Connect with us

Features

The Giant Challenge of Higher Education in Africa

Published

on

The Giant Challenge of Higher Education in Africa

Over the past two decades African higher education has undergone profound changes. In the 1960s and 1970s, universities on the continent were few in number, small in scale, and elitist institutions with the limited mandate of producing cadres for the Africanization or indigenization of the newly independent state apparatuses. In the 1980s and 1990s, during the heyday of structural adjustment programs, they were regarded as costly irrelevances at best, or bastions of political unrest at worst. Now, they are seen as essential for the creation of knowledge economies and societies, indispensable for human capital development, and turning Africa’s unprecedented youth bulge into a demographic dividend rather than a Malthusian nightmare.

Yet, the continent’s higher education sector is plagued by huge capacity deficits and challenges that threaten its survival, sustainability and contribution to the continent’s historic and humanistic project for democratic and development transformation. Since the late 1990s I’ve been immersed in research on African universities and knowledge production on Africa. I’ve published several books and numerous articles and given dozens of conference presentations on these subjects. The books include two edited volumes on African Universities in the Twenty-First Century (2004) and another two volumes on The Study of Africa (2008). Among the presentations, the most significant might be the Framing Paper I was commissioned to write for the 1st African Higher Education Summit held in Dakar, Senegal in March 2015.

The continent’s higher education sector is plagued by huge capacity deficits and challenges that threaten its survival, sustainability and contribution to the continent’s historic and humanistic project for democratic and development transformation

My reflections have also been immensely enriched by my work in university administration since 1994, and most recently as Vice-Chancellor of an African university, and member of several higher education governing boards including the Administrative Board of the International Association of Universities and as Chair of the Advisory Council of the Carnegie African Diaspora Fellowship Program that provides fellowships for African born academics in Canada and the United States to work with universities in six African countries.

From these scholarly, administrative, and governance vantage points, I’ve distilled six key capacity challenges facing African higher education: institutional supply, resources, faculty, research, outputs, and leadership. Overcoming these challenges, and creating quality education, is essential for the sector’s contribution to the creation of globally competitive, inclusive, integrated, innovative, successful and sustainable democratic developmental states and societies envisioned in the African Union’s Agenda 2063, the United Nation’s Sustainable Development Goals, and numerous National Visions.

Institutional Supply: In 1944, the entire African continent had 31 universities (out of 3,703 degree granting higher education institutions worldwide). The number rose to 170 in 1969, 446 in 1989 and 1,639 in 2015 (out of 18,808 worldwide). Even more spectacular has been the growth in enrollments, which rose from 0.74 million in 1969 to 12.2 million in 2015. Despite the massive expansion, Africa’s enrollment ratio remained low at 12.08% in 2013 compared to a world average of 32.9%, and 68% for Europe, 61.5% for North America, and 51.8% for South America and 28.9% for Asia.

Thus, Africa needs more universities. But expanding the supply of educational institutions must be matched by investments in physical and technological infrastructures without which the slide to declining quality will continue. It must also be accompanied by improving access, equity, and affordability, especially for marginalized communities and women. Worldwide gender parity in tertiary education was achieved by 2000 and stood at 1.10 in 2013. Africa remains the only region where gender parity has yet to be attained. Its gender parity index was 0.85 in 2013.

Resource Deficits: As in much of the world, higher education in Africa is increasingly privatized as evident in terms of the explosion of private universities, the growing privatization of public institutions, and emergence of the for-profit institutions. Worldwide the proportion of private universities grew from 40.6% in 1969 to 57.5% in 2015. In Africa, the number of private universities grew from 35 in 1969 to 972 in 2015. Clearly, the majority of African universities are now private.

The growth of private higher education institutions is in part a result of escalating student demand and incapacity of public institutions to meet it. It also signifies declining state support. Increasingly, higher education has come to be viewed as a private rather than as a public good. As in many parts of the world, African universities have increasingly become neo-liberal institutions characterized by what I call the 5Cs: corporatisation of management, consumerisation of students, casualisation of faculty, commercialisation of learning, and commodification of knowledge.

As in much of the world, higher education in Africa is increasingly privatized as evident in terms of the explosion of private universities, the growing privatization of public institutions, and emergence of the for-profit institutions.

Governments and governing boards pressure universities to cultivate new revenue streams including ‘cost sharing,’ marketing institutional services, and fundraising. Yet, few African universities have developed adequate fundraising capacity—typically they employ a couple of people or so when similar institutions elsewhere employ scores and even hundreds. Also, we live in cultures where philanthropy is often confined to supporting relatives or religious organizations not for institution building. The endowment fund of the University of Cape Town, Africa’s top ranked university, is valued at R3 billion (about $224 million). This is less than the $347 million endowment of Spelman College, the renowned African American women’s college that enrolls about 2,000 students.

As in many parts of the world, African universities have increasingly become neo-liberal institutions

In Search of Faculty: The rapid growth in the number of universities has outstripped the supply of faculty. While in several parts of the Global North such as the United States, there are more people with terminal degrees than there are academic jobs, across Africa there is a severe shortage of qualified faculty. In Kenya, for example, according to data from the Commission for University Education, in 2018 there were 18,005 faculty in the country’s 74 universities and colleges, but only 34% had doctoral degrees. This is equivalent to the number of faculty at any three of the large universities in the US.

The severe shortages of faculty result in universities relying on adjuncts, that is faculty with permanent appointments in one institution who teach in multiple institutions. (In the USA four-fifths of faculty re now adjunct because of academic labor oversupply and financially beleaguered universities’ efforts to cut costs by reducing the ranks of permanent faculty). The predictable result is limited engagement between faculty and students, which leads to declining quality of teaching and learning. In many countries the casualisation of academic labor reflects the erosion of middle class incomes for academic professionals. Compounding the declining status of academics is the progressive shift towards more top-down institutional governance, in which the edicts of managerialism are increasingly undermining academic autonomy and freedom.

Research Underperformance: Africa’s positioning in global research leaves a lot to be desired. In 2013, the continent only accounted for 1.3% of global Research & Development (R&D). Africa’s R&D expenditure as a share of GDP was 0.5% compared to a world average of 1.7%, and 2.7% for North America. Africa’s share of world researchers was 2.3%, compared to 42.8% for Asia. As for researchers per a million inhabitants, Africa had 169, compared to 786 in Asia and 4,034 for North America. In 2014, Africa claimed 2.1% of world scholarly publications, compared to 33.1% for Asia, and 32.9% for Europe.

Africa’s positioning in global research leaves a lot to be desired. In 2013, the continent only accounted for 1.3% of global Research & Development

But Africa enjoys one dubious distinction. In 2014, 64.6% of publications by African authors were with international authors, compared to 26.1% for Asia. In nearly 30 African countries authors published more than 90% of their articles in collaboration with other countries, especially the United States, France and the United Kingdom. Clearly, African academic knowledge systems, like our economies, suffer from limited regional integration and high levels of external dependency.

Within the continent itself, South Africa, Nigeria, and Egypt dominate and many countries are negligible in the production of knowledge. The vast majority of the continent’s universities cannot be considered research universities and contribute very little to knowledge production which is one of the key functions of the university. Research productivity is essential for higher education to contribute to sustainable development and in the global competition for talented students, top faculty, scarce resources, and reputational capital. Not surprisingly, most African universities do not feature in international rankings, whatever one may think of the validity of such rankings.

