By Ayo Onikoyi

Africa’s ability to thrive in a rapidly evolving global economy hinges on its commitment to science, technology, engineering, and mathematics (STEM) education and digital literacy, according to renowned historian and scholar, Professor Toyin Falola.

The eminent historian made this known in a public lecture titled: “Power, Education and Change in Africa”, which he delivered at Karl Kumm University, Jos, on Thursday.  The scholar noted that with the continent’s youthful population and the demands of a knowledge economy, the time has come to overhaul outdated curricula and equip learners with 21st-century skills.

 “Education must prepare our youth for an economy that is digital, innovative, and globally competitive,” he declared. “This requires prioritizing STEM education and entrepreneurial thinking.”

The public lecture was an aspect of a weeklong celebration themed “Toyin Falola: Celebrating a Scholar and Public Intellectual,” held from June 17 to 21, 2025. In attendance were notable academics, leaders, industrialists, and several other members of the public.

Falola, who holds the Jacob and Frances Sanger Mossiker Chair in the Humanities at the University of Texas at Austin, called on African governments and private sectors to work in concert to revamp infrastructure, enhance teacher training, and support curriculum reforms. “We must create learning environments that promote scientific inquiry, creativity, and entrepreneurial innovation,” he stated.

He argued that education must become the catalyst for solving Africa’s pressing challenges—including economic diversification, industrial development, and employment creation—particularly as the continent faces a demographic explosion of youth.

“Africa cannot afford to educate its children for a world that no longer exists,” he said. “To avoid being left behind, we must equip our young people with the skills to thrive in the Fourth Industrial Revolution.”

Falola noted that emerging educational trends, particularly digital learning and lifelong education, present unique opportunities for the continent. “Thanks to the proliferation of mobile phones and internet access, millions of Africans can now reach high-quality educational resources, skills training, and certification previously beyond their grasp,” he noted.

“Digital platforms enable students not just to access global knowledge but to participate in shaping it—fostering connections, collaboration, and the exchange of ideas across borders.”

Beyond economics, Falola stressed education’s role in redressing historical inequalities and empowering marginalized communities. “Access to education has long reflected—and reinforced—social disparities along the lines of class, gender, ethnicity, and geography,” he observed. “Only by designing inclusive education systems can we ensure that education becomes a tool of justice rather than a mirror of inequality.”

He pointed to ethnic disparities embedded in many African educational systems, a legacy of colonialism that continues to marginalize minority cultures and languages. “Where dominant groups dictate the curriculum, underrepresented communities can become alienated,” he warned. “This not only deepens social divides but weakens national cohesion.”

Equally urgent, Falola argued, is the empowerment of women through education. “One of the most transformative tools available for dismantling patriarchal norms and enabling women’s full participation in public life is education,” he said. “Educated women delay early marriage, pursue careers, participate in politics, and invest in their children’s future—breaking the cycle of poverty across generations.”

He made a similar case for Africa’s youth. “With over 60 percent of the population under 25, Africa’s future depends on how well we educate and empower our young people,” Falola noted. “Educated youth are more likely to question injustice, champion reform, and become agents of transformation in their communities.”

“Without meaningful investment in the education of our youth,” he cautioned, “we forfeit the opportunity to shape a prosperous and equitable continent.”

Highlighting the political significance of education, Falola drew a line from colonial resistance to contemporary democratic struggles, asserting that education has always been central to African political awakening. “From the anti-apartheid movement to today’s calls for good governance and accountability, educated citizens have led the charge,” he said.

“Education equips people to engage critically with political institutions, understand their rights, and demand responsible governance. It nurtures civic consciousness and fosters democratic participation.”

He emphasized the role of schools and universities not only in individual development but in fostering collective political mobilization. “An educated generation is one that knows how to organize, speak out, and demand change,” he said. “It is one that can imagine a better future and work toward it with confidence.”

Professor Falola called on African leaders, institutions, and stakeholders to recognize education not merely as a service sector but as the engine of transformation. “Africa’s place in the 21st century will be determined not by its resources, but by its resourcefulness—and that begins in the classroom.”