AFRICAN LEADERSHIP ACADEMY: A NEW PARADIGM SHIFT IN

LEADERSHIP AND GOVERNANCE MENTORSHIP IN AFRICA

Judah Ndiku. jndiku@gmail.com, Pamella Buhere pbuhere@yahoo.com, Christopher Omusula

omusulachris@yahoo.com, Aaliva Luvaso, luvasoaliva44@gmail.com, Lorna Nakera,

lornahsiri@yahoo.com

Masinde Muliro University of Science and Technology

AbstractA number of political scientists point out that the concepts of democracy and governance are interrelated, but are not the same. They indicate that "good governance entails the efficient and effective reciprocity between desired rulers and the ruled. They point out that it incumbent upon governments to be responsive to the citizenry. Majoritarian democracy, on the other hand, entails a broad consensus on values and procedures, the participation in the selection of the ruling elites and the accountability of leadership to the electorate. The last decade has witnessed Africa face a number of challenges that are significantly related to the quality of its rulers who form the governments. Dictatorial tendencies of the governments of Africa have inherently propagated both extreme poverty of the mind and material consequently promoting ignorance and disease related challenges that dot the continent. Leading scholars have identified some of the major reasons for poor governance and bad politics in African countries as exclusion of the youth in governance, octogenarian nature of the rulers, the state failure to advance and protect human rights, the tendency of highly qualified and talented individuals to withdraw from politics and the extreme centralization of power and wealth in the hands of few people. They also point out that democracy in Africa has been badly hindered by the state's control of the economy; this has meant that the only way to get rich has been through political office, intensifying the problem of corruption, and inducing leaders to cling to political power. This has been disastrous for the economies of African countries. Thus, social economic liberalization and empowering ordinary producers and workers may well be achieved through nurturing the youth of Africa for future leadership positions. This paper examines the power of investing in homogeneity and leadership education in African youth as an impetus to a new paradigm shift in leadership and governance in continent. The paper argues that when African youth are assured of survival and health, provided with a good quality leadership education, protected from war and violence, allowed to participate in the democracy and development of their mother countries, then Africa has immense resources to claim her position in the economies of the 21st century.

Key Words: African Leadership, Academy, Governance, Paradigm Shift

Introduction

Good leadership and governance is realized when people are left to freely involve in the design of their

direct participation in managing their own affairs without imposition of a third party’s influence or

dictating terms (Mabor, 2003). It is inclusive perfection in the decision making process between and

amongst the society in governance. In other words, democracy must not only be based on the particular

conditions of each society, but also on the shared values of the equal dignity and rights of all human

beings (UNESCO, 2004). For democracy to work, it requires a well-functioning judicial system based on

the principles of the rule of law and a just political settlement (Moyo, 2000).

Democracy is essential because it allows free elections, functioning political parties, independent media

and vibrant civil society organizations and Non Governmental Organizations that can operate freely for

welfare and development of state (Mimiko, 2010). In a democracy and good governance, there is a

political, social and economic accountability of people in positions of power for their actions and

omissions. On the other hand, the notion of democracy good and governance is centre-stage for

development (Standage, 2010). Good governance has broad principles such as transparency,

accountability, inclusiveness, fiscal responsibility, good leadership and respect for human rights. Other

democratic principles are rule of law and fair competition for public offices (Mimiko, 2012).

Unfortunately, African democracies and governance are shaped along tribal lines and definitely form the

basis of forming the governments and even determining the allocation of basic services (Rodney, 1983).

Elsewhere, other political leaderships claim that their revolutionary rights are indisputable and therefore

they can use anything including corruption to quench their thirst of liberation struggle at the expense of

the public good (Mimiko , 2010).

Background of African Leadership

After so many years of corruption and poverty, Africa is now widely perceived as a continent on the rise

(UNCTAD, 2005). Africa is where China was 20 or 30 years ago. It is starting to awaken from its

slumber and many different trends are coming into place that is making it the next great economic

frontier. The most fundamental change has happened at the leadership level. Africa has seen three

generations of leaders with each generation leaving behind a different legacy (Standage, 2010).

Generation one was the leaders who brought independence to Africa Emperor Haile Sellasie of Ethiopia,

Abdel Nasser from Egypt Kwame Nkrumah of Gold coast, Julius Nyerere of Tanzania, , Jomo Kenyatta

of Kenya, Robert Mugabe of Zimbabwe among others. They were fighting to get rid of colonialism. To

large extent, they achieved that mission and must be recognized for that legacy, but some of them went on

to become dictators (Standage, 2010).

