REVOLUTIONIZING EDUCATIONAL PEDAGOGY IN AFRICA FOR SUSTAINABLE DEVELOPMENT

Abstract

Revolutionizing educational pedagogy in Africa is crucial for sustainable development, as the current system seems to have failed to produce graduates equipped with critical thinking and problem-solving skills. Despite a rise in primary school completion rates from 46% in 1970 to 68% in 2010, Africa continues to struggle with underdevelopment. This situation underscores not only the limitations of traditional pedagogical models but also a pressing need to investigate and implement pedagogical reforms that enhance critical thinking and problem-solving skills to bridge the gap between education and sustainable development in Africa. This study responds to this the problem by critiquing the prevailing teaching and assessment methods. Using a literature review methodology, the research examines statistical and qualitative data to highlight the need for educational reforms that foster analytical skills, creativity, and adaptability. It argues that by transforming pedagogical practices and reshaping mind-sets, Africa can produce graduates capable of addressing real-world challenges and driving socio-economic progress. Through analyses analysis of relevant data on the subject matter and recommendations made the authors envisage a pedagogical revolution—a fundamental transformation in the way education is delivered and assessed in Africa. This revolution aims to move away from traditional, rote-based teaching methods and instead promote critical-thinking, creativity, problem-solving, and adaptability. The study advocates policies that integrate critical-thinking into curricula, ensuring that education becomes a catalyst for sustainable development rather than a mere credentialing system.