What is required, for Africa to actually provide a global workforce

By Jean Baptiste Ndabananiye

Various sources say that Africa possesses the potential to provide a workforce for the entire world in a few years to come, as it happened in the past with countries like China. Other continents currently have aging populations, so that these continents regard Africa as their hope in the near future in terms of work. Though there are giant institutions calling upon the world to intervene for Africa’s youth to be equipped with needed skills, so that this hope may turn into reality, Africa bears an extremely hard task. 

In its January 25, 2024 article headlined “Why the world should look to Africa for education innovation”, the World Economic Forum [WEF] states that Africa could produce the majority of the world’s new workers within not many years. “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.”

A November 2, 2022 article by African Center for Economic Transformation [ACET] states that the working-age population in Sub-Saharan Africa alone is projected to be 600 million in 2030. This center adds that there could be 2.5 billion working-age Africans by 2050. Sub-Saharan Africa consists of 46 countries, according to the United Nations.

The WEF says that Africa constitutes a continent teeming with youthful energy and untapped potential, and boasting the world’s youngest population; over 60% of the continent’s population being aged below 25. “Notably, by 2035, there will be more young Africans entering the workforce each year than in the rest of the world combined.”

“With China, Japan, Korea and many European countries all experiencing a sharp decline in young workers, Africa’s fast-growing youth population has the potential to drive global growth in the same way as China’s young workers once powered the global economy.”

What it demands for Africa to actually furnish a global workforce

The WEF, like all organs and experts addressing this issue, advances Africa’s transformed education as a vital area that will enable Africa to offer a workforce to the world.

According to Brookings, on 11 February 2022 Rebecca Winthrop- the Director of the Center for Universal Education- said “Chairwoman Bass, Vice-Chairwoman Omar, Ranking Member Smith and other distinguished members of the subcommittee, thank you for inviting me to testify today on the importance and path forward for helping all of Africa’s children and youth get the [21^st] century education they deserve.

The growth in the world’s labor market is in Africa. As other parts of the world begin to age, Africa will grow its population and today’s children will be the talent tomorrow’s global companies will be recruiting. In the next 30 years, it is projected that Sub-Saharan Africa’s working-age population will increase more than twofold-accounting for 68 percent of the world total growth. Providing high-quality education today will help build the skills for the world’s future workforce, increase incomes, grow economies, and expand U.S. markets and trading partners.”

While Winthrop underlines education and also suggests the intervention of development partners for Africa to furnish quality education for all her children, the WEF also echoes her. “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. What they [Africa’s children expected to become a global workforce] learn in the classroom and how they learn it is a vital question of our time.”

What does this quality education have to precisely impart?

First of all, ACET points out that several of young Africans are struggling in the field of work of today, and “schools are not equipping the next generation with the right skills for the world of work of tomorrow.”

ACET highlights that African education systems do not prime students with skills necessary in the Fourth Industrial Revolution (4IR). Based on findings in a multi-nation study, ‘Strengthening education and learning systems to deliver a 4IR-ready workforce’, ACET recommends African governments to assure that they groom their children with knowledge and skills in this sector. “The Fourth Industrial Revolution (4IR)—encompassing the rapid evolution of robotics, artificial intelligence, 3D printing and additive manufacturing technology, and the internet-of-things—is fundamentally disrupting manufacturing technology, with significant implications for the nature and growth of jobs in Africa.

Researchers found that graduates lacked exactly the kind of technical, cognitive, and soft skills that will increasingly be in demand. Almost half of employers across the six countries said graduates lack technical skills, and about a quarter said graduates required additional training in ICT.”

ACET specifies that the study was conducted in Ivory Coast, Ethiopia, Ghana, Niger, Rwanda, and Uganda. The goal of the research was to determine how education and training outcomes are aligned with labor market demands.

Up to here, these skills still remain undefined. In other words, this article has not clarified what African youth will have to possess as skills for them to become a global workforce powerhouse like China in the past.

To turn into a global workforce, African youth will need to develop a wide range of critical skills. These skills span across technical, soft, and industry-specific areas. These skills will be essential at accomplishing the demands of the global economy.

The skills are those which pertain to the technical and digital field, engineering and manufacturing, entrepreneurship and innovation as well as soft, language and cultural, industry-specific, environmental and sustainability skills.

