PHILOSOPHY OF EDUCATION: PRECURSOR TO LEADERSHIP TRANSFORMATION IN 21ST-CENTURY AFRICA

Abstract

Across Africa, the scale of social, economic, and ecological change demands leaders who are ethically grounded, culturally literate, critically reflective, and public-spirited. This paper argues that a robust philosophy of education rooted in African humanism (Ubuntu), decolonial thought, and critical pedagogy should be treated as a strategic lever for leadership transformation, not a purely theoretical exercise. After framing key philosophical traditions and their relevance to contemporary leadership dilemmas, the paper maps practical pathways: curriculum reform (values, languages, and ethics), pedagogy (dialogue and problem-posing), assessment (capabilities and civic outcomes), teacher education (professional judgment and moral agency), and system governance (participation and accountability). The paper closes with implementation priorities aligned to African Union Agenda 2063 and UNESCO’s “new social contract for education,” proposing indicators that connect educational philosophy to measurable leadership capabilities and development outcomes.