Quality of Outputs: The growing massification of higher education across Africa, while desirable, has not been accompanied by rising quality of outputs because of the capacity deficits noted above. Besides research knowledge, a critical output of universities is of course its graduates. As the costs and competitiveness among higher education institutions increase, demands have grown for accountability from all the affected constituencies, for universities to prove their value in the quality of their graduates. An important measure is the employability of graduates. The media is full of stories of graduate underemployment and unemployment. The growing mismatch between the quality of graduates and needs of employers and Africa’s ‘rising’ economies has become a source of apprehension.

Concerns and pressures over the quality of outputs from universities have led to the development of national quality assurance and regulatory regimes. Gone are the days when universities were largely left alone as arbiters of their own standards. In some countries quality assurance was initially targeted at private institutions on the faulty assumption that all was well with the public institutions. In addition to regional quality assurance agencies, such as the African Quality Assurance Network, the number of national quality assurance agencies across the continent grew from 9 in 1990 to 21 in 2012 to 32 in 2015.

Nevertheless, questions remain on the extent to which the proliferation of quality assurance systems has led to improvements in the quality of higher education. In many African countries, regulatory agencies adopt authoritarian and accusatory practices instead of interactive, collaborative and iterative processes. They tend to be too interventionist, prescriptive, and pursue outdated notions of quality education. For example, in some systems there is inordinate emphasis on the nature of examinations rather than on continuous assessments and acquisition of competency based and lifelong learning skills. Some even decree faculty promotion standards and qualifications of members of governance bodies.

Governance and Leadership: I noted in the Dakar Summit Framing Paper that “the challenges facing African higher education institutions require sophisticated management and effective governance systems… Clearly, there is need to recruit and train higher education administrators who are smart leaders, skilled managers, successful fund raisers, and savvy public figures.”

The Dakar Summit Declaration and Plan of Action itself identified the “Promotion of institutional autonomy and academic freedom” as a core principle. Unfortunately, the infectious and insidious authoritarian culture of the postcolonial one-party state persists in many institutions and higher education systems in which regulatory agencies, governing boards, and management seek to rule by decree and directives. Yet, shared governance is central to the success of higher education institutions. It entails institutional leadership at all levels that puts a premium on what I call the 3Cs of effective academic leadership: (collaboration, communication, and creativity), in pursuit of the 3Es (excellence, engagement, and efficiency), and based on the 3Ts (transparency, trust, and trends in higher education).

Revitalizing African Higher Education: The challenges and opportunities facing African higher education institutions are evident from the analysis above. Clearly, there is need to expand enrollments without sacrificing academic quality; increase and improve funding and financial management; raise the volume and value of research productivity; strengthen the educational quality and employability of university graduates; develop effective and collaborative regulatory cultures of quality assessment and improvement; and enhance the quality of institutional leadership and governance.

A grand compact on African higher education must be forged by all the key constituencies, principally, governments, the private sector, civil society, and the universities themselves. This requires commitment to what I call the 4As, 4Cs, 4Is, and 4Rs of higher education revitalisation. The 4As refer to availability (of institutions), access (to institutions), affordability (in institutions), and accountability (by institutions). The 4Cs include comprehensiveness (provision of education that develops the whole person), curiosity (cultivation of lifelong learning), community (fostering civic values), and capabilities (developing subject and technical competencies, liberal arts literacies, and soft skills).

The 4Is entail inclusion (valuing institutional diversity); innovation (cultivating creative and entrepreneurial mindsets); integration (building cohesive teaching, learning and research communities); impact (fostering inclusive cultures of institutional assessment). The 4Rs refer to relevance (of knowledges produced, disseminated, and consumed to economy, society, and the times); retention (ensuring student, faculty and staff development and success); research (unwavering commitment to knowledge production and evidence based decision making); and rigor (in all activities to ensure academic excellence, operational excellence and service excellence).

Governments have a special fiscal responsibility in the revitalisation of African higher education as an engine of growth, development, and transformation. Massive investments in the sector are required. The universities cannot generate these resources all by themselves. The continent’s elites, many of who are products of Africa’s universities during the golden years, have a special role to play. The ranks of high net worth individuals across the continent are skyrocketing; they increased by 19% between 2006 and 2016 reaching 145,000 with combined wealth of $800 billion, and are expected to rise by 36% and reach 198,000 by 2026.

How many of them invest in the African higher education sector as do their counterparts in the Global North? The great private Ivy League and flagship public universities of the USA with their massive endowments were built by philanthropic and public support. Harvard’s $37.1 billion is more than half of Kenya’s GDP and higher than the GDP of 39 African countries. Lest we forget, the oldest US universities were built in colonial and postcolonial times when it would have been easier for American elites to invest in sending their children to the more established and prestigious, at the time, British and other European universities. Many of our elites take enormous pride in sending their children to overseas universities, even mediocre ones, shunning local universities for their apparent low quality, notwithstanding the fact that many of them are products of these very institutions.

It is also critical to promote, in the words of the Dakar Summit’s Declaration, “diversification, differentiation, and harmonization of higher education systems at the national, institutional and continental/regional levels and assure the quality of educational provision against locally, regionally, and internationally agreed benchmarks of excellence.” The Dakar Summit urged African governments and regional economic communities “to develop deliberate policies that designate some universities as research universities that drive the higher education sector to meet national development objectives…. These research universities will produce the relevant knowledge and skilled labour capacity the continent’s key institutions – governance, trade, defense, agriculture, health, finance and energy – need to succeed.”

The good news is that higher education around the world, not just in Africa, is in a state of crisis, transition, or disruption—choose your term—which opens opportunities for African educators to reinvent higher education systems that befit their needs, contexts, and the unforgiving and unpredictable demands of the 21st century.

The articulation and harmonization of higher education systems goes beyond national borders. It is imperative for Africa to promote international academic mobility for students, academic staff, academic credits, and qualifications within the continent. This entails strengthening and implementing existing regional conventions. Also in need of strengthening and operationalization are protocols for the mutual recognition of academic and professional qualifications. A critical element of this process is the need to develop an African credit transfer system.

I believe the six capacity challenges identified in this essay can be overcome. The good news is that higher education around the world, not just in Africa, is in a state of crisis, transition, or disruption—choose your term—which opens opportunities for African educators to reinvent higher education systems that befit their needs, contexts, and the unforgiving and unpredictable demands of the 21st century. Let us summon our creative energies and renew our commitments as part of the collective effort to finally realize Kwame Nkrumah’s vision, expressed prematurely at the height of decolonization that the 20th century would be Africa’s, and make this century one that is truly ours.

Comments

Paul Tiyambe Zeleza is a Malawian historian, academic, literary critic, novelist, short-story writer and blogger.

Features

THE TIES THAT MAY NEVER BIND: Chasing the mirage of SPLM reunification

Published

on

THE TIES THAT MAY NEVER BIND: Chasing the mirage of SPLM reunification

The Sudan People’s Liberation Movement/Army (SPLM/A), a southern Sudan-based national liberation movement, sprouted in 1983 in the Sudanese and regional political theatre at the height of the Cold War that witnessed ideological and superpower rivalry in the Horn of Africa and the Middle East. Many South Sudanese and people on the political left received its declared objective of constructing a united socialist “new Sudan” with a pinch of salt. A handful of highly educated individuals formed its officer corps but the bulk of the army, the SPLA, was drawn not from an industrial working class but from sedentary and agro-pastoral communities – unlikely material for building socialism.

