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Strengthening Inter-Cultural and International Relations in Africa through Cultural Diplomacy

(African Summit, Berlin, October 23rd - 26th, 2012)

Towards a Capacity-Building and Apprenticeship Education within African

Nations

Abdeslam Badre – Morocco

MA Student at ICD – Berlin – abdeslambadre@yahoo.com

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Outline

I. Africa as We Know It!

II. Education, Apprenticeship and Capacity Building in Africa

III. Will Cultural Diplomacy Heal the Ills in Africa?

IV. The Future Africa

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I. Africa as We Know It!

•National, Regional, and Civil Wars•Tribal Conflicts•Political malaise•Diseases•Women and Minorities’ Abuses•Poverty•Child Labor•Corruption•Lack of Infrastructures•Social Inequalities

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4Is it a Heavenly Curse or a Man-Made Misery ??!

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“When the missionaries came to Africa they had

the Bible and we had the land. They said, 'Let us

pray.' We closed our eyes. When we opened

them we had the Bible and they had the land.”

 Bishop Desmond Tutu

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Map of Colonial Empire Africa

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Post-Colonial

Africa

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What happened during the 50 Years of African Independence??

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The post-cold War Africa and Rise of

Capitalism

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III. Education, Apprenticeship and Capacity Building in Africa

According to the International Development Research Centre (IDRC), UNESCO and World Bank: Although literacy rates have greatly improved in Africa over the last few decades, approximately 40% of Africans over the age of 15, and 50% of women above the age of 25 remain illiterate.

Illiteracy among individuals over the age of 15 stands at 41 per cent; gender disparity in education prevails in 75 per cent of countries: For the period 2000–06, Seychelles had the highest adult literacy rate (92%); Mali and Burkina Faso had the lowest (24%).

Early childhood development is, in most countries, left to private sector actors primarily working in urban areas in aid of more advantaged social groups.

Almost 50% of countries may not attain the goal of universal primary education by 2015; nearly 38 million children are not going to school.

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III. Education and Capacity Building in Africa …

Liberia has the lowest primary student-teacher ratio of 19; in Mozambique the ratio is 67. Cape Verde has the highest gross enrollment rate in secondary education (80%); Niger has the lowest (11%).

The gross secondary school enrollment rate exceeds 20% in half of the countries, yet it remains below 8 per cent in 10 countries.

Higher education and other levels and forms of education are experiencing problems with respect to access, quality and even relevance.

In Uganda, a child who quits attending school is three times more likely to be HIV positive later on in life than a child who completes basic education.

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Brain-Drained AfricaStatistics on brain drain from Africa are scarce but troubling. According to the International Organization for Migration (IOM),

Africa has already lost one third of its human capital and is continuing to lose its skilled personnel at an increasing rate, with an estimated 20,000 doctors, university lecturers, engineers and other professionals leaving the continent annually since 1990.

There are currently over 300,000 highly qualified Africans in the Diaspora, 30,000 of which have PhDs.

At the same time, Africa spends US$4 billion per year (representing 35% of total official development aid to the continent) to employ some 100,000 Western experts performing functions generically described as technical assistance

For example: 90% of private firms in Gabon are managed by expatriates.

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Brain-Drained AfricaAfrica as a whole counts only 20,000 scientists (3.6 % percent of the world total) and its share in the world’s scientific output has fallen from 0.5% to 0.3% as it continues to suffer the brain drain of scientists, engineers and technologists.

The problem has reached quite disturbing proportions in certain African countries, with Ethiopia ranked first in the continent in terms of rate of loss of human capital, followed by Nigeria and Ghana. Over the past 10-15 years, about 50% of Ethiopians who went abroad for training did not return after completing their studies.

According to the estimates of the Presidential Committee on Brain Drain set up in 1988 by the Babangida administration, Nigeria, between 1986 and 1990, lost over 10,000 academics from tertiary education institutions alone.

Total estimates, including those who left public, industrial and private organizations, are over 30,000. 64% of Nigerians in the United States aged 25 and older have at least a bachelor’s degree.

