Reigniting the Harvards of Africa

In a previous post, I discussed my disillusion with African Universities which had once been the pinnacle of esteem. In recent decades, however, African Universities have taken a drastic decline due to lack of funding and resources at the expense of the student body, faculty, and infrastructure. Makerere University in Kampala, Uganda, which onces boasted a rich history and scholarship is now plagued with logistical and technical issues inherently linked to a lack of funding and government support.
I have always advocated partnerships with more lucrative bodies, whether or not they may be Western organizations or donors. However, I have always asserted that these partnerships should not weaken or erase the true spirit and relevance of African education, which is deep rooted in the culture and way of life of its people. For this reason, I have been a critic of Abti-American University of Nigeria's structure.
But alas, Harvard University alumni have formed an organization they call Harvard Alumni for Social Action, which dedicates its efforts to supporting African universities. The beauty in this partnership is that these group of alumni realize the potential reached and that still lies in African Universities, as well as the abundance of resources available within their network and have made it their goal to raise African Universities to a standard that they themselves once upheld. Currently, their funding is focused on the University of Dar es Salaam in Tanzania and based on the information provided in their fact sheet, I would say that their impact is beneficial and sustainable

I Couldn't Have Said It Better Myself!

Everyone once in a while, I come across an article that I can really appreciate. I feel no need to summarize or even comment much on it, because I couldn't have said it better myself! The following outlines why the lack of support given to students in African Universities will prevent them from developing and producing successful unique ventures.

Africa: Why Continent May Never Produce a Facebook
Mfonobong Nsehe

Randall Pinkett is a nice guy. You've probably heard of him. He's the savvy Rhodes MBA scholar, self-made millionaire entrepreneur, author, coach and motivational speaker who beat 17 other contestants to clinch the plum job in the fourth season edition of Real Estate tycoon, Donald Trump's famed and widely syndicated 'Apprentice' reality TV show.

As an author, Randall has written a book that would definitely be a student entrepreneur's delight. It is a very practical how-to guide for aspiring student entrepreneurs on how to successfully launch and run a profitable business while still in school. The title of the book is 'Campus CEO: The student entrepreneur's guide to launching a multi-million dollar business.'

In the book, Randall wrote a chapter that I found very interesting. It was on the issue of financing the businesses of student entrepreneurs.

As Randall noted, several universities in the United States and other more-developed countries of the world are very supportive of student entrepreneurs.

Many universities organise annual business plan competitions in their campuses in which students present their business ideas and business plans before a committee of well-established, seasoned and experienced business scholars, analysts and venture capitalists who review the students' prospective business plans.

At the end of the day, based on the strengths and prospects of their respective business plans, winners are selected and these winners stand to win cash prizes ranging from $10,000, $20,000, and in some cases, even as much as $100,000 to boost their start-up businesses.

Even for those students who do not win these University Business plan competitions, a coterie of venture capitalists scout through the business plan entries, eagerly seeking potential ventures to finance. Many big time corporations eventually spring up from these business plan competitions. Elsewhere, venture capitalists consider Universities the best place to find start-up companies that would be the 'Next big thing.'

But let's take a trip down to African Colleges and Universities. Are there any universities at all which are as supportive of student entrepreneurs as to organizing business plan competitions to fund businesses of students which have mega potential?

In the West, universities are eager to support student entrepreneurs in their campuses and even go out of their way looking for students with exceptional business ideas. Due to this kind of support, many big time corporations have sprung up from dormitory rooms in campuses from the United States. Apart from the fact that massive corporations are established, the schools where these ventures are established are instantly propelled to world fame.

Stanford University, for instance will forever occupy a pride of place among the list of the world's most elite Universities considering that companies like Yahoo and Google sprung up from there.

But how about Universities in Africa- Kenya, Tanzania, Nigeria or Uganda? Where are you going to find venture capitalists in Kenya or elsewhere in Africa who will be willing to swallow their pride and listen to a student entrepreneur who is armed with nothing but a world-shaking idea? All the brightest ideas need not come from the West alone.

