African leaders, the African Union (AU), and global development partners convened in New York during the UN General Assembly to shine a spotlight on the transformational potential of foundational learning across the continent. With nine out of ten children in Africa unable to read or perform basic math by the age of ten, the learning crisis represents a significant threat to Africa’s future development. According to the World Bank, this crisis could lead to a staggering $21 trillion in lost productivity globally if left unaddressed. However, ensuring children have access to quality education could add $6.5 trillion to the global economy by 2030.
In his opening address at the African Union and Global Partnership for Education Presidential meeting, AU Commission Chairperson Moussa Faki emphasized the importance of long-term strategies to combat educational poverty. “We must recognize that annual themes alone are insufficient. The journey is long, and we need bold, innovative responses. Over 80% of our workforce in twenty years will be youth, yet we face unacceptable levels of education poverty,” Faki stated, urging for an annual education convening at the AU Mission during future UN General Assembly meetings.
Highlighting the urgency of the situation, H.E. Prof. Mohammed Belhocine, AU Commissioner for Education, Science, Technology, and Innovation, called for bold investments in education. He underscored that “foundational learning is the key to unlocking the potential of millions of African children. If we do not address this learning poverty, we risk undermining our collective efforts to achieve Agenda 2063.”
H.E. President Hakainde Hichilema of Zambia, a continental champion for foundational learning, echoed these sentiments, stating, “By 2050, one-third of all young people aged 15 to 24 will be born in Africa. Yet, four out of five children are unable to read and understand simple text by age ten. This is unacceptable. We must invest in education as these basic skills are the foundation for every child’s future success.”
Former President of Malawi, H.E. Dr. Joyce Banda, emphasized the need for collective accountability to tackle the crisis. “A continental crisis demands a continental response. We need more Heads of State to champion foundational learning and ensure that we hold ourselves accountable for the promises we make to our children.”
Addressing the broader implications of the learning crisis, Former Tanzanian President and Chair of the Global Partnership for Education, H.E. Jakaya Kikwete, stated, “We are the youngest and fastest-growing continent. By 2050, one in four people will be African. If we fail to equip our youth with the necessary skills, we risk further disenfranchising them. A 1% improvement in learning outcomes can result in a 7.2% increase in economic growth, making education a vital investment for Africa’s future.”
During a panel discussion with African Ministers of Education, Dr. Obiageli Ezekwesili, Founder of Human Capital Africa, stressed the importance of targeted financing and data-driven approaches. Ministers agreed that investment in teacher training, evidence-based pedagogical methods, and robust data collection are critical to improving learning outcomes at scale.
The event built on earlier calls from Human Capital Africa, the AU, and former African Presidents for urgent action to address the continent’s learning crisis. Leaders called for a commitment to ensuring all African children can read with comprehension and perform basic mathematics by age ten by 2030. Moreover, they emphasized the need for cost-effective, evidence-based solutions that can be implemented within existing budget resources and supported by a peer-review mechanism to ensure accountability across the continent.
As Africa continues to grow, the future prosperity of the continent hinges on the strength of its education systems. Investing in foundational learning is not just an educational priority; it is an economic necessity for the continent’s long-term development.
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