonged closures worsen existing gender inequalities, driving child marriage and early pregnancy. Girls are often the first to drop out and the last to return when schools are attacked or disrupted. The consequences extend far beyond lost years of learning. Children and teachers who survive school attacks may suffer long-lasting trauma, health complications, and stigma, making it even harder to resume education and rebuild their futures.”
UNICEF actually raises a very good call, but there still subsists a very big problem too. “UNICEF and partners call on all parties to conflict to uphold their obligations under international humanitarian law, protect schools and students from attack, and honor their commitments under the Safe Schools Declaration. Urgent support is needed to ensure that education continues to provide safety, stability, and opportunity for millions of children in the region.”
The very big problem is that such rhetoric, without massive ensuing action which could have ended the problem of wars and violence in Africa, has been issued years and years but always in vain. This problem represents an unsolvable equation up to now. Until it is fully eradicated, Africa continues to see its vast potential undermined- as millions of children are denied the education they need to grow into skilled, resilient, and productive members of society, leaving both human and economic development deeply ruined.
Statista also notes “Unlike demographic transitions in other continents, Africa’s population development is being influenced by climate change on a scale unseen by most other global regions.
Rising temperatures are exacerbating challenges such as poor sanitation, lack of infrastructure, and political instability, which have historically hindered societal progress. It remains to be seen how Africa and the world at large adapts to this crisis as it continues to cause drought, desertification, natural disasters, and climate migration across the region.”
The Association for the Development of Education in Africa [ADEA] indicates some optimism. As we have reported in this article-From policy to practice- can Africa turn education commitments into real learning by 2035?, this continental organization states “[African] Governments committed to treating education as a strategic investment rather than a social cost; to mobilising at least 20 percent of national budgets for education; to strengthening foundational learning, secondary education, TVSD, and higher education; and to building data-driven, accountable, and resilient systems aligned with continental frameworks such as CESA 2026–2035, Agenda 2063, and the Decade of Education for Africa.”
However, Women in Law and Development in Africa [WiLDAF]/AO doubts the pledges. WiLDAF/AO forms a Pan African network reportedly bringing together 500 organizations and 1200 individuals with a view to promoting a culture for the exercise and respect of women’s rights in Africa. In its 18 February 2026 account, it highlights “In 2015, all 54 African countries committed to raising education spending to at least 4 to 6 percent of GDP and/or 15 to 20 percent of total public expenditure, in line with international pledges tied to the Sustainable Development Goals. Most, however, have fallen short of that target, even as education emerges as one of citizens’ top concerns across the continent.”
“Education now ranks among citizens’ top priorities in Africa, though governments’ performance in the sector remains mixed, according to a pan-African profile report from Afrobarometer published on January 22, 2026. The sector ranks third among the priorities cited by Africans, just after employment and health, based on a survey conducted in 2024/2025.”
This non-profit organization affirms that the engagement of earmarking the aforesaid national budgets is older than a decade but that it has remained unrealized. “For more than a decade, African governments have pledged to make education a budgetary priority. This commitment lies at the heart of the Incheon Declaration on Education 2030, adopted in 2015, which set a clear benchmark: allocate between 4 and 6 percent of GDP and 15 to 20 percent of public spending to education to guarantee inclusive, equitable and quality education for all.
These goals have been reaffirmed at the continental level through several frameworks, including the Continental Education Strategy for Africa (CESA 2026-2035), the Nairobi Declaration on domestic financing for education, approved by 17 African heads of state and ministers, and most recently the Nouakchott Declaration, adopted at the African Union’s continental education conference in December 2024. Governments renewed their commitment to strengthen public education funding, improve teaching quality and reduce access inequalities, particularly for girls and vulnerable populations. Continental commitments reaffirmed but rarely honored.”
To specify, WiLDAF/AO explains “According to data from the Organisation for Economic Co-operation and Development, most African countries allocate less than 4 percent of their GDP to education, and only a minority reach the recommended threshold of 20 percent of national budgets. In June 2024, UNICEF indicated that 9 out of 49 African countries, less than one in five, allocated 20 percent or more of their public spending to education, while 24 countries committed to allocating at least 15 percent, and 6 countries allocated less than 10 percent. On average, public education spending across the continent remains below internationally agreed benchmarks.
In Côte d’Ivoire, the most recent data show that public spending on education represented approximately 3.43 percent of GDP in 2023, slightly below the recommended threshold. In Benin, education spending represented 3.23 percent of GDP in 2023, up from previous years. Nigeria illustrates a major challenge. Despite its large student population, education funding remains weak, representing only 1.97 percent of GDP in 2022.”
The organization contends that education underfunding represents a colossal issue thwarting Africa’s education. “Insufficient public spending jeopardizes governments’ ability to meet their legal obligations to guarantee free and compulsory quality primary education and to make secondary education available, accessible and free for every child. Pre-primary education and vocational training remain limited, hampering the development of skills needed to take advantage of the digital economy and the green transition.”
It however maintains that Africa’s nations possess the ability to remedy this problem. “Namibia is one of the few countries allocating 23.4 percent of its 2025/2026 national budget to education, demonstrating that these commitments can be met.”
Why are the countries failing to invest sufficiently in education?
