Patrick Awuah in an effort to understand the failings of leadership in Africa traces the problem to prevailing educational systems and describes how a new approach must be adopted for the more effective results that will become necessary for the future. He specifically mentions his perception on how students from universities in Ghana, graduate with a sense of entitlement rather than responsibility. An occurrence which I believe holds true for a larger part of the continent.



For there to be real development, methods of instruction must emphasize critical and creative thinking. The continent is in dire need of individuals who possess intellectual capability, proficiency and moral competence. In essence, educational systems must be driven more towards producing individuals who are highly proficient in their respective fields and eager to explore innovative avenues for solving real world problems in the most ethical manner.

A system still grappling with traditional mediums cannot compete in the global arena. It should expand to include new mediums and principles that promote not only the mathematical and scientific genius that drives technological advancement but also the creative innovations that stretch limitations and break boundaries. In this way, the sciences promote the arts and the arts drive the sciences; a uniquely symbiotic process that ensures a wider reach and fosters a learning environment within which knowledge, ideas and resources can be applied to problem solving.

As developed nations move towards developing newer educational paradigms, the African continent will also need to embark on a similar shift which allows younger generations to develop a state of mind that keeps us keenly aware of the changes, both apparent and subtle, happening around us constantly. A state of constant curiosity which precedes the thought and practical process necessary for dealing with the challenges of the future.