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25 May 2021 | Story Dr Sunday Paul C. Onwuegbuchulam | Photo Supplied
Dr Sunday Paul C Onwuegbuchulam is from the Centre for Gender and Africa Studies, University of the Free State (UFS) who writes that African politicians must learn to respect the land and the people.

It is once again the month of May and there are many preparations being made for the celebration of Africa Day. I do not believe in or subscribe to the logic of having a specified day or month to celebrate Africa. But importantly, the present state of the socio-political and economic landscape of Africa leaves nothing to celebrate. It still baffles me that there is notable hype surrounding this so-called Africa Day celebration, especially considering the state of decay in the continent. I am aware I sound rather negative, but this is how I feel about the continent which almost 1.3 billion people, including myself, call home. There are several issues that we can talk about that go to ascertain that there is indeed nothing to celebrate today in Africa but the fact is we should rather be mourning. My focus is on the crisis of leadership and the weak institutions in most African countries. 

I am not saying that Africa has not made progress after the years of slavery and colonialism meted on the continent. No, I am sure that good stories are coming out of some African countries, seen in different forms of development, strong institutions and credible leadership in the said countries. Botswana offers a good case in point, as it is a country that has used its diamond resources to develop itself and its citizens. Arguably, Botswana’s success story can only be credited to the availability of strong institutions and leadership which considers the interest of the country and the wellbeing of the people as a priority. Perhaps another good story coming from Africa is the way South Africa, and indeed some other African countries, have dealt with the issue of the COVID-19 pandemic. It is said that Africa, with close to 17% of the world’s population, came out rather ‘okay’ with regards to not bearing the brunt of the negative impact of the pandemic. This can also be attributed to some good leadership, especially as seen in South Africa, which, though not perfect, debatably helped to minimise the impact of COVID in the country. It is also true that some African countries were not honest in reporting the levels of infections and some were in denial of the pandemic, which in itself led to the deaths of many including some among the political class in these countries. 

Leadership in Africa

Let me then talk about the issue of problematic leadership in Africa which has left the continent on its knees: today most African countries suffer from the problem of having inept and morally bankrupt leaders. South Africa is currently still going through the state capture saga playing out at the Zondo commission. The stories emerging from that commission, if true, point to a growing culture of corruption and sleaze that needs to be addressed, if South Africa will avoid becoming like other African countries ruined by the corruption phenomenon. Nigeria as a case in point is battling systemic corruption which has eaten deep into the socio-political and economic fabric of the country. Nigeria’s fight against corruption has become a losing battle with the current president, Muhammadu Buhari, obviously inept in dealing with the syndrome. Buhari coming into power in 2015 made several assurances that he would fight corruption and insecurity in the country. A few years into the second term of that administration, it can be said Nigeria is worse than Buhari found it. Corruption, insecurity and economic hardship have left Nigerians dazed and the assertion in some circles is that the Buhari campaign was the greatest fraud on Nigerians since its independence. 

Nigeria’s case perhaps offers a basis for the analysis of the crisis of leadership and weak institutions in African countries. Africa’s mostly ageing ruling class has failed African countries as a result of their power hunger, blatant ineptitude and lack of moral and political will to establish strong institutions. On these, it will seem that some African politicians are yet to learn what democracy and respect for the will of the people are all about. We have African presidents changing their constitutions to stay longer in office. There has been a history of this phenomenon in many African countries. For example, Djibouti, with president Ismail Omar Guelleh in 1999; Chad with president Idriss Déby in 2005; Cameroon with president Paul Biya in 2008 who has now stayed in office for close to 39 years; Zimbabwe with the late Robert Mugabe in 2013; Congo Brazzaville with president Denis Sassou Nguesso in 2016; 2017 in Rwanda with president Paul Kagame, who has now stayed in office 21 years and counting; Uganda in 2005 under Yoweri Museveni with the supreme court quashing the age limit for the president, thereby allowing Museveni to contest the 2021 elections.

The case of Uganda’s Museveni is perhaps the one that warrants dwelling on. The man is being sworn in for the sixth time as president of Uganda amidst claims of a rigged election. Events leading up to and during the said election leaves one with little to write home about, with reported widespread intimidation of opposition party supporters, shutting off the internet and all sorts of electoral abuses which are callously engineered to steal the people’s mandate. It is pathetic to hear Museveni always tout “democratically elected” in answer to any question which seems to suggest that he is now a dictator after having ousted one (Idi Amin). 

One interesting thing that emerges in the discussion of African leaders wanting to stay in office longer than they should is their rebuttal that democracy in Africa should not be seen as democracy as obtained elsewhere in the world – the US for instance, where a president has only two terms of four years each. African presidents see themselves and indeed democracy in Africa as incommensurate with that in Europe and the West. Hence it is not susceptible to being measured by the standards of democracy in other parts of the world. In their view, democracy is not perfect anywhere, therefore they need the world to leave them alone to practise the understanding of democracy as they see it. It is interesting to hear some politicians disingenuously use as an example the Trump saga in the US and his refusal to acknowledge defeat in an election – to buttress their point about democracy not being perfect anywhere. On this, it will seem to me that these African leaders fail to understand that Trump’s case was just what the philosopher JJC Smart called a nomological dangler. Trump’s case is a nomological dangler because it was outside of the norm in the history of relatively successful American democracy, which perhaps has become the archetype of democracy in the modern world. It is sadder to see how these politicians use the Trump case as a basis to justify their incessant craving for power and their wish to die in office. It would seem that some African leaders have converted monarchical rule to what they call democracy. A feature of democracy is the choosing and replacing of representatives through a free and fair election. This presupposes a limited time in the office of a representative, who then is replaced through a free and fair election. Democracy is then not a monarchy in which leaders die in office and or abdicate because of some reasons. Notably, in the case of African politicians, they do not leave office even when they are incapacitated by health issues. Take the recent case of Ali Bongo of Gabon. 