However, the united socialist new Sudan disappeared imperceptibly from the SPLM/A written and oral literature with the collapse of the Soviet Union and the world socialist system before the turn of the century. This led to an ideological shift in the SPLM/A system. This shift coincided with the demand by the people of South Sudan to exercise their inalienable right to self-determination.

The war of national liberation ended in a political compromise: the comprehensive peace agreement (CPA), which the SPLM and National Congress Party (NCP), representing the government of Sudan, spent eleven years negotiating in Nairobi, Machakos and finally Naivasha under the auspices of two successive Kenyan presidents. Dr. John Garang de Mabior and Sudan’s Vice President Ustaz Ali Osman Mohammed Tah signed the peace agreement in Nairobi on 9 January 2005 in a colourful ceremony presided over by President Mwai Kibaki of Kenya and witnessed by President Yoweri Museveni of Uganda, Meles Zenawi of Ethiopia, President Omar al Bashir of Sudan and Colin Powell, the US Secretary of State, among other African and world leaders.

In the second edition of “The politics of liberation in South Sudan: An insider’s view”, I posed the question: “What is the SPLM and where is it?” I was trying to provoke a debate in the SPLM/A that had since 1983 evolved like Siamese twins who are conjoined at the head and who cannot be separated surgically because it would lead to their death. There was no clear separation of functions with the SPLA being the military organ of the liberation movement and SPLM its political organ. The two subsumed and eclipsed each other’s respective functions, blurring and indeed distorting internal political and democratic development to prevent the emergence of a genuine and authentic national liberation movement.

The lack of an ideology and the absence of organisation and institutions in a national liberation movement can negatively influence its development and the relationship between its members and the masses of the people, as well as the nature of the resultant state. The state in South Sudan, in its current disposition regardless of the international recognition it obtains, is a façade. The lack of political organisation and the absence of democratic institutions and instruments of public power resulted in the personalisation of the SPLM/A’s power and public authority. These were the principal drivers of the internal contradictions, splits and factionalism within the SPLM/A.

The SPLM/A was such an informality that only Garang could manage it and keep it moving. His sudden demise in 2005 released the negative forces hitherto kept under tight lid by military authoritarianism. The power transfer to Commander Salva Kiir Mayardit went without a glitch. Nevertheless, Kiir’s leadership style, unlike that of Garang, enabled the emergence of “power-centres” around his presidency of the Government of South Sudan. The interim period, before the carrying out of the referendum on self-determination, witnessed internal power struggles among the SPLM’s first and second line leaders characterised by intrigues, short-changing and an upsurge in ethnic nationalism, as well as the emergence of ethnic associations and caucuses in the executive and legislative branches of government, widespread corruption in government and society, insecurity in the form of ubiquitous ethnic conflicts and localised civil wars.

The state in South Sudan, in its current disposition regardless of the international recognition it obtains, is a façade. The lack of political organisation and the absence of democratic institutions and instruments of public power resulted in the personalisation of the SPLM/A’s power and public authority. These were the principal drivers of the internal contradictions, splits and factionalism within the SPLM/A.

The independence of South Sudan found the SPLM (South Sudan’s governing party) in a state of acute dysfunctionality due to internal power wrangles. The leaders miserably failed to separate and transform the SPLM into a mass political party guided by democratic principles, a constitution and a political programme. Its internal situation was toxic and ready to implode. The pressure lid that tightly compressed its internal contradictions had suddenly ruptured with the death of Garang. It was only the general concern about secession from the Sudan among the majority of the Southern Sudanese that sustained the unstable calm, enabling the orderly conduct of the referendum on self-determination.

The structural drivers of SPLM/A internal splits

The internal and external socio-political conditions under which the SPLM/A formed in July 1983 laid the foundations of its perpetual internal instability. Without going into details, the failure to unify the remnants of the mutinies of elements of Sudan Armed Forces (SAF) in Bor (16 May) and Ayod (6 June) with the Anya-nya 2, which was formed by former officers and soldiers of Anya-nya, who had been absorbed into the SAF following the 1972 Addis Ababa Agreement and who rebelled in Akobo in February 1976, through the agency of the Derg defined the militarist character of the nascent movement. When the Anya-nya 2 flipped back to the liberation movement in 1988, no structural changes had occurred within the SPLM/A, particularly at the leadership level. Like a dinosaur, the SPLM had a tiny head resting on a huge body that it carried with immense difficulty. The suffocating military environment resulted in the 1991 Nasir Declaration that split the movement, leading to internecine fighting along ethnic contours. By the end of 2003, when Dr. Riek Machar and Dr. Lam Akol, who had authored the declaration, returned to the fold, the SPLM/A remained structurally unchanged.

The institutions created by the SPLM First National Convention in 1994, like the National Liberation Council (NLC) that was established to perform legislative functions and the National Executive Committee (NEC) that was to exercise executive functions of the SPLM/A, had disappeared into oblivion. The SPLM/A power and public authority had begun to centralise, concentrate and personify in Garang, its Chairman and Commander-in-Chief. The return to the SPLM/A of Machar and Akol on the eve of the peace agreement with Khartoum, coupled with Machar’s ambition to become Number One in the SPLM/A hierarchy, heightened rumour-mongering in the SPLM/A targeted at ousting of Salva Kiir as the deputy Chairman and SPLA’s Chief of General Staff. Kiir, who had stayed loyal to Garang throughout the turbulent years, would not take the rumours lying down. This triggered what came to be known in the SPLM/A as the Yei Crisis, which in November 2004 pitted Kiir against his boss.

Although the Yei crisis was an internal, structurally-driven SPLM/A matter, its ethnic overtones and provincial contours were prominent, feeding into a general dissatisfaction with Garang in Bahr el Ghazal (where he had in the course of time differed, split with and executed several leaders) spearheaded by prominent individuals linked to the National Islamic Front regime in Khartoum. A conference called in Rumbek to resolve this crisis, which addressed only its symptoms but not its structural underpinnings. This conference was typical of the SPLM/A meetings that always ended up fudging the substantive issues under the canopy of “opening a new page”. As a result, the attempts to resolve the crisis were frustrated, creating conditions for the resurgence or eruption of another crisis along the same lines.

Kiir, who had stayed loyal to Garang throughout the turbulent years, would not take the rumours lying down. This triggered what came to be known in the SPLM/A as the Yei Crisis, which in November 2004 pitted Kiir against his boss.

The splits in the SPLM/A have always been more political and personal than ideological, hence they transcended and permeated into the ethnic and provincial domains, acquiring different dimensions and dynamics. The splits in 1983/4 and 1991 quickly acquired ethnic dimensions because of the lack of an ideologically-driven agenda, although the commanders in Nasir had raised the right of the people of southern Sudan to exercise self-determination. However, the question of power and who wielded it was the common denominator in all these splits. It was the perception of power as a personal birthright rather than an institutional assignment that set the patterns for achieving it. In a militarist environment like the SPLM/A, the pattern for capturing and holding onto power was inevitably violent.