Generation two the rulers who came after them – had the worst legacy and a horrible impact on Africa.

These were the corrupt dictators, people who abused human rights. Rulers like Idi Amin of Uganda, Sani

Abacha of Nigeria, Mobutu Sese Seko from the Congo – they plundered and pillaged Africa. Fortunately

most of that generation is gone (Standage, 2010).

Generation three is the leaders who have emerged in the last 15 years. The main legacy of this generation

is that they’ve stopped the fighting. This is Ellen Johnson Sirleaf in Liberia, Paul Kagame in Rwanda and

the most celebrated political prisoner, Nelson R. Mandela. These great leaders brought more peace and

stability to Africa. Just 25 years ago, 33 of 54 African countries were engaged in some form of conflict .

Today this figure is towards one digit. There can never be development in absence of peace. The

cessation of the conflicts and improvement in political stability are the most fundamental changes that are

allowing Africa to grow (Rodney W., 1983).

Generation Four Leaders

The vision and legacy of generation four leaders should be bringing prosperity to Africa. Unless Africa

creates wealth on its own, and create enough jobs for all of her people, she will never become truly

independent (Standage T., 2010). Africa will not be able to feed her own children, build own roads and

schools or fund own healthcare (Globalization and Africa, 2000). All of these things need to be done.

The new generation of leaders that is coming up must ensure that this is their legacy. It took 100 years to

build the city of Rome. Many people started working on it and died before their work was finished. But

today the city of Rome is the most beautiful city in the world. It attracts so many admirations from the

world over. The new generation of leaders would not necessarily live to see the full impact of their work.

But will be building a big magnificent city called Africa (Ugwuegbu, 2001). To build this city,

participation of the African youth in leadership training is key.

Theoretical Framework

This study utilizes the Leadership Model Succession Theory by Devra Gartenstein, (1968) to articulate a

safe pathway for Africa’s change of guard to a more prosperous leadership shift that the continent has

been yearning for since time immemorial. Leadership Model Succession Theory embeds its attributes in

leadership succession planning which define Succession planning as the process of identifying and

developing new leaders at all levels to succeed current leaders. This is a proactive and systematic

investment in building a pipeline of leaders within an organization rather than identifying strong external

candidates. When transitions are necessary, leaders at all levels are ready to act. Succession planning

allows respond to strategic changes that create new leadership needs or roles and prepare individuals for

transitions when necessary. Succession Theory embeds leadership development as a core organizational

system, rather than as an ad hoc process. Organizations are always ready for inevitable change. This

paper argues that by using Leadership model succession theory, Africa will offer different approaches to

establishing development plans that will ensure that the much needed leadership succession is in place.

Planning ahead for retiring aging African leading CEOs before the current leaders leave office is

necessary. This will prevent conflicts as leadership will change swiftly at the same allowing changes in

socio economic political fronts.

African Leadership Challenges

Corruption poses a profound threat to all systems of governments. In most African countries, corruption

constitutes an important means by which individual wants and needs, especially in patronage-ridden

personal regimes, can be satisfied. Although corruption is a general problem for all governments,

governments of developing countries tend to exhibit the problem in a particularly noteworthy way. In

countries such as Nigeria, Ghana, Sierra Leone, DRC Congo, and the Central African Republic,

corruption is so extensive that it is viewed as a way of life. Making or receiving bribes in most African

countries is considered a practical tactic to look after one's needs and interests, achieving incomes and

security far greater than provided by one's monthly salary. Because of an absence of effective structures

with autonomy and strength to check corruption, the governing elites of most African countries have

engaged in high and sometimes egregious levels of corruption, increasingly diverting state resources for

personal gain. In Zaire, for example, corruption has been termed a structural fact, with as much as 60

percent of the annual budget misappropriated by the governing class. cite

Foreign aid, although designed to contribute to development, also has served as an alternative source of

wealth for corrupt elites. While many African leaders have become rent-seeking and corrupt, there is a

corruptor and a corruptee promoting the syndrome of capital flight. Donors should cease dealing with

leaders who have amassed extraordinary fortunes by transferring their country's foreign exchange into

private accounts overseas. To the extent that government has been immersed in patron-client relations and

in cases in which state office is granted as a means to amass personal wealth, corruption has increased in

scale and proportion. Although corruption in Africa emanated from the lack of democracy and

accountability, it is not unique to Africa and may be found in liberal democratic systems. However, the

real issue is the absence of institutions capable of tackling corruption.

