While AI skills may be viewed as the new currency, many African organisations are asking for advanced capabilities while under-investing in the basics, such as access, foundational training, mentorship, and realistic on-the-job exposure.
Image: AI LAB
Across Africa, enterprises, government offices, and educational institutions are expressing concern at the skills shortages in technology, especially in emerging areas such as artificial intelligence (AI) and cybersecurity. Yet, amidst the increasing discourse lies a fundamental question: is the continent truly evolving its approaches to nurturing technology talent to meet these demands?
Genevieve Koolen, HR Director at SAP Africa, says there is a clear movement away from traditional qualification-led hiring towards a skills-first approach, but she cautions against overestimating the progress made. “We like the idea of a skills-first approach,” she said, “but many organisations are still deeply attached to traditional credentials, even while saying they can’t find the talent they need.” This paradox presents a serious challenge for the tech ecosystem.
The pressing need for skilled professionals in AI, cybersecurity, cloud computing, and data analytics is growing. According to recent research commissioned by SAP, a staggering 85% of organisations prioritised AI development skills, with 86% deeming cybersecurity capabilities critical. However, the pathways producing these essential skills remain sluggish, inconsistent, and often disconnected from the realities of workplace demands.
Koolen highlights that while AI skills may be viewed as the new currency, they require a functioning system to retain their value. “In many African contexts, we’re asking for advanced capabilities while under-investing in the basics such as access, foundational training, mentorship, and realistic on-the-job exposure,” she explains. This creates a substantial gap between aspiration and reality and drives interest in alternatives like micro-learning and micro-credentials.
Micro-learning consists of short, focused courses designed to build skills swiftly. Koolen acknowledges the potential of this model but warns against viewing it as a panacea. “A six-week course doesn’t replace experience, judgement, or systems thinking. The risk is that we oversell speed and underplay depth,” she cautions. For many aspiring professionals, the flexibility of short-format learning aligns better with their working lives, as many cannot afford to interrupt their careers for lengthy qualifications.
However, Koolen argues that mere availability of training does not equate to real capability. “Offering monthly learning is not the same as building capability. Too often, training exists in isolation from workforce planning, role design, and actual delivery pressure,” she states, emphasising the need for a holistic approach to skills development.
The need for cross-sectoral collaboration is becoming increasingly urgent. “Education institutions, business, and the public sector all have a role, but alignment is still weak. We’re not short of initiatives; we’re short of coherence,” Koolen insists. To bridge the skills gap, cords binding academia, industry, and public policy must be untangled and rewoven into a well-integrated system.
Within SAP's ecosystem, innovative initiatives such as graduate boot camps and early-career development opportunities are being rolled out to connect technical training with real-world experience. While these programmes are impactful, Koolen acknowledges they do not suffice in addressing the systemic barriers to employability and long-term career progression.
Universities across Africa are seizing the moment to leverage educational technology platforms and stackable credentials to stay relevant in a rapidly evolving labour market. Nevertheless, Koolen believes higher education grapples with redefining its purpose amidst these changes. “The question isn’t whether degrees still matter,” she asserts. “They do. The question is whether we’re honest about what they prepare people for and what they don’t.”
While traditional MBAs and extensive qualifications still offer essential skills in strategic thinking and breadth, they may not adequately equip students for immediate technological demands. “The future isn’t either-or,” Koolen says, encapsulating a nuanced perspective. “It’s layered. Foundational education, practical experience, short-form learning, and vendor-specific skills all matter. The danger is pretending that one quick-fix will solve a problem that’s structural, uneven, and deeply human.”
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