The SPLM split and the civil war

In the absence of democratic institutions and instruments of power and public authority, the SPLM/A became a huge informal patrimonial network of political patronage. This system became more pronounced after Garang’s death, the rise of Kiir within the SPLM/A and the independence of South Sudan. The lack of a political programme to manage the social and economic development of the new state of South Sudan rendered the interim period (2005-2011) what the SPLM leaders cynically called “payback time”: they dolled themselves up in self-aggrandisement, thanks to the easy availability of oil revenues. The nexus between personal power and wealth accumulated in a primitive fashion without consideration for law and order resulted in a life and death situation.

The patrimonial political patronage system that the SPLM leaders controlled accentuated and amplified the SPLM’s internal contradictions. The personalised power struggle became a fireball in December 2013, barely three years into the independence and birth of the Republic of South Sudan. The resultant civil war was initially viewed by many people as a war between Kiir and Machar (and by extension a war between the Dinka and the Nuer) but it was in fact a reflection of the SPLM’s failure to address its structurally-driven internal political contradictions.

The SPLM reunification

In all these SPLM/A disruptions, eruptions or implosions, these contradictions have always been buried under the talk about “return to the fold” or “reconciliation and peace”, which have left these contradictions intact and ready to rekindle. In December 2013, the eruption of violence, and its scale and ferocity, caught the IGAD region and the whole world unawares. South Sudan had not completely emerged from the effects of the 21-year war of liberation and from the border war with the Sudan (2012) and so nobody could understand why a people who had endured suffering for that long would go to war again. Thus, the interventions to help resolve the conflict were frenetic but superficial. Nobody cared to solicit a scientific understanding of the conflict’s causes.

The extraordinary summit of IGAD Heads of State and Government, held in Nairobi on 27 December 2013, resolved to bring the warring parties, namely the Government of the Republic of South Sudan and the rebel movement christened the Sudan People’s Liberation Movement/Army in Opposition [SPLM/A (IO)], to the negotiating table to thrash out their difference and reach a peace agreement. The United Nations Mission in South Sudan (UNMISS) became the contact between Machar and the IGAD Special Envoys to South Sudan. The negotiations began in Addis Ababa.

In December 2013, the eruption of violence, and its scale and ferocity, caught the IGAD region and the whole world unawares. South Sudan had not completely emerged from the effects of the 21-year war of liberation and from the border war with the Sudan (2012) and so nobody could understand why a people who had endured suffering for that long would go to war again. Thus, the interventions to help resolve the conflict were frenetic but superficial. Nobody cared to solicit a scientific understanding of the conflict’s causes.

The ruling parties in Ethiopia (EPRDF) and South Africa (ANC) came up with a joint initiative, which aimed at resolving the SPLM’s internal contradictions that triggered and drove the civil war. It is worth mentioning that the ANC and the Norwegian Labour Party had earlier, before the eruption of the violence, tried to help the SPLM leadership to overcome its differences, which had been triggered by rumours that Salva Kiir had decided not to contest for the presidency come 2015. President Kiir reacted to the rumours in a manner similar to somebody who sets his house on fire to treat bug-infested pieces of furniture.

As if not sure that the SPLM’s 3rd National Convention, scheduled for May 2013, would return him as the Party Chairman and hence the SPLM’s flag bearer for the presidential elections in April 2015, Kiir blocked the democratic process of SPLM state congresses and the National Convention, suspended the SPLM Secretary General and paralysed all SPLM political functions. These actions halted the political process towards the presidential and general elections for national, state and county governments. He also brushed away any reconciliatory talks with Machar, Pagan Amun Okiech or Mama Rebecca Nyandeng Garang, who had shown interest in contesting the position of the SPLM Chairman.

The ANC-EPRDF initiative was the right approach. These were the SPLM first row leaders and it was absolutely imperative to reconcile and unify their ranks to alleviate the suffering of the people. Except the eruption of violence and the ethnicisation of conflict had rendered impossible the task of reconciliation. The grassroots opinion solicited in 2012, before the war, indicated widespread disenchantment of the masses with the SPLM as a ruling party. (Later, the people would quip that when the SPLM leaders split they killed the people and when they united they stole the people’s money.)

However, Machar turned down the initiative in favour of a full-blown peace negotiation under IGAD mediation, suggesting that the conflict and war was no longer an affair of the SPLM. In September 2014, on the sidelines of the UN General Assembly, President Kiir met the Tanzanian President, Jakaya Kikwete, and requested his indulgence and assistance to reunite the feuding SPLM factions, namely, the SPLM in government (SPLM-IG), the SPLM in opposition (SPLM-IO) and the SPLM former political detainees (FPDs). President Kikwete obliged and the process kicked off in November 2014 under the auspices of Chama Cha Mapenduzi (CCM). On 21 January 2015, the three factional heads – Kiir [SPLM (IG)], Machar (SPLM/A (IO)] and Okiech [SPLM (FPDs] – signed the SPLM Reunification Agreement in a ceremony in Arusha witnessed by President Kikwete, President Yoweri Museveni and President Uhuru Kenyatta, as well as then Deputy President of South Africa, Cyril Ramaphosa.

The impact of the SPLM reunification agreement on the IGAD peace process in South Sudan was not immediately obvious given that the civil war not only raged throughout South Sudan, but also considering that the people had become weary of the SPLM as a ruling party. The SPLM reunification agreement was supposed to moderate and ease the tension between the SPLM leaders in order to accelerate and facilitate the sealing of a peace agreement and return the country to normalcy. The motivations of the SPLM leaders crossed rather than aligned with each other. The SPLM/A (IO) fell off the reunification process. The guarantors of the reunification agreement, CCM and ANC, proceeded with the two remaining factions to implement the Arusha agreement on SPLM reunification. They eventually consummated the process with the reinstatement of the comrades to their respective positions: Okiech as the SPLM Secretary General, and Deng Alor, John Luk and Kosti Manibe to the SPLM Political Bureau.

However, once disrupted, relations based on social considerations rather than principles of politics and ideology rarely mend. It did not take long before the four former political detainees stormed out of Juba and did not return till after the signing of the Agreement on the Resolution of the Conflict in South Sudan (ARCISS) in August 2015. The SPLM reunification process had flopped.

The Entebbe and Cairo meetings

I headed the SPLM/A-IO delegation to the reunification talks in Arusha. In a report to the SPLM/A (IO) NLC meeting in Pagak, December 2014, I said that the SPLM reunification was like chasing a mirage. I still believe it will never take place, given the political dynamics since the fighting in J1, which rekindled the war in 2016.

The IGAD-sponsored High-level Revitalisation Forum (HLRF) process has outpaced the SPLM reunification in a manner that confirms the statement I made above that the SPLM faction will never unite; the ties will never bind. The former political detainees who were enthusiastic about reunification seem to have had second thoughts when they pursued the project of a UN Trusteeship of South Sudan, which they later changed to exclude Kiir and Machar from participating in a Transitional Government of National Unity (TGoNU) made up of technocrats. The failure of the HLRF to achieve the desired peace agreement prompted the IGAD Council of Ministers to propose a face-to-face meeting between Kiir and his principal nemesis, Machar, under the auspices of the Ethiopian Prime Minister, Dr. Abiye Ahmed, This face-to-face meeting was modelled on the “handshake” between President Uhuru Kenyatta and opposition leader Raila Odinga that had eased the political standoff in Kenya following the disputed 2017 elections.