Addressing the Underlying Challenges

To create lasting change in Africa, it is necessary to make investments that treat the causes, and not just

the symptoms, of under-development in Africa. An undersupply of leadership across all sectors is the root

cause of many of Africa’s problems. Africa needs strong leaders throughout society, in the spheres of

politics, business, health care, education, the environment, and beyond, to create positive change and

generate growth and prosperity.

Youth Participation in African Political Leadership Psacharopoulos, 1994

African governments have acknowledged that development must be revamped by a democratic approach

employing the energy and devotion of African youth. Adults alone cannot make development sustainable

cite. This recognition emerged from the Arusha Conference year on the Theme Putting the Youth First.

This conference was held in February 1990 under the auspices of the United Nations Economic

Commission for Africa and attended by over 500 delegations representing grass root organizations,

NGOs, United Nation agencies and governments. It resolved that the absence of democracy and

engagement of the youth is a principal reason for the persistent development challenges facing Africa

(United Nations Economic Commission for Africa, 1990).

Nations cannot be built without the popular support and full participation of the young people. Nor their

economic crisis solved, human and economic conditions improved without the full and effective

contribution, creativity and popular enthusiasm of the vast majority of the citizenry cite. It is the very

people that the benefits of development should and must accrue for. Neither can Africa's perpetual

economic crisis be overcome, nor can a bright future for Africa and its people see the light of day unless

the structures, pattern, and political context of the process of socioeconomic development appropriately

altered cite.

The Arusha Conference emphasized on the importance of popular participation in building democratic

societies in Africa. The significance of ordinary people and the youth having power is important in

societies moving towards mature democracy cite. Studies show that the existing developed democratic

societies have succeeded primarily because they have allowed political participation of young people to

help make them achieve their nation’s dreams. In addition, they have also, empowered youth engaged in

democratic projects. They have succeeded by giving voice to those who have dreams to realize cite.

The Power of One

History has seen countless examples of the power of individual leaders to catalyze the actions of large

groups of people and unleash massive positive change in society. In South Africa, Nelson Mandela and

Desmond Tutu led a peaceful transition from oppression to democracy. Wangari Maathai inspired

environmental and political activism by women across Kenya. Bill Gates and Steve Jobs transformed the

global economy with their innovations in computing, and Muhammad Yunus created a new path from

poverty to prosperity by developing microloans at the Grameen Bank.

The Power of Youth

Many great leaders begin “changing the world” at a young age – when they believe the whole world is

open to them and they are free to chase their big dreams. Nelson Mandela was only 26 when he and

Walter Sisulu established the ANC Youth League. Bill Gates established Microsoft at 19, and Steve Jobs

launched Apple at age 21. We need to invest in Africa’s leaders when they are young and dreaming and

give them the confidence they need to bring their ideas to the world.

Youth Participation in African Political Leadership

African governments have acknowledged that development must be revamped by a democratic approach

employing the energy and devotion of African youth. Adults alone cannot make development sustainable

cite. This recognition emerged from the Arusha Conference on the Theme Putting the Youth First. This

conference was held in February 1990 under the auspices of the United Nations Economic Commission

for Africa and attended by over 500 delegations representing grass root organizations, NGOs, United

Nation agencies and governments. It resolved that the absence of democracy and engagement of the youth

is a principal reason for the persistent development challenges facing Africa (United Nations Economic

Commission for Africa, 1990).

Nations cannot be built without the popular support and full participation of the young people. Nor their

economic crisis solved, human and economic conditions improved without the full and effective

contribution, creativity and popular enthusiasm of the vast majority of the citizenry cite. It is the very

people that the benefits of development should and must accrue for. Neither can Africa's perpetual

economic crisis be overcome, nor can a bright future for Africa and its people see the light of day unless

the structures, pattern, and political context of the process of socioeconomic development appropriately

altered cite.

The Arusha Conference emphasized on the importance of popular participation in building democratic

societies in Africa. The significance of ordinary people and the youth having power is important in

societies moving towards mature democracy cite. Studies show that the existing developed democratic

societies have succeeded primarily because they have allowed political participation of young people to

help make them achieve their nation’s dreams. In addition, they have also, empowered youth engaged in

democratic projects. They have succeeded by giving voice to those who have dreams to realize.

