1 Introduction

The expansion of global governance in the field of education and culture is discussed, particularly the role of UNESCO in advancing global education governance. Since 1984, UNESCO has prioritized Africa as a key development target, supporting African education through the "Africa Priority" initiative. In 2008, Africa was officially listed as one of UNESCO's global priorities. The International Institute for Capacity Building in Africa (IICBA), as a subsidiary of UNESCO, is dedicated to enhancing the capabilities of African teachers and educational institutions. However, it faces challenges such as cultural conflicts, insufficient resources, and coordination difficulties in implementing the "Africa Priority" initiative. Although UNESCO has designated Africa as a priority, there remains room for improvement in human and financial investments. While scholars have extensively researched the participation of international organizations in global governance, case studies focusing on education-related international organizations in Africa are relatively scarce. This paper takes IICBA as a case study, exploring its role in global education governance and its development path for advancing "Africa Priority" from a social constructivist perspective, aiming to provide new insights for China's participation in global education governance and educational cooperation with Africa.

2 UNESCO's Five Role Orientations in African Education Governance

The International Institute for Capacity Building in Africa (IICBA) plays five key roles within UNESCO to promote African education governance. As a standard-setter, the institute provides guidance for African education policies through policy reports and strategic planning while conducting field research to drive policy and practice innovation. As a promoter of international cooperation, it establishes partnerships with multiple stakeholders to facilitate resource sharing and multilateral collaboration, implementing educational projects to enhance teacher professionalism. As a capacity builder, the institute strengthens the capabilities of educators and institutions through training and project implementation, ensuring the effective execution of education policies. As a think tank, it proposes innovative education concepts and policy recommendations, focusing on global education trends to provide intellectual guidance for African education reform. Finally, as an information exchange hub, the institute organizes seminars and training programs, establishes information-sharing mechanisms, and promotes knowledge dissemination and policy dialogue, leveraging modern information technology to expand the reach of information.

3 Practical Pathways for Advancing "Africa Priority" from a Social Constructivist Perspective

Social constructivism emphasizes the construction of knowledge through social interaction, offering valuable insights for African education governance. The International Institute for Capacity Building in Africa (IICBA) promotes African education development through knowledge dissemination, policy dialogue, and capacity building. In policy dialogue, the institute applies the "zone of proximal development" concept by sharing best practices and experiences to help countries achieve greater progress based on their existing foundations. It strengthens partnerships and establishes knowledge and innovation exchange centers to facilitate cross-country communication and policy dialogue. In capacity enhancement, the institute offers online and offline training courses to improve teachers' professional skills and digital literacy, reflecting the "scaffolding" teaching approach. In research-driven initiatives, it focuses on socio-cultural contexts and educational needs, fostering knowledge construction through interaction and exchange to enhance the practicality and effectiveness of knowledge dissemination.

4 Challenges and Responses in UNESCO's Implementation of "Africa Priority"

The International Institute for Capacity Building in Africa (IICBA) faces challenges such as insufficient cultural adaptability, uneven resource allocation, and limited learner engagement in advancing African education development. To improve cultural adaptability, it is necessary to strengthen collaboration with local communities and consider the uniqueness of local cultures. To optimize resource allocation, the institute should increase the interactivity of training programs and establish diversified resource support mechanisms. To enhance learner engagement, a deeper understanding of educators' needs is required, along with improved feedback mechanisms to boost teachers' learning motivation.

5 Conclusion and Outlook

The importance of President Xi Jinping's directives on global education governance for China-Africa educational cooperation is emphasized, along with an analysis of the pivotal role played by UNESCO's International Institute for Capacity Building in Africa (IICBA) in advancing African education capacity building and practical innovation. The deepening of China-Africa educational cooperation under the Belt and Road Initiative and the Forum on China-Africa Cooperation (FOCAC) is explored, as well as the evolving role of China in global education governance. The paper looks ahead to new opportunities for China-Africa educational cooperation by 2025, stressing the importance of approaching international organizations' macro-level initiatives and concrete actions from the perspective of global education governance. It also proposes leveraging the successful experiences of IICBA to enhance China's influence and voice in global education governance.