The global success of the movie “Black Panther” introduced the world to the technologically advanced African Nation of Wakanda, and through it, to Afro-futurism and optimism.

Last week on May 25 African countries and many others around the world celebrated Africa Day, marked annually to commemorate the founding of the Organisation of African Unity (now known as the African Union). This was a landmark decision and symbol of Africa throwing off the shackles of colonialism.

Slavery and colonialism contributed to re-write Africa’s narrative and history to one of strife, poverty, hunger and disease. Black Panther on the other hand imagined what could have been possible had Africa been allowed to realize itself for itself, without the disruption, assault, destruction and exploitation wrought by colonialism.

It took the Marvel Cinematic Universe to provide the world a glimpse into a narrative Africa has long been defining for itself: Afro optimism, cultural and material richness, good governance, exemplary leadership, gender equality, peace and stability, unity, innovation and technological advancement. This narrative was crafted long before the founding of the OAU/AU but given embodiment through them.

Africa Day is a reminder of the unwavering commitment founders of the OAU held to the fight for Africa’s independence and unity. It is a celebration of liberation, and freedom, with the founding of the OAU marking a pivotal turning point in the history of the Continent, providing a roadmap and compass to its future.

Now embodied in its successor the African Union, Agenda 2063 and for the education sector the Continental Strategy for Education (CESA) 2016-2026.

Education’s place in the African discourse

Sandwiched in between the global zeitgeist of a Hollywood blockbuster and the celebration of Africa Day was the Pan-African Conference on Education (PACE).

On April 25-27, the African Union, UNESCO and the government of Kenya convened the conference to assess progress in meeting SDG 4 and the Continental Strategy on Education in Africa (CESA).

All three moments are a reminder of the progress Africa and its peoples have made from the experience of slavery and colonialism.

Progress in peace and stability, democratic governance, human development, promotion and protection of human rights, regional and continental integration, gender parity in national and continental institutions, reduction of infant and maternal mortality and other tangible peace dividends.

PACE however was also a reminder of the prevailing challenges and opportunities to be realized in the education sector, which if done right will impact all other sectors and the realization of both the sustainable development goals and Agenda 2063.

De-escalating the education challenges in Africa and seizing the opportunity

Technical experts and ministers at PACE collectively acknowledged that Africa is in a learning crisis, with young people present firmly agreeing with them: the continent has the highest rates of out-of-school children, the lowest performing countries in primary and lower secondary school completion, 202 million children and adolescents not learning the basics in reading and mathematics, even while two-thirds of them are in school.

The World Bank’s Facing Forward: Schooling for Learning in Africa highlights Africa’s early grade traffic jam, poor learning environment, and leakages in teacher management and support.

The 20% benchmark for domestic expenditure to education has been met by many African countries, with on average countries spending 25% of their national budgets on education.

This was given clear articulation at the GPE Financing Conference in Dakar with 53 developing countries overall pledging to increase how much they spend on education.

Despite this, budgets are not sufficiently investing to improve quality, while more citizen engagement and accountability is needed in sector planning processes. This was particularly evident with young people and ministers alike at PACE calling for engagement of young people in education sector planning, policy and reform processes.

To echo a participant from the ECOWAS Secretariat, when a country is in crisis, ECOWAS Heads of State immediately respond and act in unity to resolve the situation.

The education challenge Africa now faces, while not insurmountable, is a crisis warranting the same level of political will, rapid response and action to turn it around and prevent it from escalating.

Bridging the global and regional agendas

Through various panel sessions and side events at PACE, the Global Partnership for Education (GPE) shared its experience and contributions in the area of teaching and learning, accountability, youth engagement, and gender equality in education.

Of the 67 countries supported by GPE, 40 are African. That’s 60%, the largest group of countries from the same continent. Two thirds of GPE funding goes to Africa.

And with collaboration and innovation increasingly central to GPE’s work, it was important GPE joined partners from the continent and working in Africa at PACE to assess progress in meeting SDG 4 and CESA.

As a bridge between the global and continental agenda, CESA is centered on advancing Agenda 2063, reaching SDG 4 and attaining the global goals.

Through supporting so many countries, GPE is a key driver for the realization of both SDG 4 and CESA by incentivizing developing country partners to develop, implement and monitor robust education sector plans, which make provisions for equity, learning, and stronger and more efficient systems.

A significant outcome of PACE was the progressive and far reaching policy commitments made by the 25 African Ministers of Education and experts from 45 countries. Notable in teaching and learning were:

• ensuring adequate recruitment and deployment, motivation, teacher training and professional development programs
• strengthening dialogue and partnership with teacher organizations
• strengthening regional and national learning assessment systems to ensure their effective use for informing policies and teaching and learning practices.

Some of the most far reaching commitments were in the area of accountability and citizen participation:

• Improve efficiency, transparency and accountability, by optimizing teacher allocation, budget tracking, public expenditure reviews/national education accounts).
• Expand spaces for public participation, including youth, as in education dialogue and decision-making.

Ministers committed to achieving gender equality through rendering all aspects of the education system gender-sensitive, responsive, and transformative; providing sexuality education in schools and tertiary institutions and ensuring access for adolescents and young people; and addressing all forms of exclusion, including among other disabilities and albinism.

In financing they committed to equity, efficiency, transparency and accountability and advocated for tax reforms to increase domestic revenue. Credit goes to young people who were also very vocal in their advocacy on many of these issues.

AU and UNESCO also agreed to look at CESA and SDG 4 together – with joint monitoring and reporting on both agendas.

Read the PACE declaration in English and French

On display was substantial political resolve to fix, transform and make relevant Africa’s education systems. Now it’s time to put the Declaration to work.

Afro-futurism in education – making the re-imagined possible

As history unfolds, it is increasingly evident the line between fiction and reality is thinning. Today we have artificial intelligence and machine learning, robotics, nanotechnology, 3D printing, genetics and biotechnology.

The reality today is Africa’s population stands at 1.2 billion, 17% of the world population with an average age of 19.5. Africa is the second most populous continent in the world after Asia. It is also the continent with the youngest economically active population.

Over the past 15 years, growth rates have averaged 5%, six countries are among the top 10 in the world's most dynamic economies - a region where growth is one of the fastest.

The reality tomorrow is Afro-futurism is possible, where through quality education we have a world in which Africa has harnessed the energy of its children and youth and reconquered its place.

The commitments made by ministers at PACE, the continued support by GPE, the voices of children and youth will make this reality possible.