**12. Conclusion**

In the context of establishing a vibrant and strong higher education subsector that can effectively promote the socio-economic and technological development of Africa in the 21st century, the current methods of funding public higher education are unsustainable (some have failed). Therefore, there is an urgent need to provide alternative funding for higher education. The proposed funding model for higher education has been tested in other countries around the world and proved to be successful. Take a look, there is no reason to doubt its success in Africa. In 2000, the Dakar World Education Forum promised that countries with reliable plans could not achieve the goal of education for all due to a lack of external funding. The most recent report reiterated this commitment, but now a new explanation is needed. This commitment can be seen as a truly altruistic gesture, increasing the scholarship *Public-Private Participation in Funding University Education in Sub-Saharan Africa… DOI: http://dx.doi.org/10.5772/intechopen.99940*

to the level required for all children to enroll. It can also be seen as part of the neoliberal ambition to globalize contingent loan management as a means for financial institutions to maintain their influence and control over investment in education. Whatever the motivation for, it's time to re-examine whether these promises have been made and are fit for purpose 20 years from now. Some forecasts based on the promotion of education grants are feasible, or plans have been made that are more reliable than sustainable plans. External support for investment in education can be a catalyst and should be increased. However, the number of domestic imports and political will cannot exceed the level that can be maintained until 2030 and beyond. Higher levels of debt, directly or indirectly supported by public funds in the future, are not conducive to sustainable investment in education.

If an appropriate allocation decision is made, raise its funds for development to maintain the ambition of most African governments to become financial entities shortly and support public products such as national education. The problem of the financial gap in Wuyuehu's education has changed from an absolute lack of internal taxation to an investment in a modern taxation system, solving the problems of imbalanced distribution and low mobilization efficiency, and increasing the conversion rate through investment. This is the challenge of aid in providing support, which is a self-sustaining catalyst for change.
