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Obstacles to progress

Challenges

enthusiasm of young minds, inhibits their creativity, and makes the learning experience

unpleasant. All of which is bound to have a negative effect on learning outcomes.
It has also been shown that skills and concepts taught in the learners' home language do not

have to be re-taught when they transfer to a second language “
"Why Schools Should Teach Young Learners in Home Language" 189
British Council.
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It’s worth remembering that during the period of m'zuŋ u colonisation education provision
was very limited and designed to serve the needs of the colonial power. Access to formal

education was, for the most part, limited to the African elite, and the primary language of
instruction tended to be the native tongue of the colonial power. Newly independent Africa

inherited this. Following the decades of post-colonisation chaos, African nations are

gradually addressing this.
Tanzania is just one of a number of countries that have, in recent years, changed the

language of instruction to a native African language . 190
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m'zuŋ u nations have had many generations in which to mature their educational
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systems and institutions. Undoubtedly, m'zuŋ u can contribute greatly through their
academic research and programme funding. But perhaps Africans are better placed to

make the decisions.
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Very young populations

African countries by median age

Median age is the age that divides a population into two numerically equally sized groups -
that is, half the people are younger than this age and half are older. 191

African countries by median age
Median
Country Ranking Years
Niger 230 15.4

Mali 228 15.8
Uganda 229 15.8

Angola 227 15.9
Malawi 226 16.5