In Section I, we mentioned thatThe most valuable resource of an economy is not its natural wealth or foreign investments—but its people. For developing countries in Africa, such as Ghana, this reality should form the basis of national strategies. Genuine progress goes beyond GDP numbers and physical structures, requiring focus on human development. This segment of our series highlights the family and young people as the two key foundations for lasting change.
In this follow-up, we believe that families foster the heart, youth represent the energy, but education is the mind of the nation. However, in Africa, formal education frequently does not fulfill its greatest aim. Imported models, colonial content, and economic goals have transformed education into a means of indoctrination and test-taking, instead of enlightenment and building the nation.
Mis-education and the Human Capital Crisis
In Ghana and throughout Africa, the basis of human progress—education—has suffered significantly, not just due to inadequate infrastructure or resources, but because of a fundamental issue with its content, goals, and perspective. The claim that many of our human resources do not get proper informal education, and that formal education often aims to indoctrinate rather than educate, is neither recent nor baseless. It highlights the impact of colonial education systems that were created to cultivate subjects for imperial purposes—not independent, thoughtful individuals dedicated to forming self-governing, ethical communities.
In the past, Africa's education systems were based on deep symbols, oral storytelling, community values, and traditional knowledge. Informal learning—passed down by elders, craftsmen, storytellers, and ceremonial practices—helped shape personality, hands-on skills, self-identity, and shared history. As noted by Professor George Sefa Dei, a Ghanaian-Canadian expert in education,Colonial educational structures deliberately undermined traditional African methods of understanding, resulting in a challenge to African identity and a loss of critical awareness.(Dei, 2014). Currently, formal education throughout Africa remains predominantly Eurocentric, disconnected from local contexts, and lacking in moral and historical insight.
In Ghana's educational system, for example, misleading historical accounts frequently remain. A significant focus is placed on Western intellectuals, colonizers, and governance structures, whereas African heroes, ideas, and societies are either downplayed or presented through a colonial perspective. This has led to generations of Africans who admire foreign modes of thought and leadership—often unconsciously aspiring to the very systems that oppressed their forebears.
This distortion of history and ethical standards in education is not exclusive to Africa. As the late reggae icon Peter Tosh eloquently expressed inBlaming the Youth Is UnfairYoung individuals are taught to revere colonial pirates and exploiters such as Columbus and Morgan as "great figures," even though their historical actions involved genocide, slavery, and imperial expansion. Columbus's own statements—“With 50 men you could dominate everyone and make them do as you wished”—highlight the violent and pragmatic attitude he had toward innocent, unsuspecting indigenous people. Nevertheless, students across various regions, including parts of Africa, continue to be taught about him as a civilizer or explorer, rather than as an architect of severe colonial crimes.
If that isn't enough, in Ghana, where education is shaped by the goals of decision-makers, the formal education system often aligns with the economic interests of those in power rather than addressing the broader developmental requirements of the population. The curriculum emphasizes passing exams over fostering critical thinking, prioritizes memorization over moral growth, and focuses on job hunting rather than generating value. As the UNESCO Global Education Monitoring Report (2022) notes,School systems frequently mirror societal inequalities and neglect to encourage principles of fairness, compassion, and factual history.This has led to a workforce that is technically skilled yet lacking in ethical guidance—able to drive innovation but susceptible to dishonesty, deceit, and misuse, particularly visible in electoral processes.
Certainly, it is impossible to create a genuinely advanced economy on a base of moral decay. If the educational system instructs children that cruelty, deceit, and colonization are signs of excellence, then what stops them from repeating these behaviors in government, commerce, and personal interactions? Ghana's recent economic challenges, worsened by leadership issues and corruption cases, highlight the results of cultivating a technocratic elite lacking in ethical values or historical accuracy.
To restore genuine progress, Ghana and Africa need to significantly transform both formal and informal education. Traditional knowledge, African philosophy, African history presented from an African viewpoint, and moral education should become the foundation. As Ngũgĩ wa Thiong’o advocates inDecolonising the Mind (1986): The curriculum of our education should mirror the reality and ambitions of our population. If not, it will continue to serve as a means of intellectual subjugation.
Only when our human resources are elevated beyond merely supporting an economy, but instead dedicated to serving humanity through truth, compassion, and fairness, can we anticipate economic growth that is enduring, equitable, and genuinely progressive.
Enhancing education is essential for restoring Africa's human resources. However, education by itself is insufficient. The key driver of transformation is leadership—moral, forward-thinking, and genuine. Part III explores the lack of leadership in Africa and how it sustains a flawed value system among young people and professionals.
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jules.ntokoli@soleilvision.com
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\xa0The author is a vibrant entrepreneur and the Founder and Group CEO of Groupe Soleil Vision, which includes Soleil Consults (US), LLC, NubianBiz.com, and Soleil Publications. He possesses a broad background in Strategy, Management, Entrepreneurship, Premium Audit Advisory, and Web Consulting. With professional experience in both Ghana and the United States, Jules has established himself as a thought leader in areas such as corporate governance, leadership, e-commerce, and customer service. His writings cover a range of subjects, including economics, information technology, marketing, and branding, making him a key figure in conversations about development and business innovation throughout Africa. Through NubianBiz.com, he strongly supports intra-African trade and technology-driven growth to help small and medium enterprises across the continent.\u200b.
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