Truth is, many African students also have potential earth-shaking ideas-maybe even bigger than Google, Yahoo, Dell and Napster (all ventures begun by student entrepreneurs), but they are still waiting to see the light of day due to lack of capital. African entrepreneur students equally have business ideas that can grow into a big corporation, change the world and make lots of money.

A close friend of mine in Nigeria once had a crazy technology idea which needed only a few hundred thousand dollars to kick off with. Approaching banks and other so-called 'venture capitalists', he was snubbed extensively, discouraged and told to face his studies. Annoyed and frustrated, he eventually got a study abroad scholarship.

Within six months of staying in Canada, he secured the funding he needed, and as I write, his company's value is in the multi-million dollar range. As much as I know, his financiers have had an almost 200 per cent return on their investment in barely 12 months of operation.

We have such bright student entrepreneurs in Africa. But until African financiers and the self-proclaimed 'Venture capitalists' are easily accessible and listen to student entrepreneurs in our African Universities, Africa may never have its own answers to such mega, internationally famed corporations like Google, Yahoo, TicketAdvantage, CollegeHumor and Facebook which were all the brainchildren of student entrepreneurs.

We need financiers who will believe in and support the dreams of African student entrepreneurs and get those big ideas out of the boxes and into the pages of history. African student entrepreneurs are equally as smart, gifted and visionary and if supported can come up with big, world-changing ideas that would change the world.

And so, will the venture capitalists in Africa please stand up?

I Couldn't Have Said It Better, Myself!

I come from a family or farmers. For those who know me, this is definitely hard to believe considering, I am not the "agricultural" type. That's because I don't actually know how to farm, I just come from a family of them. Almost all of my family lives in Cameroon in a rural village and farms for a living. At least, they are supposed to. This is the dilemma. The new generation of children who are at the brink of their adult life do not want to be farmers. They have all moved into the city seeking jobs. But the problem is, there are none. So many of them have either completed school and have useless degrees or have dropped out of school in hopes of finding a job. Either way, they're almost all unemployed. I'm not sure who should take the blame for this issue, but I do know that if I grew up in an agricultural community and country without many job prospects, I would probably focus on farming.
Apparently, the King of Buganda, Kabaka Ronald Mutebi II, agrees with me! There is a great deal of idleness among youth in developing African nations, who move from their rural hometowns to the urban city centers, in search of jobs that don't exist. Once they realize they won't be getting employed anytime soon, they stay in the centers and usually turn to a life of idleness or crime.
I had a friend in Kampala, who realized the gold in the rural areas and hired workers to farm for him! It was a lazy, but smart move.
However, considering today's food crisis, the lack of farmers in predominantly agricultural societies is alarming. It makes no sense for countries with soil meant for growing, who were exploited by the West centuries ago, to be relying on the West to export items that they are equipped to grow themselves in abundance!
I think a healthy medium for youth uninterested in getting their hands dirty on the farm, would be for them to explore scientific ways to make farming easier.

Reflections on African Brain Gain Movement

While doing some reading about the Brain Drain, I came across a scholars perception of the African Brain Gain. There is nothing especially enlightening about the scholar's position, but he describes his perception of this phenomenon so precisely, that I had to share it.

Reflections on African Brain Gain Movement
By Ebere Onwudiwe*

Brain drain implies the situation whereby some of the best and the brightest among citizens of Africa are leaving the continent for greener pastures in developed countries. Brain gain is said to occur when these “talented 10th” return to their home countries in Africa with their skills and talents.

I do not think that this conception of brain gain is correct. When a scientist, a doctor,a history professor leaves Africa, brain is drained, but when he returns, brain is not gained. It is replaced. When you replace what you lost, you have not gained. I believe that brain gain only occurs when you attract additional skills from other countries not when you replace skilled manpower that left to other countries.1 To gain is to advance, to add value, not to return to status quo ante. Yet, the conditions which are necessary for attracting skilled labor from other countries are necessarily the same conditions that are needed for a successful repatriation of skilled people lost to other countries, professions and sectors. I am sure that many people here are aware of these enabling conditions: paying salaries and working conditions commensurate with level of expertise including relocation expenses and laboratories; fostering a stable condition of peace and stability at home; ensuring a policy of meritocracy rather than nepotism under which people without skills are given jobs due to those that have them; investing in stable infrastructure including communications, electricity, roads, etc. There so many of these.

