The theme听听responds to UN Secretary-General Ant贸nio Guterres鈥� call for a听new social contract听that creates 鈥渆qual opportunities for all鈥� and recognizes 鈥渢he rights and freedoms of all鈥� in the wake of the COVID-19 pandemic.听

In our听, we advocate for education as a key enabler and equalizer. In the words of听,听鈥淓ducation is the most powerful weapon we can use to change the world.鈥澨�

Regaining precious ground

A series of conflicts, climate disasters and debt distress has reversed the gains of recent decades in Africa. Millions more are now poor or migrant.听

What鈥檚 more, years of inadequate and inefficient public spending on social programs have stalled progress on the people-related goals.

Education is the most powerful weapon we can use to change the world.鈥� 鈥斕齆elson Mandela鈥淓ducation is the most powerful weapon we can use to change the world.鈥斕齆elson Mandela

On average, African countries spend 3鈥�4听per cent and 5.49 per cent of gross domestic product on听education and health听respectively, well below UNESCO鈥檚 recommended听听and the World Health Organization鈥檚 global average of听.听

According to the International Monetary Fund, spending inefficiencies have cost Africa more than听听补苍诲听听between 2000 and 2017.听

For greater stability, the UNECA seeks to rally government leaders and policymakers around innovative ways to strengthen their social policy agenda and improve their public spending.听

The goal听is to provide socio-economic mobility and protection to all.听

The strategy听is to forge new social contracts that ensure equal rights and opportunities for all.听

Using education as a key enabler

How countries form their new social contracts will vary depending on individual country circumstances.听

In our听, we use education as an entry point to tackle many other Sustainable Development Goals.听

The new social contract 鈥� must integrate employment, sustainable development and social protection.鈥� Ant贸nio Guterres, Secretary-General, United Nations

According to the听Report on the 2022 Transforming Education Summit Convened by the UN Secretary-General, people equipped with skills and knowledge can make more informed decisions, pursue healthier lives and respond to national and global development challenges.听

We focus on the three 鈥楢鈥檚 鈥� affordability, accessibility and applicability 鈥� that can influence听people鈥檚 behaviour and help policymakers to听address听structural barriers posed by poverty and inequality.

• Affordable education, especially for poor populations, can reduce inequality and poverty and promote employment and inclusive development. Interventions such as cash transfers, which Cameroon successfully adopted, have increased the likelihood of children鈥檚 enrolling in school by 30 per cent, when household income increases by 1 per cent.听
• Access to education听to urban and rural populations can increase social mobility and, hence, more equitable growth. For example, research in Ghana, Mozambique and Nigeria has shown that children whose travel time to school is more than 30 minutes have poorer learning and writing outcomes. Infrastructural planning can mitigate such challenges to children鈥檚 learning abilities.
• Applicability of education听refers to tailoring education programmes so that they improve quality, strengthen institutional credibility, and match education to employable skills. Some African countries like Ethiopia have explored co-locating various educational institutions in industrial and technology parks to strengthen the skills and labour pipeline.听Three A鈥檚 鈥� affordability, accessibility and applicability 鈥� can help policymakers to听addressstructural barriers.

Three A鈥檚 鈥� affordability, accessibility and applicability 鈥� can help policymakers to听addressstructural barriers.

Preparing young people for the future

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To prepare the workforce for the jobs of the future, policymakers and educators can ask whether their current听curricula are fit for purpose.听

Most听young Africans feel that their听skill sets听do not match local labour needs. Among young graduates, 35 per cent reported feeling overqualified for their jobs, while 6 per cent felt underqualified.

Technical and vocational education听and training (TVET) can also help听upskill and reskill听workers, who often lack traditional education, and help them get more rewarding jobs. For instance, in Eswatini, 73 per cent of TVET students found productive employment after graduation.

There is no one-size-fits-all blueprint for using education to develop a new social contract.听

Rather, governments and communities must cultivate cooperative relationships, in which people pay their fair share of taxes and officials spend these funds wisely, making sure their people have the requisite social protections, public services and skills for jobs.听

Such a social contract hinges on听inspirational leadership, inclusive institutions and targeted policies. This whole-of-society approach will set in motion a virtuous cycle of trust between each government and its people, resulting in policies that deliver equal opportunities, intergenerational mobility and prosperity for all.

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Redesigning the social contract in education

Source: UNECA issues paper.

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