The Kiir-Machar face-to-face meeting took place on the sidelines of the 32nd Extra-Ordinary Assembly of the IGAD Heads of State and Government. President Kiir categorically rejected the idea of working with Machar, who was flown in from Pretoria in South Africa where he had been kept under house arrest since November 2016. Reflecting the level of distrust between the two leaders, the failure of the meeting prompted IGAD to mandate the Sudanese Head of State, President Omer Hassan Ahmed al Bashir, to facilitate a second round.

The failure of the HLRF to achieve the desired peace agreement prompted the IGAD Council of Ministers to propose a face-to-face meeting between Kiir and his principal nemesis, Machar, under the auspices of the Ethiopian Prime Minister, Dr. Abiye Ahmed. This face-to-face meeting was modelled on the “handshake” between President Uhuru Kenyatta and opposition leader Raila Odinga that had eased the political standoff in Kenya following the disputed 2017 elections.

This mandate was ostensibly in the belief that Bashir might prevail on the two antagonists given their relations in the not too distant past. The aim of this round was to herald a discussion between the South Sudanese leaders to resolve outstanding issues on governance and security arrangements, taking into consideration the measures proposed in the revised IGAD Council of Ministers’ Bridging Proposal on the Revitalisation of ARCISS, and to rehabilitate South Sudan’s economy through bilateral cooperation between the Republic of South Sudan and the Republic of the Sudan. President Museveni was conspicuously absent in the Addis Ababa summit. Many people believed it was a loud register of his disapproval of the Kiir-Machar face-to-face meeting. Museveni has never disguised his contempt for Machar and his support for Kiir. On the eve of Kiir’s travel to Addis Ababa, Museveni sent to Juba his Deputy Prime Minister, Moses Ali with a letter to him; perhaps that was his desperate last attempt to torpedo the talks.

In a surprising twist in this intricate diplomatic and political maze, the transfer of the process to Khartoum triggered regional kinetic energy. Museveni flew to Khartoum on 25 June to witness the Kiir-Machar face-to-face meeting now under the auspices of President Bashir. This unexpected convergence in Khartoum of Museveni and Kiir was not so much about the face-to-face meeting but about the rehabilitation of South Sudan’s oil fields and the Sudanese involvement in their protection as echoed in the Khartoum Declaration of Agreement (KDA) between Kiir, Machar and Gabriel Changson (SSOA), Deng Alor (FPDs) and Peter Manyen (Other Political Parties) signed in Khartoum on 26 June. Only one thing – the prospect for renewed flow of South Sudan’s oil to international markets – motivated both Bashir and Museveni into the scheme to rehabilitate South Sudan’s economy. This reads into the Bashir-Museveni’s rapprochement and the new-found friendship between the two erstwhile hostile leaders.

Thereafter, the South Sudan government and the opposition groups signed in Khartoum on Friday 6 July, 2018, the Agreement on Outstanding Issues of Security Arrangements. The process moved to Kampala on Saturday, 7 July this year, where Salva Kiir, Riek Machar and the other political opposition signed the agreement on governance. On 10 July, the two agreements were presented to President Kenyatta, marking the consummation of the peace agreement and the end of the South Sudan conflict. Indeed the HLRF had outpaced and overtaken the SPLM reunification.

The intervention of President Omer al Bashir, on account of Sudan’s national security and economic interests, rescued from collapse and embarrassment the IGAD peace process. The clever involvement of President Museveni was necessary to allay Kiir’s fears and build confidence in Sudan’s mediation, although he still has an axe to grind with South Sudan over the Abyei border demarcation and many other issues that have not been resolved in the post-referendum process. The success of the IGAD process and the failure of the SPLM reunification is a diplomatic slap in the face of CCM and ANC, the two parties that had laboured to bring together the SPLM factions.

However, the agenda for the people of South Sudan is not SPLM reunification but the political process of socio-economic rehabilitation to translate the signed agreements, which are essentially political compromises, into practical plans and programmes. South Sudan’s leaders have to act strategically looking into the future rather than tactically to win elections at the end of the transitional period.

Continue Reading

Features

NAMIBIA’S BIG CAMPAIGN: Why direct cash transfers can still change the world

Published

on

NAMIBIA’S BIG CAMPAIGN: Why direct cash transfers can still change the world

In 2008, the Namibian government launched a pilot universal basic income project known as the Basic Income Grant (BIG). The results were amazing, with crime rates dropping by more than one-third and the number of malnourished children almost halved. In just 12 months after its launch, the BIG project showed to be more than able to actively contribute to achieving the Millennium Development Goals set by the United Nations (now known as the Sustainable Development Goals). It was a tremendous opportunity to set the foundation for a new age of prosperity for the entire African continent, and it served as a paradigm around which other similarly successful programmes have been modeled.

Sadly, despite its initial success, the BIG campaign was never implemented on a national scale, and the project was eventually discontinued, never to be heard of again. Since then, however, many things have changed, not just in Namibia and in Africa, but in the entire world. The latest advancements in technology (namely, the amazing leaps forward in automation and artificial intelligence) are forcing many governments to face a new issue – that machines are quickly becoming better than humans at performing many jobs. Artificial intelligence (AI) is soon going to substitute many human workers, leading to a widespread fear that massive unemployment rates could bring many highly industrialised countries to their knees.

Universal basic income (UBI) is regarded by many as a potential solution, and the leaders of the most developed nations are looking at past practical examples of such policies. In this regard, the Namibian BIG project might represent an archetype which might spearhead humanity towards the next step of its evolution. Although the chances of seeing it implemented again in Namibia on a larger scale are very slim, it can still be a fundamental lesson for other countries who look at UBI as a fundamental weapon in the war against poverty.

BIG: A brief history

According to the World Bank, in 1991, whites, who comprised about 5% of the total population in Namibia, controlled over 70% of the country’s wealth. Today, more than 25 years after independence, Namibia is still a country plagued with deep social, ethnic and economic inequalities and extreme poverty. Much of the country’s political agenda focused on reducing income inequalities and poverty levels, and, in truth, much has been done in the last two decades. In 2016, Namibia’s GINI coefficient (a globally accepted standard for measuring inequality in wealth distribution) stood at 0.572, a relatively bad figure as a coefficient of 0 is used to represent a perfectly equitable society, while a coefficient of 1 represents a completely unequal one.

According to the World Bank, in 1991, whites, who comprised about 5% of the total population in Namibia, controlled over 70% of the country’s wealth. Today, more than 25 years after independence, Namibia is still a country plagued with deep social, ethnic and economic inequalities and extreme poverty.

However, back in 2002, Namibia’s GINI coefficient was even higher, reaching up to 0.633. The Namibia Tax Consortium (NAMTAX) was appointed by the government to find a sustainable solution to fuel the nation’s economic growth. Too many African countries, in fact, lean far too much on the help of more developed countries or on non-governmental organisations (NGOs), but it is common knowledge that their policies do not always help to achieve development goals in the long term. Even worse, many bona fide offers of aid often contribute to widening the already unbridgeable gap between Western societies and the poorest countries.

