FUNCTIONAL POLITICAL EDUCATION AND THE CHALLENGES OF AI JOB DISPLACEMENT IN AFRICA
Abstract
The rapid advancement of Artificial Intelligence (AI) technologies is transforming job landscapes across the globe, with particular implications for developing regions such as Africa. AI presents both opportunities and challenges for Africa’s labour markets, with significant risks of job displacement in key sectors such as agriculture, manufacturing, and services. While AI-driven automation threatens to exacerbate unemployment and inequality, Africa’s ability to respond is hampered by weak political education systems, which leave citizens ill-equipped to engage with governance or advocate for policies that mitigate these disruptions. This article explores the intersection of functional political education and AI-induced job displacement, arguing that empowering citizens with digital literacy, policy awareness, and participatory governance skills is critical for an inclusive AI transition. The study therefore, highlights key challenges, including skills gaps, informal labour vulnerabilities, gender disparities, and foreign tech dominance, while examining case studies from South Africa, Nigeria, and Kenya. It proposes policy solutions such as reskilling programmes, labour protections, and localized AI innovation to ensure equitable adaptation. One of the findings of the research revealed that 60% of Africa’s workforce are highly vulnerable to AI-driven automation, risking mass unemployment. Ultimately, the article underscores that functional political education is not just a civic necessity but a strategic imperative for Africa to navigate AI’s disruptive impact and demand accountable, inclusive policies. By prioritizing political literacy and inclusive policymaking, Africa can mitigate the negative impacts of AI-driven automation and harness its opportunities. On this basis, the research concludes that functional political education can empower Africans to address AI-driven job displacement by fostering critical thinking, civic engagement, and advocacy.
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Published in AFRICAN SOCIAL AND EDUCATIONAL JOURNAL
ISSN: 978-37889
This article appears in our peer-reviewed academic journal
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