I believe that if Africa creates the right conditions, it can attract skilled people from other countries including its skilled children who left, and grand children born in other continents. That would constitute real brain gain.

Onwudiwe goes on to compare the plight of highly skilled and educated African immigrants to that of highly skilled and education African-Americans using W.E. DuBois' theory of the "Double Conscious".

But there is another tension which is not captured in the argument between African leaders and African intellectuals who emigrated. This second tension is the one happening in the heads of each of us Africans who are economic refugees in the United States. Many feel that they should be home rather than here. This fact is a living burden with which many African emigrants are dealing with at the personal level everyday.
Some say that this is a type of identity crises, the type of “double consciousness” that W.E. Du Bois made famous with respect to the African-American educated minority that he called the “talented tenth.” It is said that the inner torture of these African American intellectuals was the realization that their qualifications meant very little in a racist society. For the African emigrants to the United States, it is that their qualifications meant very little to their home countries. Both groups of intellectuals suffer an attendant sense of alienation and guilt.
The African knows that his expertise is more needed in his home country than in his
adopted country, but for some very personal reasons of personal survival and extended
family he knows that he is better-off staying here rather than returning home. This duality of loyalty for country and for family is the source of inner tension in the souls of all African intellectuals and professionals who live in this and other countries.

I see this internal struggling present throughout the lives of my family members who migrated over 20 years ago and have yet to return, some are even yet to visit. I think that the saddest part about of this is that this elite, highly educated and skilled class, is relegated to menial positions in Western society and that is where I see the "Double Consciousness" most strongly apparent. Many do not realize that their Blackness will become an impediment abroad and their differences are not valued or understood. Unfortunately, the menial living that they receive abroad is still more than the unemployment they face in their home countries even with advanced degrees and training.
This is where I face my moral dilemma. I am thrilled at the chance to be able to work in Africa and make a descent living, but it is not so much because of the schooling I've received, but where I've received it and my American citizenship. During my travels, I have met professionals who are more experienced and educated than I, but will never receive the same opportunities because of their nationality. It kills me to know that I can easily live and flourish in a land that is not my own and its own inhabitants struggle to live the same way as I on their own land and will never live as easily on my land as I do theirs.

Don't All Inner City Youth Face the Same Challenges?

My mother and I have taken to sponsoring children in and out of our family who are struggling to pay school fees due to social ills that have trapped them in a life of dire poverty.
About a year ago, I considered making our personal service large scale and creating a program that would provide scholarships to children in conflict zones in Africa who are willing, but unable to attend secondary school because they can no longer pay their school fees. The children I was interested in targeting are those in Northern Uganda, who end up leading a life of vagrancy or joining the army because they see no other way to lead their lives. Discourse surrounding this issue usually characterizes these children as victims to their society and left with no other alternative. The Northern Ugandan region is filled with NGOs working frantically to rescue these youth from their wayward or dangerous lifesytles, so that they can be educated and possibly face a more promising future.
I put this project on hold, mostly because even though I still have a passion to helping impoverished children and youth, I have taken more of an interest in urban cities. And as I've explained with my experience with Tony, I empathize even more with children who are living in city centers, surrounded by affluence and opportunity, but are not afforded the opportunity to benefit from the development around them.
Since my return to the US, I have thought about the affinity I have grown towards helping urban slum youth and American NGOs, who flock overseas war torn regions, preventing youth from being conscripted into the army and rebel factions, and wonder why the same sentiments are not directed towards youth in American slums, who join gangs.
Youth gang members are almost always characterized as perpetrators of violence, victimizers, and more importantly terrorizers of their community. Encouraging them leave their lifestyle is a task usually relegated to former gang members. Other citizens are terrified of this group and wouldn't dare approach them, even on the grounds of reform.
I wonder, why the images of these two youth are seen so differently. They both kill, steal, and participate in violent acts in their community. They recruit other youth and reject most societal norms. But why are the African children viewed as helpless and conscripted into their lives of violence and left without other viable options for self-development, while American youth are viewed as willing terrorizers, who choose to follow lives of crime and dangers to society, who usually can't be saved?