Some of the factors, according to WiLDAF/AO, include instability in Africa. “This situation reflects political and economic trade-offs. Many African governments continue to underinvest in public education as they confront multiple urgent challenges. Several countries in the Sahel, Central, East and North Africa face persistent armed conflicts that require substantial defense and security spending. This is the case for Burkina Faso, which allocates 27.76 percent of its budget in 2025, and the Democratic Republic of Congo, which allocates 30 percent in 2026. Others must respond to climate emergencies or manage high debt burdens.”
This organization adds “According to Human Rights Watch, several African governments are implementing regressive austerity measures to service debt and repay interest. Fifteen of them allocate more resources to debt servicing than to education, leading to drastic cuts in teachers’ salaries, shortages of teaching materials and overcrowded classrooms.
The report also points to weak internal resource allocation. In some countries, a disproportionate share of the education budget goes to higher education, about 20 percent on average, while preschool receives only 2 percent. Basic education levels therefore remain underfunded.”
WiLDAF/AO says that external aid also poses a threat. “A further constraint is reliance on external aid. In several countries, part of education financing depends on international donors, making national budgets vulnerable to aid fluctuations and global crises.”
Africa’s demographic growth- which is being advanced as Africa’s strategic advantage as already clarified- unfortunately features among education obstacles. “Rapid population growth compounds the challenge. With a fast-growing youth population, education needs are rising faster than available budgets. A joint report from UNESCO, UNICEF and the African Union emphasizes that although school enrollment has increased since 2015, more than 100 million children in Africa remain out of school. Teaching quality has stagnated, with shortages of qualified teachers and limited infrastructure, resulting in weak learning outcomes.
Four out of five children aged 10 cannot read a simple text. At the same time, the working-age population is expanding faster than in other regions of the world, partly due to progress in reducing infant mortality. UNESCO notes that early childhood education remains underdeveloped in many regions and transition rates from primary to secondary school vary considerably,” says WiLDAF/AO, before adding “While primary and secondary completion rates are increasing, progress is very slow, less than 1 percent per year in North Africa and sub-Saharan Africa.
At the same time, child labor, early marriage and insecurity contribute to high dropout rates, particularly among girls, further deepening the crisis.”
What does WiLDAF/AO suggest as a strategy to rescue Africa’s education?
This organization also emphasizes that Africa’s youthful population stands as a strategic area that has to be exploited and that innovative ways arise as a necessity to address education challenges in Africa. “Reinventing financing to achieve SDG 4. With its working-age population projected to reach 600 million by 2030, Africa is becoming increasingly significant to the global labor market. This makes education reform imperative to foster faster and more inclusive growth.
Several African countries are making visible efforts to improve access to quality education and promote lifelong learning. Yet approximately one in four young people is neither in school, in training nor employed, and progress remains slow.”
To attain universal education by 2030, according to WiLDAF/AO, African education systems would need to accommodate 170 million additional children, construct 9 million new classrooms and hire 11 million teachers. “Increasing education’s share of national budgets and allocating resources more effectively across education levels remain critical as the continent prepares to host the world’s largest youth population.”
“A new blended financing model is needed, combining public resources, partnerships with the private sector, innovative mechanisms such as national education funds and social bonds, and support from technical and financial partners. Diversifying funding sources would reduce dependence on external aid, ease pressure on public finances and secure long-term investment.”
This organization underscores that education certainly forms a key driver of Africa’s economic transformation. “Reviving growth depends on two main drivers: stabilizing economies and transforming education to equip a rapidly expanding working-age population with solid knowledge and skills aligned with labor market needs. Data-driven planning, smarter spending and support for entrepreneurship are essential to expand access to education, improve learning quality and create skilled jobs.
In this context, closing gaps in pre-primary education and vocational training, supporting startups and small businesses, and attracting established companies are critical to ensure young graduates find employment opportunities aligned with their skills. These measures would enable Africa to fully realize its economic potential and achieve sustainable and inclusive growth.”
WiLDAF/AO suggests that Africa embrace technological breakthroughs as a tactic to revolutionize its education sphere. However, as this organization also acknowledges it, analysts caution that though artificial intelligence could transform education systems, its deployment must be accompanied by robust policies to address potential ethical, regulatory, and inequality risks. “Technological innovation, particularly artificial intelligence [AI], can also help transform education systems. AI can support the creation of personalized learning pathways tailored to each student’s level, progress and challenges.
As UNESCO notes, artificial intelligence has the potential to address some of the greatest challenges in education today, to innovate in teaching and learning practices, and to accelerate progress toward SDG 4. However, rapid technological developments inevitably bring multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks.”
What does Life In Humanity add?
In spite of the numerous commitments, reforms and innovative strategies proposed to transform Africa’s education systems, their success ultimately relies upon one indispensable condition: peace.
Persistent wars, armed conflicts and violence across parts of the continent are continuing to demolish schools, displace teachers and students, and divert scarce public resources toward military spending rather than classrooms. As long as insecurity compels thousands of schools to shut and millions of children to flee their homes, even the most ambitious education policies will struggle to produce meaningful results.
Education cannot flourish where classrooms constitute targets, communities live in fear and governments must prioritize survival over long-term investment in human development. For Africa’s education pledges to translate into real learning outcomes, the continent must be freed from the cycle of instability that repeatedly undermines progress. Ending conflicts and ensuring lasting peace therefore represents not only a humanitarian necessity, but also a fundamental prerequisite to teach the generations that will shape Africa’s future.