Transforming knowledge for Africa’s future: A collaborative pathway to more just and sustainable futures

Under the patronage of H.E. Sahle-Work Zewde, President of the Federal Democratic Republic of Ethiopia, the International Forum of UNESCO Chairs and Partners, convened jointly by the African Union Commission and UNESCO, brought together an impressive gathering of 500 participants on 30 September - 2 October 2024 in Addis Ababa, Ethiopia, aiming to unlock Africa's vast potential through innovative education, research, and multi-sectoral partnerships.

Over three days, thought leaders, policymakers, researchers, and civil society representatives engaged in vibrant discussions to drive forward the commitments outlined in the Sustainable Development Goals. Anchored in the spirit of collaboration, the Forum addressed critical issues that influence education, research, science, technology, innovation and knowledge development in Africa. UNESCO Regional Office for West Africa in Dakar played an active role in the Forum: Dr. Dimitri Sanga, Regional Director, moderated two parallel sessions and the closing plenary, while the Dakar team convened four parallel sessions spanning across education and social sciences themes.

Dr. Biniam Bedasso, research fellow at the Centre for Global Development underscored the critical need to break down barriers between education and other sectors, advocating for integrated approaches that support learners beyond the classroom. Discussions highlighted the importance of school health services, gender-sensitive sanitation facilities, and climate-resilient infrastructure. Addressing school violence and creating safe, supportive learning environments are essential, especially in regions prone to emergencies.

Dr. Dorcas Otieno, Assistant professor at Kenyatta University (Kenya) and UNESCO Chair for Higher Education Development for a Green Economy and Sustainability , remarked on the necessity of "greening" both education and the economy, equipping young Africans with green entrepreneurship and STEM skills would pave the way for a sustainable future. The Greening Education Partnership and UNESCO's guidelines on greening curricula and schools are set to play a pivotal role in th transformation, ensuring that education systems contribute actively to climate resilience.

Given Africa's diversity, the session emphasized that a one-size-fits-all approach would not suffice. National ownership, alignment of educational resources, and consistent leadership are paramount. Participants shared innovative practices, such as Malawi's successful use of EdTech for foundational learning and Sierra Leone's Radical Inclusion Policy, which prioritizes equity and gender parity.

Concluding the session, Mr. Shem Bodo of the Association for the Development of Education in Africa (ADEA) called for empowerment through ownership and multi-stakeholder collaboration, declaring, "We must go fast and far together to transform education in Africa."

Referring to the passive and uncritical consumption of knowledge and traditions from cultural contexts with different values and hypotheses about childhood and human development coming from outside that has been observed in Africa, Professor Hasina Ebrahim, University of South Africa and UNESCO co-Chair on ECCE in Africa, spoke of emerging efforts in the research and international development arenas to overcome this practice that need to be amplified. Professor Oumar Barry of University of Cheikh Anta Diop of Senegal highlighted the particular situation faced by Francophone African researchers in terms of capacity and opportunity to contribute to global ECCE knowledge.

Calling for a critical look at the underlying vision and purpose of ECCE research in Africa, Dr George Owino of the Africa Early Childhood Network and Dr Meseret Zalalem of the African Centre for Early Childhood Development of the City of Addis Abeba both highlighted noteworthy actions of convening and strengthening networks of researchers, forging strategic engagements with decision-makers, and putting into practice holistic, play-based and culturally acceptable practices within bi-directional relationship and collaboration between families and early childhood professionals that place young children at the centre.

Dr Pauline Essah of the Education Sub-Saharan Africa (ESSA) emphasized the importance of making increased and sustainable investments in ECCE knowledge generation and use that strengthen the capacity and visibility of African researchers, especially women researchers.

The session on gender equality in and through STEM Education featured a presentation of UNESCO's latest report on the role of women in sciences and innovation showcasing the economic impact of public investments in promoting women and girls in education and scientific research, as well as the economic losses due to underinvestment in STEM education for women. Attended by an impressive panel of UNESCO Chairs and renowned academics from Cameroon, Burkina Faso, Morocco, Senegal, Sudan, and Zimbabwe, the session is a testament to UNESCO's unwavering commitment to its global priorities of Africa and gender equality through collaboration with its extensive UNESCO Chairs network and partnerships.