Tony

One of my goals for the trip was to identify a child to sponsor. The younger children at MYDEL attend a makeshift school that the center setup. It is a single room, holding about 100 children at a time from ages 4-14. There are usually no more than 3 teachers available to instruct, but the pupils usually all stay the same material at the same time. This benefits the younger children as some of them are reading beyond their age level. But the older children are severely lagging behind. Twelve and thirteen year olds struggle to comprehend The Cat inn the Hat. I realize a read need for these kids to immediately enroll in a school with small classes and where they’d be separated by age group. Unfortunately, I’m able to sponsor only one child, so I faced a lot of challenges in deciding who I would choose
1. Therfe were hundresds of students to choose from. Besides theyounger children, there are youth enrolled in high school are also struggling to pay their school fees. There are also university students who volunteer at the center and have also approached me to help them find a sponsor to complete their degree. The need in the community is extremely high.
2. I wanted to identify a child who would benefit the most from a sponsorship. Many of the children have been out of school for years and re-entering into a formal education setting would not be beneficial. For example, a 13 year old who hadn’t been in school since the 3rd grade would find it extremely difficult to re-enter school and would most likely be unable to succeed in the 7th or 8th grade and would most definitely feel uncomfortable and perhaps a bit discouraged schooling with an 8 year old.
3. I needed to identify a child who was actually excited about learning and wanted to go to school. Sadly, some of the children only came to the center because it was something to do, they are fed breakfast, and their friends would be there. But while they were in class, they were extremely disruptive, uninterested in class material and clearly had no desire to be there.
I felt that the best way for me to identify the best pupil was to have impromptu interviews and perform assessments. I did all of this without the students being aware of my intentions because I wanted to get as accurate an understanding of them as possible.
I sat in on class one day and watched the children at work. Immediately, five stood out to me. They were extremely eager to learn and understand. They encouraged their classmates and even explained material to them that they couldn’t understand. After observing them for a few hours, I took time to speak to them individually about their lives, when they were last in school, etc. I also wrote a couple of stories and had them read and write to me in order to gauge their reading levels. Disappointedly, I realized that a couple of the students had the desire to learn, but were extremely far behind their age group because they hadn’t been in school for years.
Ultimately, I identified one young boy, Tony. He is nine, but hasn’t been in school since 2005. However, because of his tenacity to learn he has been able to stay on track in terms of reading and doesn’t seem to be far behind. Both of his parents are dead and he lives with his grandmother. The rest of his brothers and sisters are living with other family members. Besides his intellectual capacity, Tony stood out to me because of his discipline and overwhelming respect for authority and elders. Even when school is not in session and the children are enjoying their free time, Tony is extremely focused and holds himselfin an extremely esteemed manner. My next task is to find a school that is close to his home, but will offer quality education. Uganda has Universal Primary Education, however the quality of some government schools is not all that good. If I find a private boarding school that I can afford, that would be my best option.

Breakthrough

This week, I made major moves in my research. I randomly met the chairman of the Kampala Central Division on Wednesday. He asked me about my research and offered to link me with government officials, who would be able to provide me with the information that I have been looking for. This was a welcomed surprise because I had visited several offices numerous times and either I was unable to locate those that I needed to speak to, or when I did locate someone they were too busy to help me find the information I needed. It was just my luck to run into their boss and he was more than willing to help.
On Friday, I met him in his office and he called several of the officials that I was unsuccessful in locating or soliciting help from. One by one they came into his office and he instructed them to help me in anyway they good. It was surreal. In some ways I felt bad because I am sure that some of them were not too thrilled by the fact that I was able to go above their heads and have them ordered to help me, but this research game is a hustle, so I had to find a way to get what I needed.
Because of his help, on Monday I met with the Education Officer at the Kampala City Council, where I was furnished with primary public and private school enrollment numbers for several years. And on Wednesday the Kampala Central Division Education Officer is taking me to primary schools to speak with the headmasters and mistresses about the challenges they’ve faced since the inception of Universal Primary Education. At the end of the week I am doing home visits in Mengo, the slum area where many children at not enrolled in school. I have spoken to education officers about the challenges they’ve faced with UPE, but I am sure that headmasters and families will have a different perspective about the benefit and shortcomings of UPE.