Technical and digital skills comprise (1) digital literacy with the ability to use computers, smartphones, and common software applications, proficiency in word processing, spreadsheets, email, and internet navigation, (2) coding and programming,  (3) data analysis and data science, (4) cybersecurity, (5) cloud computing, (6) AI and machine learning, and (7) mobile app development.

Engineering and manufacturing skills consist of (1) advanced manufacturing which necessitates skills in operating and maintaining advanced manufacturing technologies like CNC [Computer Numerical Control] machines, robotics, and 3D printing, (2) mechanical and electrical engineering, and (3) renewable energy.

Soft skills entail those which involve critical thinking and problem solving, effective communication, collaboration and teamwork, adaptability and flexibility, leadership and management.

Entrepreneurship and innovation includes business acumen (comprehending basic business principles, involving finance, marketing, and operations), innovation and design thinking, and e-commerce and digital marketing.

Language and cultural skills consist of (1) multilingualism- proficiency in languages such as English, French, Arabic, and increasingly Chinese and Spanish, in order to enhance employability in multinational companies, and (2) cross-cultural competence- fathoming and observing cultural differences in working in diverse teams and with international clients.

Industry-specific skills apply to specific spheres such as agricultural technology, healthcare and biotechnology and financial technology. Agriculture representing a key sector not only in Africa but also worldwide, skills in agricultural technology including precision farming, drone technology, and sustainable practices are vital. Skills in healthcare, biotechnology, and pharmaceutical manufacturing stand crucial as the global demand for healthcare services rises. Knowledge in financial technologies is increasingly imperative, because the financial industry is undergoing digital transformation.

Environmental and sustainability skills involve sustainable development and climate resilience and adaptation. Sustainable development requires understanding the principles of sustainable development and environmental management, since businesses and governments already regard them as crucial, prioritizing sustainability. Climate resilience and adaptation involve skills in climate science, disaster risk reduction, and environmental engineering which are getting important as the world experiences increasing climate challenges.

For African youth to become a competitive global workforce, African governments and educational institutions need to concentrate on those skill areas. The governments, the educational institutions and the private sector will thus need to collaborate in providing access to quality education, vocational training, and digital literacy programs. A lot like China in the past, fostering an environment which spurs innovation, entrepreneurship, and continuous learning will assuredly enable Africa’s young population to exploit the full advantage of global opportunities.

Will this be achieved?

Global Partnership for Education [GPE] in its 15 February 2024 article, also concurring on the essentiality of revolutionizing Africa education, states “Transforming African education systems to equip the current and future generations with 21st century skills is critical. The African Union’s Year of Education 2024 is therefore a historic moment to put education at the forefront of the policy agenda.”

The African Union, as even stipulated by its education mission statement, emphasizes that this continent has been resolved to enhance its education field. The mission is to contribute towards revitalized, quality, relevant, and harmonized education systems responsive to the needs of Africa, taking into account Africa’s aspiration and capacity in terms of human and material resources; systems that produce Africans with appropriate attitudes, values, knowledge and skills to facilitate attainment of the AU vision; systems that generate applied and new knowledge and contribute towards its harnessing for meeting Africa’s challenges as well as placing Africa firmly within the core of the global knowledge economy.

However, Cristina Duarte says “Despite recent progress, the data on the resulting deficit is sobering. Over 100 million children remain outside the formal education system in Africa, with the United Nations Educational, Scientific and Cultural Organization (UNESCO)’s Institute for Statistics highlighting that one-fifth of children between the ages of six and 11, one-third between the ages of 12 and 14 and nearly 60 per cent of young people between 15 and 17 are not in school in Sub-Saharan Africa. UNESCO also reports that the continent needs more than 6 million teachers to achieve universal primary education by 2030.”

Duarte works as the Under-Secretary-General and Special Adviser of United Nations Secretary-General António Guterres on Africa.  She raised the issue in her 8 May 2024 article run by Africa Renewal was headlined “The duality of the education challenge in Africa: Historical imperatives and 21st-century necessities.”

Africa Renewal is a magazine published by the United Nations and founded in 1987. This magazine, formerly published as Africa Recovery/Afrique Relance and now appearing on a quarterly basis, focuses on critical economic, political and social situation in Africa. Africa Renewal draws attention on efforts accomplished by Africa and the International Community to promote the economic recovery and sustainable development of the region.

