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Kahara Kubai

kaharakubai@yahoo.com

LIFELONG LEARNING POLICIES FROM AN AFRICAN PERSPECTIVE

Some Thoughts on Post-2015 Global Agenda on Adult Education

Abstract

The article makes a case for building post-2015 lifelong learning policies on achievements of EFA and

MDGs in sub-Saharan Africa. Challenges encountered thereof should also inform the current discourses.

Policies and strategies should however recognise the emerging developmental dynamics in Africa, as well

as globally. Hence, adult literacy should be promoted within a broader framework of inclusive and

extended concept of basic education that embraces early childhood, formal, non-formal and informal

learning through multiple approaches and pathways. A paradigm shift is required that also recognises

demand for second chances, renewal of skills and widening of tertiary education opportunities. This

entails not only laying firm foundations for lifelong learning, but an essential element of any process,

structure, assessment, recognition and certification of acquisition of knowledge, skills and competences in

the society.

Through EFA and MDGs efforts and government policies, Sub-Saharan Africa has made many gains in

enrolments, gender equity and literacy. However, more remains to done to deal with children out school,

adult illiteracy, tackle new forms inequality, and prepare youths and adults for lifelong acquisition of

knowledge, skills and competences commensurate with the rapidly changing world.

Constraints hindering lifelong learning should be addressed at policy formulation and implementation

through an extended vision of quality of education and learning achievement. A new paradigm should

include multiple pathways of learning, effective utilization of ICT and appropriate assessment of

outcomes.

To respond to current challenges and opportunities, policies and strategies should focus on development

of an inclusive, well articulated and holistic education system, whose hallmarks are to improve quality,

equity and strengthen measurement of learning outcomes.

Introduction

The need for knowledge cannot be gainsaid. There is no doubt that the evolution of human

societies has always been predicated on growth and development of knowledge. Knowledge has

enabled humanity to deal with and overcome problems, develop rich cultures, complex

organizational and governance systems, invent, innovate and harness technologies. As humanity

progresses into 21st century, the need for knowledge is even more urgent. Importantly, such

knowledge should be continuously acquired so as to keep up with the rapidly changing needs and

demands. Population growth and ensuing pressure on finite biophysical resources, increased

interdependence and competition, inequalities and exclusions globally among other dynamics

can only be resolved through investment in knowledge which is universally accessible.

This vision of knowledge is far from being achieved and there exists huge differences within

countries and global regions in terms of the numbers of persons who have access to education in

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all levels. The developed regions have made great strides ensuring that their citizens have access

to knowledge throughout their lives. There the concept and practice of lifelong learning is well

entrenched (EURYDICE, 2011). When it comes to lesser developed regions notably in Africa

and Asia, the situation is different. Countries are still grappling with how to ensure that majority

of citizens have access to basic education and their education systems often lacks a vision for

lifelong learning due to various constraints.

Nonetheless, it is no longer debatable that access to quality and lifelong learning is a

fundamental human right enabling realization of other rights and freedoms necessary to

wholesome and sustainable living. Currently, there exists a global consensus on this need. The

1990 World Conference on Education for All held in Jomtien, Thailand, the World Education

Forum held in Dakar 2000, and the Millennium Development Goals framework evidence the

coming together of the global community to develop universal goals on education. The goals

developed are contained in Education for All (EFA) and Millennium Development Goals

(MDGs) frameworks (Burnnet and Felsman, 2012).

The EFA framework contains six goals. These are: Expanding and improving comprehensive

early childhood care and education, especially for the most vulnerable and disadvantaged

children; ensuring that by 2015 all children, particularly girls, children in difficult circumstances

and those belonging to ethnic minorities, have access to, and complete, free and compulsory

primary education of good quality; ensuring that the learning needs of all young people and

adults are met through equitable access to appropriate learning and life-skills programmes;

achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women,

and equitable access to basic and continuing education for all adults; eliminating gender

disparities in primary and secondary education by 2005, and achieving gender equality in

education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in

basic education of good quality and; improving all aspects of the quality of education and

ensuring excellence of all so that recognized and measurable learning outcomes are achieved by

all, especially in literacy, numeracy and essential life skills ( UNESCO, 2012, United Nations,

2012). Correspondingly, MGGs on education identifies universal access to primary education

and elimination of gender disparity in primary and secondary education as critical components of

this global vision on education.

