I have been thinking a great deal about the way we talk about creativity when we talk about youth. In many contexts, it is still seen as a spontaneous gift, almost as if it were reserved for a few especially talented people. That view limits the conversation about education, because creativity does not simply appear fully formed. It develops when it is supported by exposure, method, intellectual stimulation, and space for experimentation.
In a country like Angola, this subject becomes even more important. Preparing young people for the future requires more than the transmission of content. It requires an education that expands their understanding of the world, strengthens analytical ability, encourages more thoughtful questions, and turns knowledge into real achievement. That is the point at which creativity, education, and future stop being separate themes.
Reading plays a decisive role in this process. Reading well expands vocabulary, improves reasoning, strengthens argumentation, and gives young people greater depth in the way they understand the world. When a society takes reading and writing seriously, it is shaping vision, language, and intellectual autonomy. I see this clearly in the GGMF Literary Prize, which helps create an environment where words once again occupy a central place in education and in the development of new talent.
Science also holds a fundamental place in this process. For a long time, we have become used to separating art and science, as if one belonged to imagination and the other to rigor. The future demands both. Science teaches observation, mental discipline, investigation, testing, and refinement. Kandengues Cientistas reflects that vision well by bringing young people closer to fields such as robotics, programming, electronics, art, environmental education, and space technologies. When that happens, knowledge stops feeling distant and starts being understood as a tool for building, experimenting, and solving problems.
Experience completes this formation. Too much learning is still overly abstract, when young people also need territory, context, and contact with reality. Some forms of knowledge gain a completely different force when they connect with the history, culture, and landscape of one’s own country. Academia Geostratos represents this broader vision of education well, where learning also means knowing Angola in a deeper way. When that happens, education stops being only the transmission of content and begins to shape perception, responsibility, maturity, and perspective.
When reading, science, and experience come together, creativity gains consistency. Young people begin to develop stronger references, greater initiative, and better conditions to imagine the future with substance. That is why I continue to believe that investing in youth requires ambition, but also depth. It requires creating environments in which knowledge can become expression, discovery, and achievement.
Forming creative young people does not simply mean encouraging talent. It means preparing a generation that is more capable of understanding the country, participating in its development, and building solutions with greater intelligence, sensitivity, and vision.
In your view, what most expands a young person’s future today: reading, science, practical experience, or the combination of all three?