Eventually, the Consortium published a report stating that “by far the best method of addressing poverty and inequality would be a universal income grant.” The idea was eventually put into practice by implementing the Basic Income Grant (BIG), the first universal cash-transfer pilot project in the world. In 2005, a coalition of churches, trade unions, and NGOs joined forces to provide each Namibian with a cash grant of N$100 (approx. US$7) to be paid monthly as a right. The fund would cover all Namibians, regardless of their socio-economic status, from their day of birth until they were eligible to the existing universal State Old Age Pension of N$450. According to the Consortium, the new tax system would make the BIG affordable, amounting to just 3% of the country’s GDP. Debating and lobbying kept going on for another two years until a pilot project was finally approved to test the programme in practice. In January 2008, the BIG pilot programme was finally launched in the small village of Otjivero.

 

The amazing positive effects of the Otjivero experiment

About 1,200 people resided in Otjivero, a small town of retrenched former farm workers who lived in abject poverty conditions. The Namibian government chose this rural settlement to monitor the impact of the BIG project over a two-year period until December 2009, and appointed a team of local and international researchers to document the situation prior to and after the implementation of the programme.

After less than one year, the population of Otjivero reaped the benefits of this project with amazing results. Both children and adults enjoyed a substantial improvement in their quality of life. Child malnutrition levels in the village dropped in just six months from 42% to 17%. Parents finally had enough money to pay school fees as well as the equipment needed by their kids, such as stationery and school uniforms. Schools had more money to purchase teaching material for the students, and dropout rates fell from between 30% and 40% to a mere 5%.

The introduction of the BIG grants helped the community grow and thrive, and allowed people to focus on more productive jobs. Many young women become financially independent without having to engage in transactional sex. A substantial amount of money was spent on starting new small enterprises and engaging in more productive activities that fostered local economic development. As a direct consequence, economic and poverty-related crimes fell by over 60%.

After less than one year, the population of Otjivero reaped the benefits of this project with amazing results. Both children and adults enjoyed a substantial improvement in their quality of life. Child malnutrition levels in the village dropped in just six months from 42% to 17%.

The sanitary conditions of the local population improved significantly, with five times more people being able to afford treatment in the settlement’s health clinic and, even more importantly, to buy food. Before the introduction of the BIG, most HIV-positive residents faced numerous difficulties in accessing antiretroviral (ARV) therapy due to poverty and lack of proper means of transportation. The project helped them to afford better nutrition and more reliable transport to get their medications. Even critics who argued that free money would lead to more alcoholism were proved wrong, even when a committee that was trying to curb alcoholism was established.

Some years later, during the 2012-2013 summer months, Namibia was struck by one of the worst recorded droughts, leaving over 755,000 people (36% of the population) exposed to starvation in the subsequent years. After the President declared a state of emergency, the three Lutheran Churches in Namibia implemented a cash grant programme modeled on the BIG pilot in Otjivero. The grant helped approximately 6,000 people with enough money to buy the food they needed to survive. The Namibians reached by the grant spent about 60% of the money received to ensure food security for their families. However, it is interesting to note that people used the remaining 40% of the money to meet their other fundamental needs, such as to covering health care expenses, paying for their children’s schooling and even investing in their farming equipment. Once again, the basic income project brought direct positive changes to the quality of life of those who received it and to the local economies as well.

The initial findings vastly exceed the expectations of the BIG coalition, and were encouraging enough to suggest that the introduction of the project on a national scale was possible. Some critics tried to depict these results as unscientific and unreliable, casting a shadow of doubt on the whole project. However, the analysis, published by the now defunct Namibia Economic Policy Research Unit, was itself later found to be methodologically flawed. Wrong and grossly inflated figures about the projected costs of the implementation of the programme at the national level started circulating and, even after NEPRU retracted its statements, they still kept circulating in the media. Some local politicians joined this (rather questionable) wave of criticism and argued that the BIG was a less effective strategy than other extremely generic attempts at “creating more jobs”, ignoring the fundamental strength of the project – its ability to emancipate the poor financially.

Eventually, after the Namibian president, Hifikepunye Pohamba, officially took a position against the grant in 2010, the programme was discontinued, if not forgotten. In 2015, the Minister of Poverty Eradication and Social Welfare, Zephania Kameeta, stated that the government was once again evaluating the implementation of the BIG as one of the key elements of its strategy in the war against poverty. Sadly, the efforts of the former bishop and relentless advocate of UBI were swept away just one year later when the BIG project was set aside and replaced by a much more traditional, growth-based economy programme known as the “Harambee Prosperity Plan”.

Some local politicians joined this (rather questionable) wave of criticism and argued that the BIG was a less effective strategy than other extremely generic attempts at “creating more jobs”, ignoring the fundamental strength of the project – its ability to emancipate the poor financially.

Despite some recent talks about the potential positive effects of the BIG, universal income doesn’t seem to be part of Namibia’s foreseeable future. However, it has already been proved to be an unexpectedly efficient tool for bringing prosperity to the Namibian population. Many other countries around the world can still learn from the amazing results it brought about.

Lessons for other countries

The industrialised world is facing its own shares of different problems, and poverty has recently resurfaced even in the richest countries where its existence had been long forgotten. A “fourth world” made up of vast numbers of immigrants, refugee, and homeless people is swelling the ranks of these invisible new poor that are systematically exploited even in the most highly industrialised Western democracies. Today, one-third of American families struggle to buy food, shelter or medical care, and in some European countries, such as Bulgaria, Romania, and Greece, more than one-third of the population is at risk of poverty or social exclusion.

And things are about to get even nastier. Automation, robotics and the never-ending technological race are raising serious issues, such as the ethical consequences of substituting some human professions with AI. A recent research study estimated that the upcoming technological advancements are putting a huge proportion of jobs at risk. The numbers are absurdly high – up to 50% in the United States, 69% in India, 77% in China, 80% in Nepal, and 88% in Ethiopia. Installing a robot in place of a human worker is becoming increasingly cheaper, and the current AI revolution is making machines better than humans in almost everything (including thinking). If even the strongest economies are on the verge of social failure already, how can we brace ourselves to face a future where machines are going to strip a huge proportion of the population of their jobs?

A recent research study estimated that the upcoming technological advancements are putting a huge proportion of jobs at risk. The numbers are absurdly high – up to 50% in the United States, 69% in India, 77% in China, 80% in Nepal, and 88% in Ethiopia.

Some, such as Elon Musk, Mark Zuckerberg, Richard Branson and Bill Gates, have become advocates of the UBI as a solution to guarantee social stability. If fewer humans are needed to do the same jobs, it doesn’t mean that fewer humans have the right to live a quality life they can truly enjoy. The Namibian BIG project eventually failed, but not because of its lack of merit. It was ended by those who were too short-sighted to understand its full potential. It was a great idea, but maybe just ahead of its time. However, this apparently small experiment started ten years ago in this small African village could be the first step towards a better world.

Namibia taught us one simple yet extremely important lesson – that UBI is not just viable and absolutely doable, it is one of the most cost-effective ways to stave off poverty at all levels.

Namibia taught us one simple yet extremely important lesson – that UBI is not just viable and absolutely doable, it is one of the most cost-effective ways to stave off poverty at all levels. It can help people become more productive, more creative, more able to focus on the things that matter, exactly as in the case of Otjivero’s residents. It is an extraordinary force that could drive humanity forward into a new era of equality and social sustainability.