Education and Leadership Training in Academies

Academies, just like schools have a great potential as a locus for behaviour training and modification.

They provide regular access to young minds early enough in their developmental years (UNICEF 2006,

Sussman, 2006). Schools are models of the larger society. They are positioned to offer a disciplined

environment conducive to learning and acquiring the desired societal norms (The National Education

Goal No.6, 2000).

In US, School-based programs used to shape students thinking include giving them instructional

component intended to alter classroom management strategies. These common strategies are often

combined with attempts to teach students new ways of thinking and dealing with potential social

problems (US Department of Education, 2010). Other common approaches of behavior modification

include changing the normative climate of the school. The multi-component strategy found in most

studies of school-based behavior modification is also used. It is given the nested nature of the schooling

experience and the multiple routes to behavior change (UNICEF, 2006). Student behavior is most directly

influenced by the attitudes, beliefs, and characteristics of the student and his or her peers in schools.

Individually targeted behaviour modification techniques that teach students new ways of living and acting

may be effective in leading them into great future leadership and management discoveries.

Knowledge, skills and attitudes gained from studying education and leadership training can have a

significant effect on the entire society cite. These skills are useful in careers like law, leadership,

management and politics. They can influence how research and development funds are spent, how

scientific discoveries and technological innovations are implemented and how scientific evidence is used

in courts and other social organizations. An appreciation of such training provides positive influences on

significant decisions that touch on people’s lives (Rogers and Ford, 1997).

Africa’s Greatest Potential

Over the next 40 years, 800 million people are going to move into African cities and that is going to be a

huge force for economic growth (Alkali., 2003). Cities are the building blocks of the market economy.

They bring people who have goods, services and ideas to sell together with those who want to buy, and

who can build infrastructure and real estate in a much more concentrated way. This is driving growth in

Africa (UNCTAD, 2005). Another big shift is population growth – Africa has the fastest population

growth in the world. By 2030, Africa will have a larger work force than China (Moyo D., 2000). About

80% of this fast growing population is composed of the teenagers. The average age of the teenagers in

Africa is 18, compared to 44 in Germany. At the same time, birth rates are falling, so people have fewer

dependents to support and therefore more disposable income. These are trends that represent a great deal

of potential for the continent (Calderesi R., 2006). On the other hand, if not managed properly, these

potential opportunities can quickly become downsides with a lot of risks. Here leadership will really

come into play because leaders are going to make the difference (Gorg et al., 2004). They are going to

decide whether all these trends in Africa remain positive and powerful engines for growth or a recipe for

disaster. Africa’s generation four leaders should be the people to make this difference.

The Need for Pan-African approach

The presenters of this paper believe that a pan-African approach is required to initiate, catalyze and

nurture growth in Africa. African leaders should understand and collaborate with peers across the

continent to remove barriers to trade, end conflict and stimulate widespread positive change through

sharing of knowledge, research findings and ideas..

Youth Leadership Training

Youths as leaders can be agents of positive change. In every situation in every country, in every context,

there are people who act as catalysts who change the status quo. These are the leaders that really bring

progress to everything to society and human beings (Ajayi , 2000). Considering the change that happened

in South Africa - if it were not for Desmond Tutu and Nelson Mandela, the world could not have seen a

change that happened at all. The impact of a given individual in society can be much greater here in

Africa than anywhere else in the world. That is because the impact of a leader, or indeed the need for a

leader, is negated by the strength of the institutions that exist. In the United States, for example, there is a

200-plus year-old constitution, Congress, a judiciary, and even the Federal Reserve (Chandra P., 2000).

In US for example The Center for Sustainable Development and Global Competitiveness (CSDGC) at

Stanford University has recognized that the development of leadership and creativity begins at a very

early age of human beings soon after the experience of discovery (Standage., 2010). The University sets

to stimulate idea development and problem-solving engagement in the youth in the globally urgent area of

sustainability. This introduces students to a broad scope of sustainability trends and issues (social,

technological and economic), and seeks to help identify leadership opportunities connecting ideas to

successful realization (Watson A., 1982). Using a combination of lectures, discussions, hands-on design

work, and site visits, the program provides multidimensional views of the sustainability universe, and

introduces learners to various tools, approaches and distinguished thinkers so as to embark on own

course of self-discovery.