Live liyengcayelwa

Africa is really in trouble if this trend in leadership continues. Africa cannot progress when politicians in different countries think they are the best the country can produce to lead. African politicians should learn to stay their time in office and leave when it is time, handing over to successors who will continue where they stopped and move their countries forward. Elections and the will of the people should be allowed to reign and politicians should stop the pogrom meted out on the will of the people. This needs strong institutions which are lacking in most African countries and this is because in most cases these morally bankrupt and inept politicians have rendered these institutions useless in their countries. It is a sad issue and one which needs to be corrected if Africa and African countries will have anything good to celebrate. 

A very important African ethos is vital for us to begin to solve our problems and that is live liyengcayelwa. Live liyengcayelwa is an isiSwati saying that admonishes respect for the land and the people. This is what I am proposing to African politicians – that they learn to respect the land and the people. They do this by accepting when their time in office is up and leave peacefully. They should learn to establish strong institutions which will help in stabilising true democracy and achieving proper development in African countries. Through these, we might perhaps have a true cause to celebrate Africa.

Opinion article by Dr Sunday Paul C. Onwuegbuchulam, Centre for Gender and Africa Studies, University of the Free State.


News Archive

Inaugural lecture: Prof. Annette Wilkinson
2008-04-16

A strong plea for a pursuit of “scholarship” in higher education

Prof. Annette Wilkinson of the Centre for Higher Education Studies and Development in the Faculty of the Humanities at the University of the Free State (UFS) made as strong plea for a pursuit of “scholarship” in higher education.

She said in her inaugural lecture that higher education has to deal with changes and demands that necessitate innovative approaches and creative thinking when it concerns effective teaching and learning in a challenging and demanding higher education environment. She referred to a recent research report prepared for the Council for Higher Education (CHE) which spells out the alarming situation regarding attrition rates and graduation output in South African higher education and emphasises factors leading to the situation. These factors include socio-economic conditions and shortcomings in the school and the subsequent under preparedness of a very large proportion of the current student population. However, what is regarded as one of the key factors within the sector’s control is the implementation of strategies for improving graduate output.

She said: “The CHE report expresses concern about academics’ adherence to traditional teaching practices at institutions, which have not changed significantly to make provision for the dramatic increase in diversity since the 1980s.

“Raising the profile of teaching and learning in terms of accountability, recognition and scholarship is essential for successful capacity-building,” she said. “The notion of scholarship, however, brings to the minds of many academics the burden of ‘publish or perish’. In many instances, the pressures to be research-active are draining the value put on teaching. Institutions demand that staff produce research outputs in order to qualify for any of the so-called three Rs – resources, rewards and recognition.

“These have been abundant for research, but scarce when it comes to teaching – with the status of the latter just not on the same level as that of research. From within their demanding teaching environments many lecturers just feel they do not have the time to spend on research because of heavy workloads, that their efforts are under-valued and that they have to strive on the basis of intrinsic rewards.”

She said: “It is an unfortunate situation that educational expertise, in particular on disciplinary level, is not valued, even though in most courses, as in the Programme in Higher Education Studies at the UFS, all applications, whether in assignments, projects or learning material design, are directly applied to the disciplinary context. We work in a challenging environment where the important task of preparing students for tomorrow requires advanced disciplinary together with pedagogical knowledge.”

Prof. Wilkinson argued that a pursuit of the scholarship of teaching and learning holds the potential of not only improving teaching and learning and consequently success rates of students, but also of raising the status of teaching and recognising the immense inputs of lecturers who excel in a very demanding environment. She emphasised that not all teaching staff will progress to the scholarship level or are interested in such an endeavour. She therefore suggested a model in which performance in the area of teaching and learning can be recognised, rewarded and equally valued on three distinct levels, namely the levels of excellence, expertise and scholarship. An important feature of the model is that staff in managerial, administrative and support posts can also be rewarded for their contributions on the different levels for all teaching related work.

Prof. Wilkinson also emphasised the responsibility or rather, accountability, of institutions as a whole, as well as individual staff members, in providing an environment and infrastructure where students can develop to their full potential. She said that in this environment the development of the proficiency of staff members towards the levels of excellence, expertise and scholarship must be regarded as a priority.

“If we want to improve students’ success rates the institution should not be satisfied with the involvement in professional development opportunities by a small minority, but should set it as a requirement for all teaching staff, in particular on entry into the profession and for promotion purposes. An innovative approach towards a system of continuous professional development, valued and sought after, should be considered and built into the institutional performance management system.”

As an example of what can be achieved, Prof. Wilkinson highlighted the work of one of the most successful student support programmes at the UFS, namely the Career Preparation Programme (CPP), implemented fourteen years ago, bringing opportunities to thousands of students without matric exemption. The programme is characterised by dedicated staff, a challenging resource-based approach and foundational courses addressing various forms of under preparedness. Since 1993 3 422 students gained entry into UFS degree programmes after successfully completing the CPP; since 1996 1 014 of these students obtained their degrees, 95 got their honours degrees, 18 their master’s degrees and six successfully completed their studies as medical doctors.

Prof. Wilkinson said: “I believe we have the structures and the potential to become a leading teaching-learning university and region, where excellence, expertise and scholarship are recognised, honoured and rewarded.”

 

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