By Favour Ulebor

A media expert, Jasper Andrew, has warned that Africa’s gains in school enrolment are not translating into real learning, as millions of children continue to struggle with basic reading skills despite being in school.

In a statement on Saturday, Andrew said the continent’s education focus over the past two decades has largely centred on getting children into classrooms, with many countries abolishing school fees and expanding access.

However, he noted that the bigger challenge now is ensuring that attendance leads to actual learning.

He observed that in several cases, pupils progress through school without acquiring foundational literacy, with some unable to read with understanding even after several years in class.

Citing global education data, Andrew referenced a 2026 World Bank Human Capital review which shows that learning and workplace outcomes declined in 86 of 129 low and middle-income countries between 2010 and 2025.

The report also estimated that children born today could earn up to 51 per cent more over their lifetime if countries matched the performance of stronger education systems.

He further noted that global monitoring figures suggest about six in ten children in developing countries do not meet minimum proficiency levels in reading and mathematics by the end of primary school.

According to him, reading remains the foundation of all learning, adding that weak literacy skills affect performance across all subjects and later limit employment opportunities.

Andrew also stressed the importance of learning beyond the classroom, saying children continue to learn at home through television, radio, mobile phones and family interactions, especially in areas with limited access to books and digital resources.

He highlighted educational media initiatives such as Ubongo in Tanzania, which delivers learning content through free-to-air television, radio and digital platforms across Sub Saharan Africa, helping to reinforce classroom teaching.

He also noted the role of language in learning, stating that children grasp foundational skills more effectively when taught in languages they understand.

He said many programmes are now being adapted into local languages, including Hausa, Yoruba, Igbo, Kiswahili and others.

However, he cautioned that expanding reach alone is not enough, stressing that the real measure of success must be improved reading and comprehension among children.

Andrew maintained that while schools remain central to education systems, greater attention must be given to what happens after school hours, where much of children’s reinforcement and understanding takes place.