Continue Reading

Features

JOBS, SKILLS AND INDUSTRY 4.0: Rethinking the Value Proposition of University Education

Published

on

JOBS, SKILLS AND INDUSTRY 4.0: Rethinking the Value Proposition of University Education

In my last feature, I wrote on the six capacity challenges facing African universities: institutional supply, resources, faculty, research, outputs, and leadership. In this essay, I focus on one critical aspect of the outputs of our universities, namely, the employability of our graduates. To be sure, universities do not exist simply for economic reasons, for return on investment, or as vocational enterprises. They also serve as powerful centers for contemplation and the generation of new knowledges, for the cultivation of enlightened citizenship, as crucibles for forging inclusive, integrated, and innovative societies, and as purveyors, at their best, of cultures of civility, ethical values, and shared well-being.

Nevertheless, the fact remains that higher education is prized for its capacity to provide its beneficiaries jobs and professional careers. Thus, employability is at the heart of the value proposition of university education; it is its most compelling promise and unforgiving performance indicator. The evidence across Africa, indeed in many parts of the world, is quite troubling as mismatches persist, and in some cases appear to be growing, between the quality of graduates and the needs of the economy. This often results in graduate underemployment and unemployment.

The Employability Challenge

There are two powerful mega trends that will determine Africa’s development trajectory in the 21st century. The first is the continent’s youth bulge, and the second the changing nature of work. Employability is the nexus between the two, the thread that will weave or unravel the fabric of the continent’s future, enabling it to achieve or abort the enduring historic and humanistic project for development, democracy, and self-determination.

As we all know, Africa’s youth population is exploding. This promises to propel the continent either towards a demographic dividend of hosting the world’s largest and most dynamic labor force or the demographic disaster of rampant insecurity and instability fueled by hordes of ill-educated and unemployable youths. According to United Nations data, in 2017 the continent had 16.64% (1.26 billion) of the world’s population, which is slated to rise, on current trends, to 19.93% (1.70 billion) in 2030, and 25.87% (2.53 billion) in 2050, and 39.95% (4.47 billion) in 2100.

The African Development Bank succinctly captures the challenge and opportunity facing the continent: “Youth are Africa’s greatest asset, but this asset remains untapped due to high unemployment. Africa’s youth population is rapidly growing and expected to double to over 850 million by 2050. The potential benefits of Africa’s youth population are unrealized as two-thirds of non-student youth are unemployed, discouraged, or only vulnerably employed despite gains in education access over the past several decades.”

Thus, the youth bulge will turn out to be a blessing or curse depending on the employability skills imparted to them by our educational institutions including universities. Across Africa in 2017 children under the age of 15 accounted for 41% of the population and those 15 to 24 for another 19%. While African economies have been growing, the rate of growth is not fast enough to absorb the masses of young people seeking gainful employment. Since 2000 the rate of employment has been growing at an average rate of 3%. Africa needs to double this rate or more to significantly reduce poverty and raise general standards of living for its working people.

Not surprisingly, despite some improvements over the past two decades, the employment indicators for Africa continue to be comparatively unsatisfactory. For example, International Labor Organization data shows that in 2017 the unemployment rate in Africa was 7.9% compared to a world average of 5.6%; the vulnerable employment rate was 66.0% to 42.5%; the extreme working poverty rate was 31.9% to 11.2%; and the moderate working poverty rate was 23.6% to 16.0%, respectively.

This data underscores the fact that much of the growth in employment in many African countries is in the informal sector where incomes tend to be low and working conditions poor. In sectoral terms, there appears to be a structural decline in agricultural and manufacturing employment, and rise in service sector jobs. Yet, in many African countries both the declining and rising sectors are characterised by high incidence of vulnerable, informal, and part-time jobs.

The structural shifts in employment dynamics across much of Africa differ considerably from the historical path traversed by the developed countries. But the latter, too, are experiencing challenges of their own as the so-called fourth industrial revolution unleashes its massive and unpredictable transformations. In fact, the issue of graduate employability, as discussed in the next section is not a monopoly of universities in Africa and other parts of the Global South. It is also exercising the minds of educators, governments, and employers in the Global North.

The reason is simple: the world economy is undergoing major structural changes, which are evident everywhere even if their manifestations and intensity vary across regions and countries. As deeply integrated as Africa is in the globalized world economy, it means the continent’s economies are facing double jeopardy. They are simultaneously confronting and navigating both the asymmetrical legacies of the previous revolutions and the unfolding revolution of digital automation, artificial intelligence, the internet of things, biotechnology, nanotechnology, robotics, and so on in which the old boundaries of work, production, social life, and even the meaning of being human are rapidly eroding.

The analysis above should make it clear that employability cannot be reduced to employment. Employability entails the acquisition of knowledge, skills, and attributes, in short, capabilities to pursue a productive and meaningful life. To quote an influential report by the British Council“Employability requires technical skills, job-specific and generic cognitive attributes, but also a range of other qualities including communication, empathy, intercultural awareness and so forth…. Such a perspective guards against a reductive ‘skills gap’ diagnosis of the problems of graduate unemployment.” The challenge for universities, then, is the extent to which they are providing an education that is holistic, one that provides subject and technical knowledges, experiential learning opportunities, liberal arts competencies, and soft and lifelong learning skills.

As deeply integrated as Africa is in the globalized world economy, it means the continent’s economies are facing double jeopardy. They are simultaneously confronting and navigating both the asymmetrical legacies of the previous revolutions and the unfolding revolution of digital automation, artificial intelligence, the internet of things, biotechnology, nanotechnology, robotics, and so on in which the old boundaries of work, production, social life, and even the meaning of being human are rapidly eroding.

But in addition to the attributes, values, and social networks acquired and developed by an individual in a university, employability depends on the wider socio-economic and political context. Employability thrives in societies committed to the pursuit of inclusive development. This entails, to quote the report again, “a fair distribution of the benefits of development (economic and otherwise) across the population, and allows equitable access to valued opportunities. Second, while upholding equality of all before the law and in terms of social welfare, it also recognizes and values social diversity. Third, it engages individuals and communities in the task of deciding the shape that society will take, through the democratic participation of all segments of society.”

In short, employability refers to the provision and acquisition, in the words of an employability study undertaken at my university, USIU-Africa in 2017, “of skills necessary to undertake self-employment opportunities, creation of innovative opportunities as well as acquiring and maintaining salaried employment. It is the capacity to function successfully in a role and be able to move between occupations…. employability skills can be gained in and out of the classroom and depend also on the quality of education gained by the individuals before entry into the university. As such the role of the university is to provide a conducive environment and undertake deliberate measures to ensure that students acquire these skills within their period of study.”

Universities and Employability

The African media is full of stories about the skills mismatch between the quality of graduates and the needs of employers and the economy. Many graduates end up “tarmacking” for years unemployed or underemployed. In the meantime, employers complain bitterly, to quote a story in University World News “unprepared graduates are raising our costs.” The story paints a gloomy picture: “The Federation of Kenya Employers (FKE) – a lobby group for all major corporate organizations – says in its latest survey that at least 70% of entry-level recruits require a refresher course in order to start to deliver in their new jobs. As a result, they take longer than expected to become productive, nearly doubling staff costs in a majority of organizations.”