Lim Loves the Kids

Today I gave the children the clothes that I collected. They were ecstatic. I was able to bring over 100 pieces of clothing and each child was able to receive at least one item. Even though only one item seems like it may not be much for the common person, to these children it is a great deal. Most of them wear the same items of clothing every single day. When the center was able to give them uniforms to give to school, they began to wear the uniforms during the day and using their single outfits as play clothes. Sadly enough, I am able to remember each child because they are usually wearing the same outfit each day. So having an additional shirt or bottom makes a huge difference to them.
They were also extremely grateful and I think they got more comfortable with me. One thing that has surprised me about working with this young people is the amount of respect they have for me and those around them. I think it may have a lot to do with the fact that this organization is community based, but I am so impressed by the way they conduct themselves in front of elders and those they respect. Each time they greet you or present you with something they bow in a sign of respect. I am so happy that even though a great deal of their family structure has been disrupted due to the death of their parents, they have maintained traditional customs and respect for elders. It is such a beautiful thing, and something that many youth in impoverished communities all over the world are lacking.

Abti-American University of Nigeria: Where Does Africa’s Vision for Higher Education Get Lost?

Here is and excerpt from a paper that I wrote about Abti-American University of Nigeria (AAUN). Of course in my paper I described the condition of higher education in Africa and certain actors felt the need for a university such as AAUN and I also provided recommendations that I felt would make AAUN an institution that was more inclusive or more beneficial to the development of human capital. But for the purposes of sharing my thoughts and critiques of the establishment itself, this is what I've chosen to share in my blog. For more information on AAUN, go to their site at www.abti-american.edu.ng

Considering the original mission of African universities to become the cultivators of African development devoid of foreign influence, AAUN’s underlying structure defies these principles. It operates under the guise of preventing the brain drain, wherein thousands of students travel abroad in search of a higher education that will help them succeed. AAUN asserts that in their institution, African students are finally able to achieve a world class education without leaving West Africa. However, AAUN’s sole focus on American-style education is simply encouraging its students to seek out American (or overseas) jobs upon graduation. This is because AAUN constantly reinforces to its students that the opportunities they have made possible for them cannot be found anywhere else in Africa. AAUN asserts that American education is the highest caliber of education in the world and that in five years will be looked upon as the Harvard of Africa. How then, can students be expected to revert back to a traditional African lifestyle, when they have become accustomed to the “superior” American one? Thus human resources are being developed, but are useless to the country because they are being exported out and trends from the past, such as the brain drain, are not broken.
AAUN is not even creating opportunities of employment for its students or the community considering that 90% of its faculty and staff are American. Candidates for positions were recruited from all over the world and interviewed at American University in Washington, DC with AU management and professors , rather than in Nigeria with prominent leaders and professionals in that community. One faculty job announcement sought an Economist to teach at AAUN, where “experience in Africa or other parts of the developing world [was] a plus” , but obviously not compulsory or even expected. By constantly importing staff to serve in roles, where there are qualified African professionals available, this does not spur employment in the region and is thus ignoring a vital responsibility that African universities are expected to fulfill. African professors want to work in Africa and this tenacity has been shown though their years of dedication and service on menial and sometimes even no salaries.
AAUN also brag about their ability to restrict class sizes to eighteen students due to the ratio of faculty members to students and the vastness of their campus. However, at inception most African universities were able to do the same. Most were affiliated with universities of former colonial countries, such as is in this case, where faculty members were supplied, as well as complementary funding. However, as they attracted more students, classroom sizes inherently got larger. Unless American University is in the position to continually supplement the budget of AAUN, student fees will have to increase in order to maintain the level of standards that have been set these past two years.
The payment of student fees is also itself an issue. Even though AAUN in based in Nigeria, the fees that students pay are initially calculated in USD and then transferred to Nairas, leaving them susceptible to changes in exchange rates. One semester a student may be able to afford fees, but instability in the Nigerian economy can immediately and drastically change this making it impossible for them to continue their studies even if they have seemingly saved the necessary funds in relation to the cost of schooling the previous semester. Inherently, the inability to pay school fees, an issue that has plagued pupils throughout Africa for years, is compounded and made worse due to an unpredictable reliance on the world economy.
Nevertheless, the beauty of the campus, availability of resources, cutting edge technology, and dedication to prepare its students for the global world can not be discredited from the university. The world economic system is very competitive and largely characterized by rapid knowledge generation and technological innovation. It is vital for students to have a grasp of these talents in order to fair well against their counterparts from the West. However, these positive developments at AAUN are not being incorporated into Nigerian tradition and the Nigerian identity of students is not cultivated. They are rather being morphed into global citizens. Developments in science and technology should instead respond to the needs of the region through technological development of agricultural practices, crafts and industries, etc. so that jobs and productivity are multiplied. Consequently, AAUN pursues quality in higher education, but the type of creativity employed does not work towards solving the issues deterring Africa’s development, but America’s. Relevance of coursework can not even be seen or measured in programs that focus on the use of technology in every field (business, communication, literature, finance, and other American based curriculum) except those that are most relevant to Africa’s rural and developing communities i.e. agriculture, education, health, forestry, urban planning, etc (which are all absent at AAUN).
Overall, a serious issue with the promotion of AAUN as a premier university in Nigeria is the presumption that quality education has not and does not already exist in Nigeria. It is true that major universities, such as the University of Ibadan, are not maintaining the standards that they reached in the past, however instead of focusing on investing into an indigenous university in order to improve its academic and physical structure, a foreign structure is instead being transplanted to remedy issues in society that its administrators have not experienced. This goes against the principle that education in Africa needs to be home-grown in order to adequately address the needs of students and the community it serves. The marketing of AAUN also greatly delegitimizes historical institutions and those that have maintained indigenous patterns of knowledge. If an American styled education becomes the pride and joy of Africa, where does that leave African education? This “first-world” education subordinates African, or in this context, “third-world” education.
Ultimately, while AAUN excels in its quest for quality and creativity of higher education in Nigeria, it fails miserably in its neglect to address the important element of relevance. Students cannot be encouraged to complement their educational research with social development, when their academic leaders do not have a vested interest in the plight plaguing their community. “The truly African university must be one that draws its inspiration from its environment, not a transplanted tree, but one growing from a seed that is planted and nurtured in the African soil.”

