Meekness Lunga-Ayidu, Director Higher Education SSA, British Council, ‘on how African women can thrive within systems designed to advance opportunity and inclusion

CAPE TOWN, South Africa, 5 November 2025 -/African Media Agency(AMA)/- Although access to higher education has improved, Sub Saharan Africa still has the lowest enrolment rate globally with only 9-10% compared to the global average of over 40%. While we have made some progress, we are still lagging. 60% of the young people who are not in education, employment or training are women. In as much as women’s participation in early stage and informal entrepreneurship across SSA now equals or even exceeds that of men, men are significantly more likely to own an established and growth-oriented business. Young women face significant additional barriers when attempting to access education or enter the labour market. Between 8 million to 11 million African youth will enter the labour market every year in the coming decades. Yet, only about 3 million new formal wage jobs are created yearly. Informal and self employment are becoming the norm. Action from governments and the private sector is required to close the gap between the increase in the working-age population and lagging job growth.

At the 16th Quadrennial General Conference of the Association of African Universities (AAU) in Rabat this year, the British Council presented groundbreaking research in collaboration with the African Network for Internationalisation of Education (ANIE) titled ‘Higher Education Gender Analysis: Access to Employability and Entrepreneurship Opportunities’. The research exposes systemic barriers across Ghana, Kenya, Nigeria, and South Africa. The findings are sobering. Women in higher education still face discrimination, harassment, and exclusion from leadership positions. Gender policies, where they exist, remain poorly understood and rarely enforced. Female graduates face higher unemployment rates than their male counterparts, while socio-cultural norms continue to prioritise boys’ education, contributing to early marriages and dropouts.

The insights highlight the systemic challenges to advancing higher-education gender-responsive reforms in the four main countries, and chart a roadmap for higher education institutions, policymakers, funders, and partners to bridge persistent inequalities and develop enabling systems that could unlock sustainable gender inclusion in higher education. For example, entrepreneurship holds enormous promise for empowerment, yet a lack of start-up capital and support structures remains. By introducing post-graduation accelerator programmes that incorporate entrepreneurship training and seed funding for women, a challenge like this can be transformed into an opportunity for inclusive growth. This demonstrates the urgent need for systemic reforms that will drive innovation, employability, and inclusive growth, and achieve true gender equity in higher education.

The two proven models include programmes such as Innovation for African Universities (IAU) and Gender Equality Partnership grants that form part of the British Council Going Global Partnerships programme. These programmes offer scalable, evidence-based models that other institutions and development partners can replicate or adapt. Through multi-country initiatives, the IAU co-designs and implements projects that equip graduates, especially women, with market-relevant entrepreneurial skills and mindsets. Its approach blends industry-academia collaboration, start-up mentorship, and enterprise-focused curricula. By embedding gender-responsive teaching, strengthening institutional support for female entrepreneurs, and improving access to funding and networks, the IAU shows how higher education can drive economic transformation and support female students.

Gender Equality Partnerships grants foster cross-border collaboration by funding joint research, institutional partnerships, and policy dialogue that centre gender equity as a core value. Together, these initiatives form a practical, evidence-based blueprint for gender parity, turning research into action and offering adaptable frameworks that universities across Africa can implement.

The ‘Higher education gender analysis’ was commissioned under the latter programme, reflecting a clear commitment to embedding gender equity across all higher education initiatives. The study applied the Accountability for Gender Equality in Education (AGEE) framework to ensure its outcomes were evidence-based and intersectional analysis, addressing not only gender but also how it interacts with class, ethnicity, and geography. AGEE is a UNESCO-developed model that helps governments and institutions identify, monitor, and address gender inequalities in education through data-driven analysis, policy reform, and institutional accountability mechanisms.

And the evidence is clear. Systemic change is required and must be driven by three priorities: gender reforms that include robust anti-harassment procedures, gender-responsive policies and gender-sensitive student support services, such as childcare and flexible learning, amongst others; policy reforms that prioritise gender equity in higher education with affirmative action in admissions and faculty recruitment, targeted scholarships, and funding for female students and entrepreneurs; and higher education transformation that invests in digital skills and infrastructure and integrates entrepreneurship education across disciplines.

Higher education is more than access, it is a powerful lever for innovation, job creation, and economic transformation opportunities across sub-Saharan Africa. When business community including universities, governments, funders, and industry partners collectively take action to address gender disparities in higher education, we create a multiplier effect where women gain entrepreneurial skills, secure funding, access mentorship, and break cycles of inequality that have persisted for generations. The economic and social returns extend far beyond individual success stories to shape resilient, innovative societies.

A call for partnership depends on Africa’s future to unleashing the full potential of its people and now this is the moment for universities, governments, and industry partners to act decisively and scale proven models like the Innovation for African Universities and Going Global Partnerships to embed gender equity in policy and practice, and to champion women as the architects of Africa’s next chapter of growth. We cannot afford to leave half our talent behind. The British Council invites education leaders, policymakers, and funders to collaborate on systemic change that transforms access into empowerment and ambition into opportunity. This is the moment to champion women as the architects of Africa’s next chapter of growth based on proven models and frameworks with compelling evidence. Join the British Council in making gender-responsive higher education a reality across the continent.