The CSDGC Youth Leadership program is based on the premise that in normal learning environments,

the objective is to rigidly parallel or even mirror particular knowledge frameworks and as a result,

creative thinking is stifled (Chandra., 2001). The programs set against sustainability backdrop, providing

neutral ground and the freedom to explore an individual’s creative universe - a universe in which ideas

are born, shaped and shared, and one can be empowered to discover and channel own passions. The

youth, in their limited exposure to life’s behavioral boundaries, have extremely creative minds and can

contribute to the short term as well as the long term solutions to worlds challenges- they just need the

opportunity and the guidance to develop this skills in stages (Chandra, 2001). .

The planners of CSDGC Youth Leadership program believe that early warning signs of management

failure often include a lack of clear direction, complacency, and the willingness to live with mediocre or

even poor performance (MDG Report, 2010). Great leaders have visions, are positive thinkers and have

excellent communication skills. As such, leadership development is critical because organizations take on

the personality of their leaders. Good leadership maximizes productivity, positive culture and design

strategic successes (Globalization and Africa, 2000).

Peace Jam Foundation

Another world class youth leadership training institution in USA is the Peace Jam Foundation (PJF). PJF

has developed Peace Jam Juniors Curriculum (PFJC) that is designed for youth ages 5-11. This is an

exciting curriculum that introduces young learners to the lives and works of Nobel Peace Prize Winners

in an age-appropriate, standards-based format. It fosters 21st century skills, character development,

conflict resolution, service-learning, citizenship and diversity education (MDG Report, 2010). It is

designed to stand alone as a curricular unit or as a complement to existing curricula or programs. PJC is

an international education organization founded in Denver, Colorado in 1996 and has since expanded to

regions throughout the USA and several countries across the globe. Among other honors, PJF was

nominated for Nobel Peace Prize Awards for its efforts to promote peace and leadership in the world

through education (Chandra P., 2000).

PJC is a literacy-based curriculum that explores the childhood stories of 13 Nobel Peace Laureates and

the strategies they used to overcome problems in their communities. The curriculum requires Students to

engage in service-learning activities that address local needs and inspired by Nobel Laureates’ Global

Call to Action. This call urges the youth to address the root causes of problems facing the world today

(MDG Report, 2010). As a result of participating in PJC, students gain academic skills in the areas of

history, civics, geography, reading, and writing. They also gain personal and social skills including

problem solving, civic responsibility, and leadership more importantly leadership (Globalization and

Africa, (2000).

The participating Nobel Peace Laureates are directly involved in developing the curriculum and the

program itself. PJF is the only organization in the world which has so many Nobel Peace Laureates

working together for a long-term common cause – the leadership development of youth. Since the

Program was launched in 1996, more than one million young people worldwide have participated in the

program. Hundreds of Youth Conferences have been held around the globe connecting Youth with Nobel

Peace Laureates. Youth engagement averages over 40 hours with an adult leader including teachers,

mentors, community leaders, and/or Peace Jam staff. Nearly two million new service projects have been

developed by Peace Jam participants across the globe (Globalization and Africa, 2000). .

The programme has created thousands of new leadership and volunteer opportunities for youth and young

adults. Evaluations have shown that youth who participate in Peace Jam programs show statistically

significant gains in academic skills and knowledge as well as increased school and community

engagement as a result of their participation in the programmes (Globalization and Africa, (2000).

Evaluations have shown that incidents of violence decrease in schools and communities-based

organizations where Peace Jam programs are implemented. The Curriculum is also aligned with the

common skills and principles of conflict resolution and peer mediation programs (Ajayi S., 2000). Africa

requires development of a curriculum similar but limited to institutes for her youth.

Entrepreneural Leadership

Africa cannot become prosperous without entrepreneurship leaders. The government cannot generate

prosperity without leaders who have skills in entrepreneurship (UNCTAD, 2005). The usual foreign aid

African governments have developed passion cannot generate prosperity (Moyo D., 2000). Africa needs

entrepreneurs who are going to build enterprises on a scale that will create the hundreds or thousands of

jobs that she urgently needs (Obadina T., 2009). A concept like entrepreneurial leadership - a mindset

about seeing all of the challenges that exist in Africa as opportunities, is the right idea to instill in Africa’s

youth (Moyo D., 2000). Entrepreneurship is the art of doing much more than anyone thinks possible with

much less than anyone expects (Wikipedia, the free encyclopedia). Africa has enormous resources,

whether its politics, healthcare or natural resources knowledge of entrepreneurship is the panacea to

exploitation of these resources. The continent has a lot of potential but what is consistently holding her

back is the lack of good leadership (Standage T., 2010). Unless increase of the supply of good leaders in

Africa is enhanced, the continent will never fully realize all the potential that it has (Rodney W., 1983).

