This is a position paper that examines the persistent structural weaknesses of African education through the lens of Carter G. Woodson’s concept of miseducation. The paper argue that many contemporary African education systems are linguistically exclusionary, culturally alienating, and weakly aligned with productive transformation. It reflects on how colonial legacies, rote pedagogies, fragile research ecosystems, and limited links between education, innovation, and labour markets continue to constrain African human potential in the 21st-century economy.
Samuel Juma (2026) studied this question.