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The concomitance of black-skinned student-populated colleges and universities on the African continent has created a quiescence regarding whiteness, racism, and disparity in African higher education. Resultantly, scant attention has been paid to the role and possibilities for Black populated colleges across the African continent to transform the political, social, and economic realities of African nation-states. In fact, the confluence of Western imperialism, slavery, genocide, and the contemporary frame of terrorism is highly correlated with the seeming permanence of war, oppression, and poverty across the African diaspora in general and on the African continent in specific.

The objective of this chapter is to advocate a relevant and balanced curriculum of European Studies as a discipline that African and European teachers and learners can embrace. This will be achieved through critical documentary analysis of existing curricula on the subject as well as critique of relevant literature. Europe and Africa are the two most contiguous continents that share centuries of relations. Despite the existence of many forms of diplomatic relations, knowledge flows and exchange between the continents have been very minimal at best and apparently unidirectional. The troubled history of relations between the two continents continue to affect way knowledge production and curricular are defined. The gap in knowledge fosters mutual suspicion, distrust, and lack of cooperation. European Studies as a distinct academic discipline has recently made its way in the teaching and learning curricula of universities and research centers around the world. Some institutions in Africa are also introducing European Studies. A key aspect of European Studies vis-á-vis Africa is the content and quality of curriculum. The turn in discourses on decolonization and race relations in the world of the early twenty-first century makes this period a unique opportunity for the review of European Studies curricula in Europe and Africa. The authors find that deepening Euro-African relations will require a new curriculum that would reflect changes that have taken place over the years in Africa.

Surging global natural disasters provide incentive for risk-reducing policies and strategies. In this light, the African Union (AU) engaged a multi-stakeholder policy formulation process between 2002 and 2006, to develop a continent-wide disaster risk reduction (DRR) strategy. Drawing from secondary data, this chapter assesses the process and applies qualitative analysis instruments to critically assess the AU’s disaster policy. Linkages to the 2005 international Hyogo Framework for Action (HFA) are also highlighted. The analysis reveals that Africa’s policy formulation process was belated for over a decade, with respect to international expectations. The formulation process was however largely African owned and led, culminating in a strategy document that reflected African contextual reality at the time, and aligned well with HFA fundamental goals. The applied multi-stakeholder approach enhanced a spirit of participation across levels and was central to the largely successful policy formulation process. However, targeted policy outcomes were not explicit, and poorly formulated indicators marred short- and long-term policy evaluation. Based on these results, we conclude that the African-wide DRR policy formulation processes were belated but participatory, systematic and very successful. Belated policy formulation reflects an initial inertia on the African continent, justified by past negative policy experiences and the desire to succeed. A replication of this policy formulation approach in Africa is recommended, albeit exercising more caution on policy timing, the elaboration of better monitoring and evaluation instruments and criteria. Participation should further embrace modern, risk-free (anti-COVID-19-friendly) information and communication technologies.

Africa seeks to be a competitive global player through its comprehensive development agenda committed to by all countries on the continent for the ‘Africa we want’ in terms of the African Union Agenda 2063 as well as the United Nations Sustainable Development Goals (SDGs). Quality education that is also inclusive is therefore a vital and necessary tool to drive this development agenda. One of the greatest assets of the African continent is its teeming youth population whose education is the catalyst for Africa’s development. Yet, access and the quality of education in many countries on the continent remain very low when compared to other parts of the world. There have been significant strides made in ensuring inclusive and quality education, however, nearly one in three children does not complete primary education for a variety of reasons including costs of learning, accessibility and inclusivity that underscores the quality of received education. In the main, two main issues have been consistent in recreating the educational crisis on the continent; access and quality of education resulting in a vicious cycle of high youth unemployment rate. The high rate of unemployment threatens Africa’s capability to achieve its developmental objectives. South Africa is one of the countries with the right to education, yet the country has huge unemployment rate. Thus, with South Africa, Zimbabwe, and Nigeria struggling with endemic developmental challenges, meeting the targets of creating the ‘Africa we want’ and fostering a sustainable development agenda hang in the balance. There is an urgent need to address quality education as a central objective to realise a sustainable development agenda for the continent.

