Universities and Globalisation Flows: African Experience

Nkechi Okoli^,

Cite this paper:
Nkechi Okoli. Universities and Globalisation Flows: African Experience. American Journal of Educational Research. 2013; 1(2):58-62. doi: 10.12691/education-1-2-4

Abstract

The study x-rays the damaging effects of brain drain on university education in Africa as a result of colonisation and globalisation. Despite its positive impact, globalisation has divided the world into the superrich and absolutely poor. Africa is the poorest of the poor. This is supported by Capitalism and the Marxist Theory. The study highlights the fact that Africa’s loss of her talented brains dates back to the 16^th century. Today, globalisation has worsened the situation and has given rise to the emergence of supranational institutions as well as neo-liberalism. The study posits that although the human being is a nation’s most important resource, and that human resource is central to economic development, globalisation pressure has damaging effects on poor countries and Africa in particular. Globalisation has permeated the phenomenal world of individuals, creating rifts in various segments of the nation especially in the universities, giving rise to the flight of talents, commonly called brain-drain. The need for Africa to develop credible strategy for progress in the areas that led the cream of her society to leave is highlighted. It is also pointed out that the strategy must address and explore various areas such as economic development, giving space to develop and expand the entrepreneurial talents. Africans in Diaspora should explore ways they can help their continent through diasporic spheres.

Keywords:
universities globalisation Africa flows scapes brain drain

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Akinkugbe, 0. 0. (2001). “The Piper, the Tune and University Autonomy”. The Nigerian Social Scientist, 4(1); 2-6, March.
[2]	Anani, K. “Q &A – The World Bank and the African Diaspora.” The World Bank, 2008.
[3]	Fritz Holznagel and Paul Hehn. “Philip Emeagwali,” Who2. [Online] Available: http://www.who2.com/bio/philip-emeagwali [Accessed Nov. 8th, 2012].
[4]	Glanz, J. (2001) Trolling for Brains in International Waters in World Bank (2002). Constructing Knowledge Societies: New Challenges for Tertiary Education. Washington D.C.: World Bank.
[5]	Hagopian, A. et. al (2004). “The migration of physicians from sub-Saharan Africa to the United States of America: Measures of the African brain drain,” Human Resources for Health. [Online] Available: http://www.human-resources-health.com/content/2/1/17. [Accessed Nov. 8th, 2012]
[6]	Henry, M. Lingard, B. Rizvi, F and Taylor S.(2008) The OECD, Globalisation and Education Policy, Emerald Publishers Ausralia
[7]	Human Development Report (1996). Rising Inequality and the Effects of Globalization in Khor (2000). Globalisation and the South: Some Critical Issues. Ibadan: Spectrum Books Ltd.
[8]	Human Resource For Health (2004). Brain Drain http://www.dramated.org/forum/viewtopic Accessed February 19, 2009.
[9]	Jeter, Howard F. (2003). Reaching Out to The African in Diaspora: The Need for A Vision. Lagos: Centre for Black and African Arts and culture (CBAAC)
[10]	Khor, M. (200l). Globalisation and The South: Some Critical Issues. Ibadan: Spectrum Books Ltd.
[11]	Kritz, M. (2006). Globalisation and Internationalisation of Tertiary Education. Paper presented at symposium on International Migration and Development
[12]	Okojie, O. (2012). “Brain Drain,” Lifestyle News. [Online] Available: http://www.informationng.com/2012/07/brain-drain-nigeria-has-lost-over-20000-medical-doctors.html
[13]	Smith, R.(2011). African Countries Losing Doctors in ‘Brain Drain.’ [Online] Available: http://www.telegraph.co.uk/health/healthnews/8912781/African-countries-losing-doctors-in-brain-drain.html [Accessed Feb. 13th, 2013]
[14]	Tebeje A. (2004) “Brain Drain and Capacity Building in Africa.” International Development Research Council (IDRC), 2005. [Online] Available: http://www.idrc.ca/en/ev-71249-201-1-DO_TOPIC.html
[15]	UNDP. 2002. Human Development Report: Deepening Democracy in a Fragmented World. Geneva: UNDP.
[16]	Wallerstein, I. (1974-1989). The Modern World System (3 volumes). New York: New York Academic Press.
[17]	World Bank (2002). Constructing Knowledge Societies: New Challenges or Tertiary Education. Washington D.C.: World Bank