Global Courant
Former UN Secretary-General Kofi Annan once said that education is the key to unlocking Africa’s potential. The leader said this on multiple occasions, including at the 2007 World Economic Forum in Davos, Switzerland, where he was the keynote speaker. In his speech, he stated that education is essential for Africa’s development and that it can help break the cycle of poverty and conflict. Annan’s speech was well received by the audience. Many people agreed with his assessment of the importance of education in Africa, with many countries advocating the need for primary education across Africa. Since then, access to education in Africa has increased significantly. From 2007only 67% of children in sub-Saharan Africa went to primary school. By 2017, this number had risen to 81%. In 2020, the World Bank reported that the primary school percentage in Sub-Saharan Africa was 99.9%.
But as Africa continues to develop, conversations loom over the role of the continent’s rich culture and history in the African education system. Some people fear that as the continent continues to develop, the culture is slowly disappearing. Last Wednesday, June 28, a number of stakeholders from the education sector held a summit to advocate for the integration of traditional African values and practices into curricula across Africa. The conversations revolved around the importance of having students learn about their own culture and history in the classroom.
The concept of re-rooting is not far-fetched.
Re-rooting is the process of reconnecting with African culture, history and identity. It is a way to reclaim the continent’s rich heritage and traditions. Re-rooting can take many forms, such as learning about African history, learning African languages, or participating in traditional cultural practices. According to an article in The knowledge review, the application of cultural values in education has a positive effect on several aspects. It nurtures a sense of belonging and identity, and enhances community participation; it also promotes the appreciation and understanding of history and cultural heritage. a Unesco study also supports culture as an important component that informs the cognitive, social, emotional and behavioral dimensions of learning.
Two of the world’s most advanced economies, Japan and China, are leaders in educational re-rooting. Japanese students receive courses on history, culture and literature from their own country. They use textbooks and other teaching materials written from a national perspective. They are also encouraged to participate in cultural activities, such as festivals, performances and art exhibitions. Schools are encouraged to create a general atmosphere in their schools that promotes national pride and cultural awareness. This is done through things like school uniforms, national anthems and patriotic ceremonies. The same goes for China, where students must take courses in Chinese history, philosophy, and literature. a study of the Chinese Academy of Social Sciences found that students who took these courses were more likely to feel a sense of national pride and willingness to serve their country.
In a technologically advanced world, should Africa be concerned about re-rooting?
Recently, Codengwana, a South African organization that teaches children to code, has published two children’s programming books that have been translated into isiXhosa and Setswana, two of the country’s local languages, after failing to find any recognizable literature. “There is nothing wrong with teaching with foreign literature,” founder Noluvayo Gqadu said in an earlier interview with Ventures Africa. “However, if you take a course of study designed to teach a child who is privileged to have access to an iPad or other technology, and apply it to a child from deep rural South Africa, where basic utilities such as electricity being a problem, let alone access to technology, it can be a challenge,” she added. What the team found was that by learning in a recognizable language, the process was more effective. Unesco believes that African culture is an accelerator for mutual understanding, creativity and innovation. “It’s a way of telling kids that technology is a language for everyone. You too can contribute with what you like,” said Noluvuyo.
Re-embedding culture and history into the education system is not as complicated as it is important. The key is finding a balance. Just as countries like Kenya have introduced coding as a subject in primary schools, African culture and history can be incorporated into the curriculum in a way that is relevant to the modern world. For example, students can learn how African cultures contribute to new technologies. The most important thing is to give them the skills they need to succeed in the global economy. Countries that take the time to do this are likely to see positive outcomes in terms of national identity, civic values, cultural understanding, creativity and innovation. This is needed more than ever now that Africa is at the center of globalization. As Nobel Prize winner Malala Yousafzai once said, “For every child educated in Africa, there is an opportunity to lift a family out of poverty, build a stronger community and create a better future for the continent.”