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These goals need to be achieved by 2015. As the targeted deadline nears, there has emerged a

need to take stock on what has been achieved, challenges met and craft a way forward. This has

informed the multiple interlinked processes whose aim is to develop universal vision and goals

of education in post-2015 period. Subsequently, different regions need to account on what have

been achieved and provide, in consultation and concert with others, policies and goals which

should inform the crafting of post-2015 goals on education.

The African Context

Since the launch of EFA, the continent of Africa has developed policies to further strengthen the

realization of education for all within the context of lifelong learning. For instance, the New

Partnership for Africa Development (NEPAD) in its recognition of the centrality of education in

achieving good governance, peace and security and holistic development developed strategies for

education in Africa. The strategies calls upon African Union member states to evolve national

policies and incentives for private sector participation in the provision and delivery of education

services; establish national guidelines for adequate funding and judicious utilization of resources;

develop medium- and long-term framework for specific education and literacy programmes for

different categories of citizens; ensure realistic assessment of country potentials for and

constraints militating against ability to meet international development and education goals and

targets; ensure framework for prioritizing the allocation of educational resources to areas of

greatest needs especially with respect to meeting the scientific and technological demands of the

21st century and needs for employers of graduate educates of education institutions and; identify

causes and methods of managing Africa’s brain drain ( Africa Platform for Adult Education,

2010).

From these strategies several fundamental educational needs in Africa are identifiable. They

include need to expand access and enhance equity, focus on lifelong learning opportunities,

quality and relevance vis-à-vis national development goals, scientific and technological

knowledge.

Drawing from universal and continental goals’ countries have made remarkable progress in

educating their citizens especially in realization of EFA goals one and two. Enrolment in primary

education grew by 51 percent between 1999 and 2007. The net enrolment rates at primary level

by 2007 rose at 73 per cent (UNESCO, 2009). Correspondingly, access to secondary education

has grown exponentially. In 2006, 12 million more students were enrolled compared to 1990

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when only 20.6 million were in secondary school. Between 1999 and 2009, the gross enrolment

ratio increased from 28 per cent to 43 percent (UIS, 2011). Likewise, governments have

increased the share of education budget as a percentage of the GDP, currently standing at more

than 5 percent (UNESCO UIS, 2011).

However, it is worth noting that how ensure pupils enrolled at primary level stay in school and to

increase the rate of transition from primary to secondary level remains a serious challenge. Out

of 3 pupils enrolled at primary level, one eventually drops out. In 2009, only 67 per cent of

pupils completed primary education. Significantly, there are huge gender disparities. For instance

in Central Africa Republic, Chad and Democratic Republic of Congo between 57 and 69 girls

enter the last grade of school for every 100 boys (UIS, 2011).

Further, the assessment and qualification system for transitioning to secondary level tends to

filter out a large number of pupils who do not make the required grade, often unfairly labeled as

‘failures’. The situation is exacerbated by poverty, on-going conflicts, gendered and other forms

of inequalities and exclusions. This has led to low levels of transition to secondary education.

Compared to the global average where the Gross Enrolment Ratio (GER) for lower secondary

education increased from 72 per cent to 80 percent between 1999 and 2009, in Africa the GER

stood at 43 percent in 2009. Consequently, 40 per cent of all lower secondary school age girls

and 33 percent of boys were out of school (UIS, 2011).

When these figures are disaggregated to capture country by country data, there is huge disparity

across the continent. For instance, the GER for primary and secondary education in Somalia in

2009 was estimated at 33 and 11 per cent respectively whereas in Seychelles the GER for both

levels is around 110 per cent. This also indicates the complexity of constraints facing access to

education especially in conflict ridden states such as Somalia where collapse of education

system, deliberate destruction of institutions of learning, targeted killings of students and the

educated cadre, massive displacement of persons makes provision of education almost

impossible(UNESCO, 2010b).