Leading change oftentimes comes down to creating the conditions to shift the status quo of an organization, community, or nation. In the case of the pan-African movement, this is about a shift of the status quo continentally. We look back and learn how these changes took place, we study the impacts, the moves that allowed people to emerge differently, to lead effective change. The outcomes of leading this effective change often point to a shift in the status quo. That shift in how people organize and led change gets written in history books. In this scenario, we have the unique opportunity to examine these cases as emergent, hearing firsthand accounts of those individuals, people, organizations, and communities that are shaping the movements. This is that account of how leadership is conceptualized, redefined, and practiced by emerging actors across the continent today.

“Action without thought is empty; thought without action is blind” (Kwame Nkrumah). Nkrumah's sentiments describe a practice of leadership that is intentional and disrupts arbitrary borders and dividers to build a strong pan-African movement. Emerging actors today are leading change on the African continent by shaping a new vision and framework for African leadership. By understanding their stories, we deepen understanding of this framework.

In this chapter, we will share the stories of three individuals (chapter co-authors) who are exercising leadership at the intersections of grassroots organizing and political engagement, and in doing so, who are seeking to shift the status quo. Each practice-based account offers insight and firsthand accounting of how a rising generation is redefining leadership at local, regional, and transnational levels.

Over the past 65 years, Sub-Saharan Africa has been the terrain of the biggest education expansion drive in human history (Wolhuter & Van Niekerk, 2009). On top of this expansion, Africa has been the site of imaginative experiments and innovations in education (Samoff & Carrol, 2013, p. 403). These all seem to offer attractive and fertile ground for Comparative and International Education scholarship to flourish. This chapter surveys the historical development and current presence of various facets of the scholarly field of Comparative and International Education in Sub-Saharan Africa. The ultimate aim is to chart a future course for the field in the context of the meteoric rise (economically, demographically, and politically) of the continent. To commence with, an overview of this context is first given. Subsequently the history of formal education and then of higher education in the region are sketched. The evolution and current state of Comparative and International Education within this context is then surveyed, concluding with a reflection on its future prospects and course.

Since the advent of digital activism, a lot of scholarly attention has been paid to the use of the internet, especially in Africa, for effecting changes in authoritarian rule. This chapter extends the work done by such scholars focusing on the work of African digital feminist activists, thus adding to the growing body of work on digital feminist activism. Drawing on interviews and analyses of digital material produced by four different feminist groups in Ghana, this chapter explores the variety of ideas that such digital feminists express, and the manner in which such ideas are received by the larger Ghanaian society. It argues that, indeed, digital feminists are making a positive impact on the larger Ghanaian society. While these digital feminists are subjected to cyberbullying, there are also many ways in which other individuals, both Ghanaian and otherwise are showing support for these women and their ideas. Increasingly, with particular reference to the newest of these groups, it is clear that they have institutional support for their views as evident in public and private organizations sanctioning employees or associates whose digital language they have critiqued. As with activism targeted at authoritarianism, digital activism targeted at patriarchy gets results, changing mindsets and penalizing sexist behaviors.

A Casebook of Indigenous Business Practices in Africa is a collection of business case studies that expand understanding of how indigenous enterprises apply entrepreneurial practices embedded in culture to achieve success. Indigenous methods are part of Africa's social and economic fabric, and these cases identify concepts and models that can accelerate growth in Africa. The value of these practices across regions of Africa cannot be overemphasised despite the dominance of Western business methods, which, though beneficial, are yet to drive the continent's developmental agenda. By exploring indigenous business practices in Africa, students, educators, practitioners, entrepreneurs and government decision-makers will be introduced to unique and sustainable practices that can foster inclusive growth and social and economic empowerment when contextualised within the business landscape. Identification of relevant orientations in indigenous practices that will benefit contemporary business frameworks and actors is a significant contribution of the authors of this book. Incorporation of these indigenous methods into management teachings and business practices is essential to the continent's economic growth and socio-cultural progress.