Transformative Learning and Learning for Transformation: What is Learning for the Future?

Africa is undergoing significant transformations in its economy, livelihoods, governance, democracy, human rights, and inclusive political systems. Education and training are also evolving. The aim of this chapter is to analyse which learning theories support the goals of Africa’s future-oriented plans and how they promote skills and competencies demanded by the fourth and fifth Industrial Revolutions. By examining recent internationally recognised learning theories and learner-centred pedagogies, this chapter explores the learning concepts that offer opportunities for African transformation from various perspectives. Firstly, it identifies the goals of learning within different socio-political paradigms, such as human capital, liberal humanism, and critical theory, and considers what these mean for learning in African educational contexts. Secondly, it analyses and reflects on what constitutes transformative learning and learning for transformation. Thirdly, it examines which learning theories underpin active learning and learners’ agency in knowledge and skill development. The study highlights that learning is an active and social process that happens in interactions with other people and artefacts. Learners must have agency in their learning and be able to monitor their progress. Agency is construed in authentic learning environments that allow for applications, co-creation, experimentation, and innovations. The implementation of transformative learning in African schools and work-based learning is also discussed.