Beyond challenges of access and equity, quality of learning is of serious concern. Quality has

been affected by a host of factors such as lack of physical infrastructure with pupils even

studying in open spaces, inadequate teachers’ education and number of teachers, teachers’

absenteeism and outdated curriculum. A World Bank report showed that at primary level,

teacher-pupil ratio was 1 to 45 and one to 23.9 in 2010 at primary and secondary levels

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respectively (World Bank, 2012). On teacher education, studies in various countries shows that a

huge percentage of teachers do not meet the requisite professional qualifications due to low

standards required for recruitment into the profession, inadequate initial training and lack of in-

service professional education. For instance, in Tanzania, Cape Verde and Togo less than 50

percent of the teachers are professionally qualified (UNESCO, 2011). In Kenya, Service

Delivery Indicators (SDI) data of 2013 showed that in public primary schools, children are on

average taught for only 2 hours and forty minutes a day, yet the officially they should be taught

for five hours and forty minutes. Also, only 35 percent of teachers showed mastery of subjects

they taught (World Bank, 2013).

When it comes to curriculum content, Africa has yet to answer critical questions especially on

education for whom and for what (knowledge and skills). Often, students are subjected to

outdated curriculum which does not match the local knowledge and skills needs, fails to integrate

indigenous knowledge and use of local languages, is overloaded with so many subject areas and

exam oriented leading to frustrating rote learning rather than critical understanding of content. In

its delivery, it is teacher centered. Ultimately, this has led to lack of relevance for it does not

factor in knowledge needs for Africa such as sustainable development, adoption of science,

technology and innovations and the key goals of education such as problem solving , creative

and critical thinking and learning to learn( World Bank, 2003).

The data provided so far shows that as we approach 2015, it is observable that some

achievements have been made but more needs to be done towards the realization of EFA goals

one and two. This is significant since it is through the actualization of these goals that the

foundation for lifelong learning in Africa can be laid. This is because progression towards the

achievement of EFA goals three and four is impacted inter alia, by constraints experienced at

early childhood and primary level education. Essentially for lifelong learning to become a way of

life, there is a need for an upward spiral build up where achievements at lower level enhances

success and continuity at upper levels.

Importantly as the data has shown, expansion of schooling has not been matched with quality

and relevance. Ultimately this is what matters most for Africa is a part and parcel of the

globalised world and as such learners must be equipped with the knowledge, skills and

competencies needed to live in this world. This requires re-orientation of and a holistic approach

to the whole learning process.

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Additionally, the transition from one level to other remains a challenge. Large number of

potential learners lack access. Others drop out along the way. The reasons are varied but they do

point to lack of equity either due to poverty, gendered and other forms of social-economic

exclusions. As such, constraints on equity must be addressed so all to give an equal chance for

every learner. This must be matched by coming up with processes which enables re-entry into

the education system at various levels for the large numbers of out of school individuals.

The article enters the discourse of lifelong learning in Africa from this perspective. The

following section draws on this perspective, and focusing on adult literacy (EFA goals number

four and five), makes a case for the post-2015 agenda on adult education within the broader

terrain of lifelong learning.

Adult Education in Africa

According to Hamburg Declaration on Adult Learning, 1997,

‘adult education denotes entire body of ongoing learning processes, formal or otherwise,

whereby people regarded as adults by the society to which they belong develop their

abilities, enrich their knowledge, and improve their technical or professional

qualifications or turn them in new direction to meet their own needs and those of their

society’ (Hamburg Declaration on Adult Learning, CONFINTEA V, 1997).

Essentially, it aims at enhancing adult literacy. Such a goal is more urgent in Africa where a host

of factors already given have denied many people access to education contributing to high

numbers of adult illiteracy.

Based on UNESCO’s definition of a literate person as someone who can read and write a short

statement about their life (UNESCO, Education for All Global Monitoring Report 2010: 2010),

more than 63 percent of Africa’s adult population is literate (UNESCO, Institute of Statistics).

However, this definition of literacy is inadequate in 21st century and especially when one factors

knowledge needs for Africa such as sustainable development, adoption of science, technology

and innovations and the key goals of education such as problem solving , creative and critical

thinking (Kinyanjui and Khoudari,2013). A more robust measure of literacy will certainly deliver

lower results.

In Africa, the focus has been more on EFA goals one and two, without any concerted effort

towards providing alternative pathways to those who have been excluded from the education

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system or those who would wish to continue learning. Indeed, only a small number of adults are

accessing formal education system especially at tertiary and higher education levels.

