Educating and Skilling Africa: Launch of the African Union-IICBA Magazine

The African Union (AU) has designated 2024 as the Year of Education. The Education, Science, Technology and Innovation (ESTI) Department at the AU and UNESCO’s International Institute for Capacity Building in Africa (IICBA) are launching a new magazine entitled “Educating and Skilling Africa”. The subtitle of the publication is “Listening to Educators and Learners in the African Year of Education.” The plan is to initially produce four issues of the magazine in 2024, assess the initiative by the end of the year, and pursue the publication beyond 2024 if the initiative is deemed successful. The magazine is published with support from the European Union’s Regional Teachers Initiative for Africa. The first issue of the magazine is on the theme “Celebrating Great Teachers and Inspiring Youth.” It is available here.

By listening to those who are working hard every day on the ground to make a difference, a principal aim of the magazine will be to share insights on what works to improve lifelong educational opportunities for Africa’s population, and especially children and youth. The theme for the AU Year of Education is to “Educate an African fit for the 21st Century: Building resilient education systems for increased access to inclusive, lifelong, quality, and relevant learning in Africa.” Since the adoption of the Continental Education Strategy for Africa (CESA), progress has been achieved in many African countries towards ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Still, much more remains to be done. 

This first issue of the magazine includes a foreword by the AU Commissioner for ESTI, H.E. Professor Mohammed Belhocine, and a brief summary of the first Africa Teachers Report jointly produced by IICBA and the African Union’s International Center for the Education of Girls and Women in Africa (AU/CIEFFA) on the role of teachers and school leaders in educating girls and ending child marriage. 

The magazine also includes interviews with the 2023 winners of the African Union Continental Best Teacher Award. The awards were announced at an event jointly organized by the African Union Commission and UNESCO IICBA for World Teachers’ Day on October 5, 2023. Winners hail from Ghana, Kenya, Malawi, Mauritania, Mauritius, Morocco, Nigeria, and South Africa. The process for the selection of these teachers was rigorous, first with a selection at the level of individual countries, and then with a panel of experts recommending final awardees.

We need to recognize great teachers, whether at the continental, regional, country, or local level. They are the key to ensure that Africans of all ages have the knowledge and skills they need to thrive. But we also need to listen to what they have to say. Each of the award winners interviewed in this issue was asked a similar set of question: what are some of the challenges teachers face today and what can be done to overcome them?; what are some of the opportunities that teachers could seize to improve learning among students?; How does teacher professional development work in your country and what could be done to improve it?; what could be done to facilitate the work of teachers and give them the tools they need in their work?; what practical advice do you have for other teachers?; and looking back, if there is something you could do differently in your career as a teacher, what would that be?

The responses provided by the teachers are both inspiring and instructive. Teaching is hard work, but it is also rewarding work. Great teachers recognize that very few other professions provide an opportunity to touch so many lives for the better. This motivates them to do their best. A few of the teachers interviewed note that friends and relatives at times discouraged them from joining the profession, which may contribute to the teacher shortages observed in many countries, but they also say they did not regret their decision to become teachers. Teaching is their passion. 

 What can be done to improve teaching? Our interviewees suggest a range of strategies, including integrating technology into teaching methods to be able to prepare students for the digital world, showing to students how what they learn can be put into practice, improving collaboration among teachers, and ensuring that opportunities are also provided to vulnerable children and those in poverty. These award-winning teachers also tell us that it is important to develop a climate of trust and mutual respect and focus on the process of learning rather than examinations. 

A second set of interviews in this first issue of the magazine were conducted with youths, defined by the African Union as individuals from 15 to 35 years of age. Youths account for over a third of Africa’s population and their represent the future. Together with the Women, Gender, and Youth Directorate of the African Union Commission, eight outstanding youths leading initiatives in service to others were interviewed to celebrate Africa Youth Day on November 1. 

Each of these youths has a great story to tell. One is a refugee from the Democratic Republic of Congo who helps others acquire skills in her refugee settlement in Uganda. Another is based in Rwanda and works for a nonprofit aiming to strengthen school leadership in Africa. A third works with another nonprofit to support families living in extreme poverty in the Central African Republic. A fourth created an association in Senegal to help young girls and women acquire digital skills. A fifth works in the slums of Kampala with youths to improve their livelihood. A sixth promotes active citizenship in governance processes in Nigeria. The last two interviewees are an artist and film maker and the founder of an organization helping youths explore future careers. Many other outstanding youths could have been interviewed, but these eight change makers illustrate the potential of youths to transform Africa. 

As mentioned earlier, one of the aims of this magazine will be to listen to those at the frontline on what works to improve lifelong educational opportunities for Africa’s population. This will be done mostly through interviews. Another aim will be to share through short essays additional insights on key issues face by education systems in Africa, and what can be done to overcome these challenges. This issue includes short essays, some of which are reproduced from UNESCO IICBA’s blog, discussing among other issues related to inclusive education – how to reach children with disabilities; ending violence in schools and promoting mental health; strengthening the teaching profession; learning from the poor as our teachers; and educating girls and ending child marriage and early childbearing. 

We hope that you will enjoy the interviews and essays included in this issue . Please do not hesitate to share comments or suggestions on what we should cover in this magazine in the future. You can do so by sending us an email at info.iicba@unesco.org.