In 1997 only, more than 1,000 professionals left Zimbabwe. The Zimbabwe National Association of Social Workers estimates that 1,500 of the country's 3,000 trained social workers left for the United Kingdom over the past 10 years.

Basically, African countries are funding the education of their nationals only to see them end up contributing to the growth of developed countries with little or no return on their investment. In Kenya, for example, it costs about US$40,000 to train a doctor and US$10,000-15,000 to educate a university student for 4 years.

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Causes of Brain DrainPush Factors

Low and eroding wages and salaries

Unsatisfactory living conditions, lack of transport, housing, etc.

Under-utilization of qualified personnel; lack of satisfactory working conditions; low prospect of professional development

Lack of research and other facilities, including support staff; inadequacy of research funds, lack of professional equipment and tools

Social unrest, political conflicts and wars

Declining quality of educational system Discrimination in appointments and

promotions

Pull Factors

Higher wages and income

Higher standard of living Better working conditions; job and career

opportunities and professional development

Substantial funds for research, advanced technology, modern facilities; availability of experienced support staff

Political stability Modern educational system; prestige of

‘foreign training’

Meritocracy, transparency

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Will Cultural Diplomacy Heal

the Ills in Africa? If So, How?

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Future Role of CD in Africa

To Invest in the FUTURE Generation’s Education,

Apprenticeship Trainings, and Capacity Building

Programs

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The African Leadership Academy

Agent: ALA is a registered non-profit educational charity developing the next generation of African leaders

ALA was founded in 2004 by Fred Swaniker, Chris Bradford, Peter Mombaur and Acha Leke.

ALA’s Trustees and Advisors include internationally recognized luminaries in business, leadership development, education and social entrepreneurship. 

Since 2008, ALA has used a multifaceted admissions process to evaluate over 9,000 youth in 42 African nations to select the 380 young leaders in the first four classes – making ALA one of the most selective educational institutions in the world

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Agenda: The African Leadership Academy

African Leadership Academy seeks to enable lasting peace and prosperity in Africa by developing and connecting the continent’s future leaders.

African Leadership Academy will develop and connect thousands of transformative young leaders in the next 50 years. African Leadership Academy achieves this mission through:

(1) A robust admissions process that identifies 100 of Africa’s most promising young leaders each year, regardless of background

(2) A rigorous two-year pre-university program that enables intellectual growth and leadership development, including sustained, authentic practice of entrepreneurial leadership, and

(3) A lifelong ecosystem that connects these leaders with each other and with transformative opportunities that will expand the scope and scale of their dreams and impact.  

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ALA: Agenda …

“Our leadership development formula is relatively simple: we believe that by identifying young leaders with immense potential, enabling them to practice leadership, and connecting them with transformative opportunities, we can develop and empower the next Nelson Mandela, the next Wangari Maathai, and Africa’s Jonas Salk and Steve Jobs.”

Elmahdi Oummih - Director - North Africa

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Vehicle & Target Audience

http://www.youtube.com/watch?v=iUj5qSvqNVo

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ConclusionWith a well-educated leadership generation and a well-trained human capital that master the language of the the 21st, namely information technology, Africa can engage in:

1) protecting its natural, economic, and cultural resources from the savage capitalistic greed, and the international chauvinistic sovereignty

2) Wisely managing its economic growth toward a sustainable and stable progress

3) Thus, becoming an active player in the World economy and decision making

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Thank you!Reference:http://www.africagrantmakers.org/PDF/BasicFactsAboutEducation.pdf

1 http://www.idrc.ca/en/ev-71762-201-1-DO_TOPIC.html

http://portal.unesco.org/education/en/ev.php-

URL_ID=31059&URL_DO=DO_TOPIC&URL_SECTION=201.html

http://facts.history.com/2009/07/23_africa.html

http://www.jica.go.jp/cdstudy/library/pdf/20071101_33_01.pdf

http://www.geocities.ws/aaumf/BrainDrain_in_Africa.pdf

http://www.africanleadershipacademy.org/nurturing-network/events-conferences/facilities

http://www.youtube.com/watch?v=2nnZLm21wA0