The Boys of Baraka

Most people know about my affinity for Netflix. I rarely watch television. I just queue DVDs and watch movies (cuz Im not found of going to theatres), catch up on shows (cuz like I said, I rarely watch tv), and watch documentaries (netflix has got a great selection). So last night I watched The Boys of Baraka. This is a must see film for all black males, anyone concerned with the plight of black children, or anyone who doesnt understand the conditions facing poor children in America.
As the blurb reads: "In an experimental program to reduce the rate of juvenile delinquency, the city of Baltimore sent a group of 12-year-olds deemed "at risk" to a boarding school in Kenya, affording the boys the rare opportunity to turn their troubled lives around. Focusing on four of the youths, this compelling documentary follows the students as they struggle to overcome the obstacles of their past in their hopeful bid for a shot at a brighter future."

With as much exposure as I've had to inner city youth and scholarly research I've done on their plight, this documentary still revealed a great deal to me. I am still unable to fathom the fact that in order to face a brighter future, these young men are taken out of the streets of Baltimore and taken to Kenya. The educational system in most of sub-saharan Africa though rigorous is severely lacking in resources. However, these boys ended up learning in one year in Kenya more than they did throughout years of schooling in Baltimore city schools. I was also impressed by the level of determination the children showed. They were aware that their environments were conducive to failure and were willing to move to a completely foreign environment in order to better themselves. I found many of the children to be smarter than their parents, who were not working nearly as hard as their sons to improve their quality of life.

However inspiring this film was for me, it was still troubling in many ways. I was disappointed that though the Baltimore recruiter for the Baraka school was a black woman, all but one of the teachers, counselors, and administrators of the program were white. These boys were in need of more than educational and psychological counseling. They needed to see Black men as role models encouraging them to make it because they had as well. This was lacking in the program and is lacking overall in most communities. Most of the boys did not have their father's or even other males in their households and this most definitely has an effect on their outlook of their future.

Overall, this is a great documentary and everyone needs to see it.