Citing Professor Wole Soyinka, one of the most renowned that Africa has ever known, this UN official both recognizes progress which this continent attained, but regrets difficulties that have always hampered it. “When Professor Wole Soyinka, the famed Nigerian Nobel Laureate and scholar, spoke on ‘Rearming the University Idea’ at our Academic Conference on Africa 2023, he made it clear that the African educational system has been delivering high-calibre results for decades, citing the successes of African universities ‘from Makerere through Ibadan, Achimota all the way to Dakar.’ Alongside Africa’s rich cultural heritage and traditional teachings that forged well-rounded individuals for many years, this has established the continent as an educational powerhouse for a period.

Unfortunately, political instability, conflicts, mismanagement, external shocks and other crises disrupted the system, leading to forced school closures, reducing access to safe learning environments and creating a shortage of quality teachers. These challenges impeded academic progress while depriving students of vital social and emotional support received from educational institutions. Over time, this change triggered a cycle of poverty and marginalization, hampering socioeconomic development and stability across African communities.”

Association for the Development of Education in Africa [ADEA] suggests that these factors still hampering education in Africa need to be silenced, if the continent’s education is to be revolutionized. In its 21 September 2020 article, the association says “When war erupts, education is the most adversely affected sector. Violent conflict continues to pose social-economic challenges to the African continent – destroying infrastructure, impacting teachers, swelling number of students out of school and impacting the most vulnerable.

As of June 2019, 9,272 schools were closed or had become non-operational and almost 2 million children had been robbed of education due to violence and insecurity in Burkina Faso, Cameroon, the Central African Republic, Chad, the Democratic Republic of Congo, Mali, Niger and Nigeria.”

Relief Web constitutes a humanitarian information portal under the United Nations Office for the Coordination of Human Affairs.  Its 28 May 2024 article sounds the alarm about the situation of violence in different countries in Africa. It reads “The people of the Central Sahel [Burkina Faso, Mali and Niger] continue to be affected by violence, conflict and overall insecurity, with 1,180 security incidents reported and 3,393 people killed between February and April 2024 alone, compared to 793 incidents and 2,497 people killed in December 2023 and January 2024.

2.6 million people are internally displaced in Burkina Faso, Mali and Niger, and 285,268 are refugees, an increase from 190,900 reported in January, with notably 67,754 and 26,013 newly arrived refugees in Niger and Mali, respectively. The displaced and vulnerable people of the Central Sahel face severe food insecurity and malnutrition and have limited access to basic services. 8,216 schools are non-functional and 478 health centres non-operational, Burkina Faso being the worst-affected country.”

ADEA provides a recommendation for African governments. “Peace and security are critical ingredients in the social and economic development of any nation. Violent conflicts hamper economic development and reinforce inequalities, grievances and desperation, trapping countries in a vicious cycle of violence. To this end, African countries have no alternative but to anchor peace education in their education sector policies and plans, and mainstream peace education at all levels to ensure that knowledge, skills, values and attitudes for peaceful coexistence can be learned and practiced.”

Conclusion

Africa stands at the cusp of a monumental transformation, poised to shape the future of the global workforce. Its unparalleled demographic advantage—the world’s youngest population—presents a once-in-a-generation opportunity to fuel not just the continent’s growth, but the economic dynamism of the entire planet. However, this potential will only be realized if Africa’s youth is empowered with the right skills and supported by a robust education system.

It is time for African governments, educational institutions, businesses, and international partners to rise to this challenge. By investing in cutting-edge education, fostering innovation, and ensuring stability and peace, Africa can overcome the barriers that have long held it back. This isn’t just about equipping a new generation for jobs—it’s about unlocking the full potential of a continent, creating leaders, innovators, and visionaries who will drive Africa forward into a new era of prosperity and global leadership.

The future workforce of the world is being forged today in African classrooms, fields, and workshops. The question is not whether Africa can rise to meet the demands of the 21st-century economy—the question is whether the world will recognize and nurture the powerhouse that Africa is destined to become. Now is the time to invest in Africa’s youth, for they are not just the future of Africa, but the future of the world.