[E]mployability cannot be reduced to employment. Employability entails the acquisition of knowledge, skills, and attributes, in short, capabilities to pursue a productive and meaningful life

The situation is no better in the rest of the region. The story continues, noting that a study of the Inter-University Council for East Africa, “shows that Uganda has the worst record, with at least 63% of graduates found to lack job market skills. It is followed closely by Tanzania, where 61% of graduates were ill prepared. In Burundi and Rwanda, 55% and 52% of graduates respectively were perceived to not be competent. In Kenya, 51% of graduates were believed to be unfit for jobs.” The situation in Kenya and East Africa clearly applies elsewhere across Africa.

But the problem of employability afflicts universities and economies in the developed countries as well. Studies from the USA and UK are quite instructive. One is a 2014 Gallup survey of business leaders in the United States. To the statement “higher education institutions in this country are graduating students with the skills and competencies that my business needs,” only 11% strongly agreed and another 22% agreed, while 17% strongly disagreed and another 17% disagreed, and the rest were in the middle. In contrast, in another Gallup survey, also conducted in 2014, 96% of the provosts interviewed believed they were preparing their students for success in the workforce. Another survey by the Association of American Colleges and Universities highlighted the discrepancy between students’ and employers’ views on graduates preparedness. “For example, while 59 percent of students said they were well prepared to analyze and solve complex problems, just 24 percent of employers said they had found that to be true of recent college graduates.”

In Britain, research commissioned by the Edge Foundation in 2011 underscored the same discrepancies. The project encompassed 26 higher education institutions and 9 employers. The report concluded, “While there are numerous examples of employers and HEIs working to promote graduate employability in the literature and in our research, there are still issues and barriers between employers and many of those responsible for HEI policy, particularly in terms of differences in mindset, expectations and priorities. There are concerns from some academics about employability measures in their universities diminishing the academic integrity of higher education provision. There is also frustration from employers about courses not meeting their needs.”

Specifically, the reported noted, “Employers expect graduates to have the technical and discipline competences from their degrees but require graduates to demonstrate a range of broader skills and attributes that include team-working, communication, leadership, critical thinking, problem solving and often managerial abilities or potential.” One could argue, this is indeed a widespread expectation among employers whether in the developed or developing countries.

Predictably, in a world that is increasingly addicted to rankings as a tool of market differentiation and competition, national and international employability rankings have emerged. One of the best known is the one by Times Higher Education, whose 2017 edition lists 150 universities from 33 countries. As with the general global rankings of universities, the rankings are dominated by American institutions, with 7 in the top 10 and 35 overall, followed by British universities with 3 in the top 20 and 9 overall. Africa has only one university in the league, the University of the Witwatersrand listed in last place at 150.

What, then, are some of the most effective interventions to enhance the employability of university graduates? There is no shortage of studies and suggestions. Clearly, it is critical to embed employability across the institution from the strategic plan, to curriculum design, to the provision of support services such as internships and career counseling. The importance of carefully crafted student placements and experiential and work-related learning cannot be overemphasized. We can all borrow from each other’s best practices duly adapted to fit our specific institutional and local contexts.

Cooperative education that combines classroom study and practical work has long been touted for its capacity to impart employability skills and prepare young people transition from higher education to employment. Work-integrated learning and experiential learning encompass various features and practices including internships, placements, and service learning. In the United States and Canada several universities adopted cooperative education and work-integrated learning in the first decades of the 20th century. The movement has since spread to many parts of the world. The World Council of Cooperative Education, which was founded in 1983, currently has 913 institutions in 52 countries.

What, then, are some of the most effective interventions to enhance the employability of university graduates?… Clearly, it is critical to embed employability across the institution from the strategic plan, to curriculum design, to the provision of support services such as internships and career counseling. The importance of carefully crafted student placements and experiential and work-related learning cannot be overemphasized. We can all borrow from each other’s best practices duly adapted to fit our specific institutional and local contexts.

The Developing Employability Initiative (DEI), a collaboration comprising 30 higher education institutions and over 700 scholars internationally, defines employability as “the ability to create and sustain meaningful work across the career lifespan. This is a developmental process which students need to learn before they graduate.” It urges higher education institutions to embed employability thinking in their teaching and learning by incorporating what is termed basic literacy, rhetorical literacy, personal and critical literacy, emotional literacy, occupational literacy, and ethical, social and cultural literacy.

The DEI has developed a suggestive framework of what it calls essential employability qualities (EEQ). These qualities, “are not specific to any discipline, field, or industry, but are applicable to most work-based, professional environments; they represent the knowledge, skills, abilities, and experiences that help ensure that graduates are not only ready for their first or next job, but also support learners’ foundation for a lifetime of engaged employment and participation in the rapidly changing workplace of the 21st century.” Graduates with EEQ profile are expected to be communicators, thinkers and problem solvers, inquirers and researchers, collaborators, adaptable, principled and ethical, responsible and professional, and continuous learners.

Equipping students with employability skills and capacities is a continuous process in the context of rapidly changing occupational landscapes. I referred earlier to the disruptions caused by the fourth industrial revolution which will only accelerate as the 21st century unfolds. Automation will lead to the disappearance of many occupations—think of the transport industry with the spread of driverless cars, sales jobs with cashless shops, or medical careers with the spread of machine and digital diagnoses. But new occupations will also emerge, many of which we can’t even predict, a prospect that makes the skills of liberal arts education and lifelong learning even more crucial.

We should not be preparing students for this brave new world in the same manner as many of us were educated for the world of the late 20th century. To quote Robert Aoun, President of Northeastern University in the USA that is renowned for its cooperative education, let us provide robot-proof higher education, one that “is not concerned solely with topping up students’ minds with high-octane facts. Rather, it calibrates them with a creative mindset and the mental elasticity to invent, discover, or create something valuable to society.” The new literacies of the new education include data literacy, technological literacy, and human literacy encompassing the humanities, communication and design.

Achieving the ambitious agenda of equipping university students with employability skills, attributes, experiences, and mindsets for the present and future requires the development of effective and mutually beneficial, multifaceted and sustained engagements and partnerships between universities, employers, governments and civil society. Within the universities themselves there is need for institutional commitment at all levels and a compact of accountability between administrators, faculty, and students.

This entails developing robust systems of learning assessment including verification of employability skills, utilization of external information and reviews, integration of career services, and cultivating strong cultures of student, alumni and employer engagement, representation and partnerships in assuring program relevance and quality. Pursuing these goals is fraught with challenges, in terms of striking a balance between the cherished traditions of institutional autonomy and academy freedom, in engaging employers without importing the insidious cultures of what I call the 5Cs of the neo-liberal academy: corporatization of management, consumerization of students, casualization of faculty, commercialization of learning, and commodification of knowledge.

The challenges of developing and fostering employability skills among students in our universities are real and daunting. But as educators we have no choice but to continue striving, with the full support and engagement of governments, intergovernmental agencies, the private sector, non-governmental organisations, and civil society organisations, to provide the best experiential and work integrated learning we can without compromising the enduring and cherished traditions and values of higher education. The consequences of inaction or complacency, of conducting business as usual are too ghastly to contemplate: it is to condemn the hundreds of millions of contemporary African youth and the youths yet to be born to unemployable and unlivable lives. That would be an economic, ethical, and existential tragedy of monumental proportions for which history would never forgive us.

This is an abridged version of a keynote address delivered at Malawi’s First International Conference on Higher Education, June 27, 2018.

Continue Reading

Trending