Written by As the manufacturing sector is shaped by technological advancements, an ageing workforce, and rising global competition, the need to develop young, skilled talent has never been more critical.
This is particularly acute in some countries across the Middle East and Africa. The World Economic Forum estimates that by 2050, one in every four people on earth and more than a third of the world’s young people aged 15-24 are expected to be African.
What’s more, according to the International Labor Organization (ILO), the Arab States have the highest incidence of youth NEET (not in employment, education, or training) at 33.3%, followed by Africa (23.3%).
Converting these individuals into a highly skilled workforce could be a game changer for the region.
Yet, there’s a persistent gap between the skills that industries demand and what educational institutions deliver. And, the opportunity afforded to the youthful population is inconsistent at best.
These pose a significant threat to the future of manufacturing – and in turn the region’s productivity and growth potential. Collaboration between businesses and education can help to cultivate a workforce ready to meet the challenges and opportunities ahead.
In our latest report, Making for Tomorrow: Skilling Across the Ages, we explore a number of youth-focused skills initiatives across the Middle East and Africa. We provide perspectives on how programmes like these can play a part in building a new workforce to work in sectors shaped by advanced technologies.
Breaking down barriers – opening-up opportunities
As technology continues to reshape the manufacturing industry, there is an urgent need to align education systems with industry demands – both to bring people into the sector and to up or re-skill those in the sector.
From early education to technical training, young people must be exposed to the skills that will prepare them for future careers in manufacturing. Increasing emphasis on STEM education is required to cultivate the next generation of engineers, designers and technicians.
Investment in human capital, including education and skills demanded in growth-enhancing sectors, such as production and manufacturing, will be critical to realise this potential.
However, in some parts of the MEA region, cultural and socio-economic factors as well as infrastructure challenges limit access to high quality education. If you don’t have a stable supply of electricity, then digital access is likely to non-existent – and the potential to build foundational digital literacy skills severely curtailed.
By investing in quality education, updating curricula, and addressing socio-economic barriers, the region can better prepare its youth for the demands of the manufacturing industry which has a critical role to play in regional growth.
Tackling the skills mismatch involves more than ensuring young people are given the opportunity to gain adequate qualifications. To perform effectively, they need technical skills, knowledge and competences as well as ‘soft’ skills. They also need to be exposed to the opportunity afforded by the sector. These all require partnerships and collaboration between educational institutions and employers, who can provide inputs into curricula development and opportunities for young people to gain practical experience.
Exemplars from the region
In the course of preparing our report, we identified a range of different initiatives which are playing their part in building the digital capacity and capabilities the region needs.
I highlight a few here:
In South Africa, Autodesk Learning Partner, Modena has supported The National Schools Skills Competition. This initiative, organised by Sasol and the Kagiso Trust, aims to nurture the vocational talents the country needs. By encouraging young people to pursue careers in skilled trades, the competition plays a vital role in boosting employment and supporting economic growth. Over the past seven years, the competition has reached more than 10,000 learners and teachers nationwide, providing hands-on experience in trades like welding, electrical work, automotive services and construction.
The UN Women project, African Girls Can Code, aims to train and empower a minimum of 2,000 young girls aged between 17-25, across Africa to become computer programmers, creators and designers, placing them on track to take up studies and careers in the information, communication and technology (ICT), education and coding sectors.
Boeing’s STEM Ambassadors programme focuses on learning and development in sustainability and STEM in aerospace engineering. The initiative equips students aged 14-18 years old in the UAE with theoretical knowledge and practical skills in aerospace engineering and sustainable aviation.
Autodesk’s Tinkercad is used in schools and by young people to created digital designs for 3D printing. Participants are guided through the 3D design process via hands-on lessons, that teach the basics of Tinkercad before moving on to more complex modelling techniques.
The Nigerian Genius National Engineering Competition is designed to advance engineering education in Nigeria and contribute to the development of practical skills, problem-solving abilities, and leadership qualities among the participants. The Nigerian Genius is part of Engineering for Industry (E4I), a capacity building project for engineering innovation, product development and manufacturing. E4I aims to bridge the skills gap between engineering education and industry, thus enhancing the employability of graduates and facilitating the growth of indigenous industries.
In isolation each of these won’t result in a sustainable and productive future for the millions expected to join the workforce in the next 30 years. Collectively, however, these and other interventions could make a difference.
Suggested actions for developing and championing young talent
Educational authorities should work on updating school and university curricula to include modern STEM topics, digital literacy and practical skills relevant to the manufacturing industry. Incorporating project-based learning and hands-on experiences, such as maker spaces and school-based workshops, can help students better understand manufacturing processes.
Clearly defined career pathways from school education through to employment are needed, supported by extra-curricular and/or curriculum-enhancing programmes that provide real-world applications to learning.
Targeted programmes are required to encourage girls’ participation in STEM education, such as scholarships, mentorships and awareness campaigns. Governments should provide financial support and incentives for low-income families to keep their children in school, particularly in regions where economic pressures lead to high dropout rates.
Universities should collaborate more closely with manufacturing companies to ensure that academic programmes align with industry needs. Internships, research partnerships and work experience initiatives can provide students with practical experience while also giving companies access to young talent.
Design challenges and hackathons are great ways to engage young people. By presenting participants with real-world manufacturing problems, these initiatives foster creativity, teamwork, and innovation. For instance, a company might challenge students to devise solutions for improving production efficiency or reducing waste, offering both learning and recruitment opportunities.
Where does the region go next?
By working together, businesses and educators can inspire the region’s youthful population to become the next generation of manufacturing professionals – young people who are invested in and excited about forging their careers in the manufacturing sector.
Tomas Karlsson is the Sr Manager of channel services at KnowledgePoint. This means he oversees the management of outsourced extended enterprise learning programmes, recruiting and supporting global network of training providers on behalf of organisations, including Autodesk. Access the Making for Tomorrow: Skilling Across the Ages, report for further insights and information.