Addis Ababa - As the world celebrates International Day of Education recognized worldwide for the important role education plays in fostering peace and development, it is pleasing to note that the African Union (AU) has selected Education as its theme for 2024. This is a chance to reflect on the comprehensive reform of education in Africa, with the hope of preparing young people with the intellectual, scientific, and ethical capacities to serve the transformation of the continent to make it a comfortable and productive living space.

The increasing number of people migrating in pursuit of better possibilities, including employment and educational opportunities, continues to elevate migration into such policy discussions.

The International Organization for Migration (IOM)/UN Migration is collaborating closely with the African Union Commission (AUC) and Member States in Africa to, among others, promote the benefits of migration, develop capacity for migration management, support complex and multifaceted border management, address the challenges of irregular migration and to improve mobility on the continent.

Skills Development and Recognition

Promoting regular migration pathways through mobility based on migrants' skills is one of the objectives of the Global Compact for Safe, Orderly, and Regular Migration (GCM), the first intergovernmentally negotiated agreement addressing all aspects of international migration. This is beneficial to migrant workers who increase their economic productivity, to employers who satisfy their labour needs, and to countries of origin and destination that enhance their economies through the reception of remittances and workers’ labour.

The GCM's Objective 18 specifically calls for investment in skills development and facilitating international recognition of skills, qualifications, and competences between countries through actions such as:

• Digitalization and aligned National Qualification Frameworks
• The conclusion of bilateral, regional or multilateral mutual recognition agreements (of formally and informally acquired skills)
• Partnership of private sector and educational institutions
• Partnerships for skills development, mobility and circulation
• Enhancing the ability of migrant workers to transition from one job to another.

The GCM calls on Member States to support inter-institutional networks and partnerships between the private sector and educational institutions in countries of origin and destination in order to facilitate opportunities for skills development that will benefit migrants, communities, and participating partners. One way to do this is by building on the best practices of the Business Mechanism, which was developed in the context of the Global Forum on Migration and Development. 

Revised Migration Policy Framework for Africa (MPFA), Education and Skills Transfer

The Revised Migration Policy Framework for Africa (MPFA), whose development IOM supported, offers a strategic framework to guide AU Member States and RECs in the management of migration and advocates for increased investments in technical and vocational education and training (TVET), the creation of a network of top-notch TVET facilities throughout Africa, stronger connections, and skill alignment with labour market demands. It acknowledges that skills and technology transfer can help African countries meet their goals for overall development while also meeting significant labour market demands.

Additionally, IOM’s work on Skills Mobility Partnerships (SMP) highlights the importance of classifying skills and facilitating access to labour migration pathways. The SMP approach puts a strong emphasis on developing capacities and systems in education, skills development, and training in countries of origin. Rather than hiring people just for labour, such investments in the education and skill sectors can boost the local economy and help them thrive.

AU-ILO-IOM Joint Labour Migration Programme (JLMP)

Additionally, through the AU-ILO-IOM Joint Labour Migration Programme (JLMP) launched in 2018, IOM is putting into practice initiatives that will support skills recognition and SMP at the national and regional levels. These initiatives involve the mutual recognition of skills and qualifications in agreed-upon sectors and occupations through updated policies and regulations.

According to the JLMP, if there is mutual recognition of educational qualifications and skills and if migrants are given the chance to provide in-demand skills and competencies, they will improve their families' overall social and economic well-being and contribute to the growth and integrated sustainable development of the African continent.

African Union Free Movement of Persons Protocol

Increased mobility will be necessary to properly exploit the skill set, educational opportunities, research, ideas, and innovations throughout the continent, as acknowledged by the African Integration Agenda. As a result, the Protocol to the Treaty Establishing the African Economic Community Relating to Free Movement of Persons, Right of Residence and Right of Establishment, one of the goals of which is to promote the exchange of researchers and students among African Member States, clearly encourages Member States to permit nationals of other countries who have the required pre-registration documents to continue their education and research in their States.

Additionally, a number of African Regional Economic Communities have implemented regional free movement protocols as well as bilateral and multinational agreements to facilitate student mobility. There are also ongoing Initiatives to support cross-exchange programmes in key sectors pointing to the need to foster cross-regional educational standards.

Increasing the chances for student mobility will help other African nations by reducing brain drain from the continent and enhancing circulation of relevant skills. Closing these labor, skill, and knowledge gaps could be achieved by the movement of students, researchers, and trained personnel inside Africa.

The COVID-19 travel restrictions and border closures, along with the lack of internet availability in many nations, posed a significant obstacle for students, researchers and workers to interact with other people, cultures, languages, and lifestyles, even as some proponents of hybrid mobility advocated for the mainstreaming of digital education.

IOM foresees the enhanced movement of labour and students speeding up regional and continental integration, fostering idea exchange and cross-cultural learning, and accelerating the continent's economic growth.

For more information contact: Eric Mazango emazango@iom.int