Barriers and Challenges Affecting Quality Education (Sustainable Development Goal #4) in Sub-Saharan Africa by 2030

Alexis Zickafoose, Olawunmi Ilesanmi, Miguel Diaz-Manrique, Anjorin E. Adeyemi, Benard Walumbe, Robert Strong, Gary Wingenbach (), Mary T. Rodriguez and Kim Dooley
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Alexis Zickafoose: Department of Agricultural Communication, Education, and Leadership, The Ohio State University, Columbus, OH 43212, USA
Olawunmi Ilesanmi: Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
Miguel Diaz-Manrique: Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
Anjorin E. Adeyemi: Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
Benard Walumbe: Department of Agricultural Communication, Education, and Leadership, The Ohio State University, Columbus, OH 43212, USA
Robert Strong: Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
Gary Wingenbach: Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
Mary T. Rodriguez: Department of Agricultural Communication, Education, and Leadership, The Ohio State University, Columbus, OH 43212, USA
Kim Dooley: Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA

Sustainability, 2024, vol. 16, issue 7, 1-16

Abstract: Education is a fundamental human right and a crucial tool for sustainable human capacity development, which can advance the economic growth of a country. Yet for many children in sub-Saharan Africa (SSA), quality education remains out of reach. This study aimed to identify the barriers and challenges to enacting Sustainable Development Goal 4: “Ensuring Inclusive, Equitable, and Quality Education and the Promotion of Lifelong Learning Opportunities for All”. Through a content analysis of the relevant literature, we identified three themes: funding constraints, access and inclusion, and teacher education. Regarding funding, issues of resource allocation, technical capacity, and accountability were identified as primary factors requiring intervention strategies to become fully realized in SSA. When exploring access and inclusion, we found that incorporating students with disabilities, gender disparities, physical barriers, and inadequate curriculum are essential factors limiting quality education in SSA. Finally, teachers’ conditions and training emerged as crucial challenges to reach quality pedagogy. Some SSA countries have improved their efforts for quality education, but these barriers and challenges continue to impact education for all children. A new perspective on mitigating these impediments can address several factors responsible for the exclusion of diverse groups from accessing quality education in the SSA region.

Keywords: disabled students; funding; indigenous knowledge; curriculum development; sustainable development; teacher education; K-12 education; gender disparities; food systems; global south (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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