There is an urgent need for creation of production lines for leaders with the potential to transform this

continent into available and sustainable entity (MDG Report, 2010).

Africa needs entrepreneurial leaders across all sectors who will throw off the constraints of existing

institutions to change the paradigm and create value on the continent. Most entrepreneurs in Africa today

are subsistence entrepreneurs (Watson A., 1982). The continent is littered with small businesses and

meager middle income workers who struggle to fend their families. To break the cycle of poverty and

generate significant growth, Africa needs large-scale entrepreneurs. To create entrepreneurial leadership,

institutions that will recruit, educate and instill the right leadership skills and attitudes in African youth

will have to be founded (Chandra P., 2000). Such institution like the Silicon Valley Academy in

California and the African Leadership Academy (ALA) in South Africa will have to be built across the

continent.

ALA for instance, aims to address Africa’s most critical need of developing thousands of transformative

and ethical leaders over the next 50 years. To achieve this goal, the institution utilizes a vast network of

contacts across Africa to identify the most promising 15 to 19 year-old leaders on the continent (African

Leadership Academy - Wikipedia, the free encyclopedia). These future leaders are then brought together

for a two-year pre-university program at a world-class boarding school in South Africa. ALA’s model for

change are distilled into three components namely:- Identifying the most outstanding young leaders

across Africa; Developing these young leaders through an innovative and formative program that focuses

on hands-on experience and Fostering powerful, lifelong networks for these leaders, ultimately

positioning them to make a significant impact on the continent. Today, the ALA network includes almost

450 young leaders from 44 African countries (Ugwuegbu, et al., 2001).

ALA admits young Africans with a passion for public service, a commitment to Africa and demonstrated

potential to lead and impact the world. The foundation of ALA’s model is its intensive two-year

residential program that focuses on hands-on leadership experience, training in social entrepreneurship

and a deeply analytical exploration of the issues facing Africa today (Warren, D. M., Adedokun, R., and

Omolaoye, A. 1996). ALA believes that by identifying young leaders with immense potential, enabling

them to practice leadership skills, and connecting them with transformative opportunities, it can develop

and empower the next Nelson Mandela, the next Wangari Maathai and Africa’s Jonas Salk and Steve

Jobs. The institute continues to cultivate these leaders throughout their lives, through university and

beyond by providing mentorship and connecting them with career opportunities and high-impact

networks of people and sources of capital (McCauley, C., 2006). The institute has begun training

talented youngsters from across Africa with the aim of developing a generation of future leaders

who will transform the continent. It’s a breathtakingly ambitious and inspiring initiative.

Conclusions and Recommendations

This paper recommends:-

i. The Founding of leadership training institutes similar to that of African Leadership Academy

model that seeks to create leadership incubators for lasting peace and prosperity in Africa by

developing and connecting the continent’s future leaders. Africa’s greatest need is ethical and

entrepreneurial leadership. Too often, investment is done in addressing the symptoms of poor

leadership in Africa. Donors give blankets, food, and medicine to those impacted by war, poverty

and famine. These efforts will never solve the continents problems unless Africa develops leaders

who prevent wars, entrepreneurs who create jobs and innovators that develop lasting solutions to

the root causes of Africa’s problems.

ii. Policies that can guide the way identification of the talented youth develop and connect them as

future leaders. This should be done with a focus on ensuring that Africa’s young leaders return to

build their careers and provide a lifetime leadership to the African continent. This will ensure

continues application of mindset, approach, skills and networks developed at the model

academies with a hope of solving the continent’s greatest challenges.

iii. Governments of Africa should found a common Entrepreneurial Leadership curriculum

developed by Nobel Prize foundations as a cornerstone of the student experience that creates

opportunities to practice leadership and entrepreneurship skills through simulation and project-

based learning. In the interdisciplinary African studies curriculum, students should study hunger

eradication, health care provision, economic growth and conflict resolutions.

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