100 مليون طفل أفريقي لا يذهبون إلى المدرسة. ما الذي يدفع هذا الاتجاه وكيف يمكن عكسه؟

Many countries across Africa have embraced universal basic education policies in recent decades. But recent data has revealed that more than 100 million children and adolescents remain out of school, out of a total potential population of 469 million. The latest statistics suggest that after some years of progress, the situation is deteriorating. Education and youth empowerment scholar Moses Ngware and his co-researchers recently carried out an analysis of trends going back 25 years. Their main findings are set out below.

What are the school attendance trends in Africa across all age groups?

In 2000, the number of out-of-school children in primary school, lower secondary and upper secondary was above 100 million. It was down to about 90 million in 2014, and then up again to 100 million by 2025.

Viewed against Africa’s high population growth of above 2.5%, these absolute numbers suggest that school participation is not keeping pace.

Nevertheless, between 2000 and 2024, the proportion of out-of-school children and adolescents declined at all education levels. It fell from 37% to 20% for primary schools; from 47% to 35% for lower secondary and from 56% to 47% for upper secondary school-age children. This is despite the absolute numbers of out-of-school children remaining high.

Countries that showed greatest improvement included Côte d’Ivoire, Ethiopia, Guinea, Madagascar and Mozambique. Improvements were driven by at least two main factors. First, targeted policy responses that enabled them to achieve good coverage in a short time. Second, a strong political will combined with a multi-sectoral approach. The approaches included combining conditional cash transfers for households, food supplies, expanding access to schools and implementing universal education policies that reduce cost of schooling for households.

On the other hand, there are countries that made little or no progress. They include Angola, Cape Verde, Lesotho, South Sudan and Zimbabwe. The main drivers of the low progress are:

political instability, as seen in South Sudan

poor economic performance, as witnessed in Zimbabwe

the high opportunity cost of schooling, as seen in Lesotho, where boys drop out due to poverty related coping mechanisms, including herding cattle, with only one in every five boys completing grade 12.

What are the notable changes in recent years?

In the past five years, we have seen a steady increase in absolute numbers of out-of-school children and adolescents from 95 million to 100 million, with an average of about 1 million children either not transitioning from primary to secondary school or leaving school or not joining school at all.

There are two main drivers of such a trend. First, finance – the fizzling effect of the universal basic education subsidies of the early 2000s. These subsidies made basic education affordable to many households. Of the 42 African countries with free education in their policies, only three were in a position to offer free schooling in 2025. Donor funding of education by multilateral organisations has also been reduced, with education aid in Africa declining by 7% in 2024. Second, the negative impact of COVID-19, with about 10 million who left school due to the lockdowns never to return, for various reasons, including forced marriages among girls and child labour for boys.

Across all the schooling levels, higher than before rates of out-of-school children and adolescents were observed in the Sahel region, in Central African Republic, Chad, Mauritania and northern Nigeria. These countries or regions are characterised by politically motivated violence, harsh climatic changes and a history of low school participation.

Why is school completion important for societies?

The main benefits to societies of school completion include transition to decent work, girls’ empowerment, and improved health outcomes. An additional year of schooling increases an individual’s lifetime earnings by about 10% on average, with a potential to increase an individual’s purchasing power. Such benefits can also trickle down to households through providing household financial stability and enhanced family support.

For girls, school completion is critical for participation in decision making at societal level. Research shows that a woman’s power to make decisions, such as education for her children or where to invest, increases with education attainment. This has a bearing on economic independence and gender equity within the society.

Furthermore, and related to these two benefits, children of mothers who have completed secondary education have a 45% lower under-3 mortality rate. This implies that such children have about half the risk of death before age 3 compared to those born to mothers with no education.

What are the gender dynamics?

By 2025, the proportion of males that were out of school, at 51%, was only slightly higher than that of females. However, the out-of-school female rate was on the rise – up by two percentage points in 10 years.

If this growth continues, then the proportion of out-of-school females will overtake that of males in the coming years. This will compound the vulnerabilities disadvantaged girls face in their schooling journey and transition to work.

In addition, the gains made in the last three decades in closing gender gaps in education will be eroded. Eroding the gains made in education has severe consequences, especially for girls. For instance, we are likely to see an increase in females getting married much earlier, and child bearing among adolescents may also increase.

What lessons can we learn from the better-placed countries?

There are a number of important lessons to be learnt from countries that have lowered the number of out-of-school children and adolescents.

First, Algeria, Ghana, Kenya and Rwanda have relied on a strong national policy framework backed by political good will, high-level central coordination and donor-partner support.

Second is the importance of targeted social support such as school feeding and conditional cash transfers. Close evaluations using hard data are needed.

Third is the elimination of significant direct fees or levies at basic education level, with timely financial disbursements and school supplies.

Fourth is the lesson that affirmative action for vulnerable populations is an invaluable investment. These populations include disadvantaged girls, children from remote rural areas, children with disabilities, and children from poor households.

Finally, there are other interventions that can add value depending on the context. These include reducing travel distance through expanding infrastructure, and flexible school entry, such as late entry to improve participation. Another is catch-up programmes, which means accelerating progression to recover lost time and learning.

Moses Ngware receives funding from. African Population and Health Research Center (APHRC)