Distributed by African Media Agency (AMA) on behalf of ENAMEN Consulting

About the British Council

The British Council builds connections, understanding, and trust between people in the UK and other countries through arts and culture, education, and the English language.

We work in two ways – directly with individuals to transform their lives and with governments and partners to make a bigger difference for the longer term, creating benefits for millions of people all over the world.

We help young people gain the skills, confidence, and connections they are looking for to realise their potential. We support youth to learn English, get a high-quality education, and gain internationally recognized qualifications. Our work in arts and culture stimulates creative expression and nurtures creative enterprise.

We are on the ground in over 20 African countries and deliver impact working with local institutions and partners.

Follow Meekness Lunga-Ayidu:

LinkedIn | 𝕏 (Twitter)

Sources:

Media Contact:

Nteseng Ngwenya

nmn@enamenconsulting.com

The post How Gender-Inclusion in Higher Education can transform Africa’s Future appeared first on African Media Agency.

By Peter Mutharika

Poor countries like Malawi are doing what they can to improve educational quality and access. But there is only so much that a country with modest means can achieve, which is why global leaders, when they meet in Senegal early next year, must recommit to investing in the education of all children.

BLANTYRE, MALAWI – I was among a group of world leaders who gathered in New York City to discuss ways to improve access to quality education. Around the world, hundreds of millions of children are either not receiving basic schooling, or are attending schools but not learning. We gathered to devise a way forward.

The crisis that I discussed with heads of state from France, Senegal, and Norway, along with leaders from the United Nations and global education advocates, is not an abstract problem unfolding in a distant land. It is a crisis that has reached my doorstep in Malawi. The challenge of education is one that my government, like many in developing countries, grapples with every day.
As one of the co-conveners of the International Commission on Financing Global Education Opportunity – which brings together world leaders to mobilize support for solutions to the education crisis – I have long focused on how to improve educational access. Quality schooling is key to helping people contribute to the development of their communities and their countries. Without a properly educated populace, it would take decades for developing countries like mine to overcome the profound economic, social, and health challenges that we face.

To ensure that we do not fail our children, or our country, my government is investing heavily to build a strong and sustainable education system. We have steadily increased education spending, which has risen from 12.5% of the total domestic budget in 2010 to 21% in 2015. This represents one of the highest percentages among developing countries anywhere, and I hope that our example will encourage leaders elsewhere to devote at least 20% of their national budgets to education.

But there is a limit to what economically struggling countries like Malawi can do alone. To make real progress in education, the generous support of wealthier partner countries and global institutions is essential. The momentum we have generated can be sustained only if donor support remains strong.

Malawi’s education sector has benefited greatly from balancing increased domestic investment with external support. For example, more Malawian children are enrolled in primary school than ever before, and the rate of boys and girls completing primary education has increased dramatically, from 59% in 2007 to 80% in 2014. Adult literacy has also improved, albeit more modestly, from 61% in 2010 to 66% in 2015.

Still, Malawi falls far behind the rest of the world on a several key education indicators. Among the list of challenges we face are derelict schools, high pupil-to-teacher ratios, and significant gaps in inspection and oversight capabilities. These and other issues make it hard for teachers to teach and for students to learn.
When Rihanna, the pop artist and ambassador of the Global Partnership for Education, visited Malawi in January and met with students and teachers, she put a spotlight on the promise of education. Our country has been fortunate to receive funding in recent years from bilateral donors and international organizations like GPE, which helps countries like mine increase educational quality and broaden access.

Since 2009, GPE funding has enabled Malawi to conduct long-term planning and data collection, and has brought domestic and international partners together for a common cause. GPE’s support has helped us build more facilities, overhaul our curriculum, improve access for girls, and train more educators.

It would not be an exaggeration to say that Malawi’s partnership with GPE has been transformative, which is why I am urging donor countries around the world to contribute generously to GPE at its upcoming financing conference in Senegal. By 2020, GPE aims to distribute more than $2 billion annually to help improve education in developing countries around the world.

Without GPE’s support, some 825 million young people risk being left behind without the education or skills to perform well in the workplace of the future. That could lead to growing unemployment, poverty, inequality, instability, and other factors that threaten not just individual countries or regions, but the entire international community.

Educating every child is a moral imperative and thus a universal responsibility. In today’s interconnected world, challenges and gains in low-income countries do not remain local.
When my colleagues and I met in New York on the sidelines of the United Nations General Assembly, we recommitted to solving the challenges of educational quality and access. We now need the rest of the world to join us in addressing this global crisis head-on.

Peter Mutharika is the President of Malawi

The Maravi Post

Tag Archives: Quality Education

The Moral Imperative of Quality Education

Malawi breaking news and World News. News about Malawi, Malawi Business, Malawi Tourism, Malawi Politics, Malawi News, World and Africa Top News.