From silos to synergy: Repositioning Africa’s decolonization project for continental impact

The thought of decolonization has come back as a meaningful discussion in African education, yet it remains marked by conceptual uncertainty, ideological conflict, and irregular implementation across the continent. This position paper critically examines the historical and conceptual groundwork of decolonization in African education and evaluates existing strategies aimed at transforming educational systems. Drawing on a non-empirical qualitative approach, the study is based on a systematic desktop review of 68 secondary sources collected from major academic databases and policy repositories, including Scopus, Web of Science, ERIC, and African Journals Online. Data were analysed through thematic coding and critical policy analysis informed by decolonial theory. The findings point out that decolonization undertakings across Africa remain fragmented and are restricted by the continued control of colonial language(s), limited institutional support for indigenous knowledge systems, and the push through of classical liberal educational frameworks. The analysis additionally demonstrates that the absence of a systematic continental framework hinders development in curriculum renewal, language policy, and knowledge production. However, incoming projects in multilingual education, indigenous knowledge incorporation, and Pan-African teamwork provide opportunities for meaningful rebuilding. The paper’s uncommon contribution lies in recommending an all-encompassing deliberate framework that moves beyond isolated national and institutional moves towards an aligned Pan-African approach. It establishes that viable educational renewal requires stronger institutional teamwork, policy consistency, and a sustained commitment to epistemic justice, multilingualism, and institutional restructuring. The study adds to current discussions by offering a clear hope for moving forward with educational decolonization in Africa.