The absence of national qualification and certification frameworks which recognizes various

learning pathways-formal, non-formal and informal-, coupled with low levels of transition from

one level of education to another and, lack of user friendly learning structures have

disincentivised adult learning. This makes the need to comprehensively deal with how to

enhance adult literacy in Africa paramount going forward. To do so, the following measures

need to be included in the post-2015 agenda on adult literacy.

Vision of Adult Literacy Post-2015 within the Context of Lifelong Learning

The post-2015 universal vision on adult literacy, from an African perspective should be founded

on the following principles:

One, it should be holistic in the sense that it recognizes multiple pathways of learning (to include

formal and non-formal). There exist many ways of knowledge acquisition and the over focus on

formal schooling need to be balanced by this recognition.

Two, it should make issues of equity and inclusivity central since in Africa, large numbers of

people have been denied access to education due to situations beyond their control.

Three, it must focus on knowledge and skills which will enable employability and

entrepreneurship. This will rewards learners from their effort, encouraging further knowledge

acquisition. Overtime this has a realistic chance of entrenching the culture of lifelong learning.

Four, it should promote peace and conflict transformation. As shown from the example of

Republic of Somalia, conflicts have devastating effects on education. Decades of effort are

wasted as education systems collapses in an environment of conflict. Hence education must

promote values of peace and conflict transformation so as to realize sustainable societies.

Five, it should cultivate an ethic of sustainable development. As observed at the beginning,

global biophysical limit is been stretched to unsustainable level and there is a need to utilize

resources in a sustainable manner. Education definitely has a key role in realizing this need.

Six, it should have a goal of creating global citizens. The increased interdependence and contacts

due to forces of globalization offers immense potential and challenges. To effectively deal with

it, there is a need to promote a notion of common humanity bound by deeper values beyond

culture, religion, race, ideologies, and national boundaries.

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Seven, it must be quality focused. There is no doubt that the goal for education for all has not

been achieved. Millions of people do not have access to education. Inevitably, this makes it

imperative that they should be included through expansion. However, expansion should not be at

the expense of quality.

Essentially, it should strive to achieve four key goals of education. These are: Learning to know;

learning to do; learning to live together and; learning to be (J. Delors et al, 1996). Based on

these principles, global consensus on post-2015 education goals should promote the following at

national levels:

i. An extended, inclusive and well articulated education system which recognizes multiple

pathways of learning, provides opportunities for re-entry at various levels, and has

structures and processes for accountability and quality assurance at all levels.

Importantly, in planning and funding, the right to education by all must be adhered to

(Hoppers et al, 2009).

ii. Investment in quality of learning. As already noted, in education quality ultimately

matters. Thus, there is a need to have a comprehensive review of the education system so

as to identify constraints and address them especially on management of education

processes, teacher recruitment, education and support, curriculum, learning environment

and physical infrastructure. This should be backed by robust assessment systems which

goes beyond passing exams and focuses on how effectively knowledge, skills and values

have been inculcated (World Bank, 2011, 2003). Also, there should be a versatile

certification and national qualification frameworks catering for different pathways of

learning. Further, such education should integrate indigenous knowledge and ICT in

management of education systems and learning.

Conclusion

There is no doubt that education processes are complex and cannot be comprehensively captured

in this article. However, it has captured the main issues on lifelong learning and how to promote

adult education within the framework of lifelong learning drawing from an African perspective.

What needs to be done is not impossible. More than ever before, Africa has a golden opportunity

to entrench and support a culture of lifelong learning. It has enjoyed remarkable expansion in

universal access to basic education providing the needed foundation. Also, it has a youthful

population which is better educated and more ready to adopt science and technology (Nzau-

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Mutete, 2012). Significantly, the pessimism which for long defined Africa has been replaced by

bubbling optimism. Sustained economic growth, improved governance, explosion of

information, communication and technology has provided Africa with an opportunity for making

lifelong education for all a reality (Africa Economic Outlook, 2004-2013, 2013; Yonazi et al,

2012). What is needed now is strategic recognition and embrace of education as the key to

Africa’s renaissance.

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