Development of Science and Technology in Ghana – Part 3

This article will be focusing on tertiary education with emphasis on the universities in Ghana and how they influence the development of Science and Technology. Most of the points which we shall discuss are also shared by universities in other African countries. In Ghana, the National Council for Tertiary Education (NCTE), under the Ministry of Education is directly responsible for managing tertiary education institutions. The universities are established to teach, educate, research and develop innovative ideas for the benefit of society, but depending on the resources a university has, its role may just be a partial fulfillment of the above functions.

Since the establishment of our public universities (University of Ghana, University of Science and Technology, University of Cape Coast) decades a go, there has been very little discussion about redesigning the curricula at the universities to specifically meet the demands of Science and Technology development in Ghana. Essentially, the same content of science syllabi has been taught over decades and may partially explain our present level of development in Science and Technology. The university graduates who have been produced by this system are not well suited to provide the necessary inputs for the Science and Technological development of our nation. In other words, they are unable to contribute effectively in that direction and the situation is not peculiar to Ghana, but to many other African countries. We need to take a critical look at the academic content of our science syllabi at the universities and restructure them to solve the problems of our country. To achieve this, academia and our local industry should foster good relationships so as to be able to identify specific problems in Science and Technology that need to be addressed in Ghana. The scientific and technological problems identified should then be reorganized and translated into a significant part of the lab and project work done at the universities. Such lab and project work will give room to students and professors alike to research and come up with solutions. A student who has graduated with such expertise is relevant to the economy because his or her skills can be directly employed or deployed to contribute to the Science and Technology development of the country.

This brings into question the state of funding at the universities to pursue Research and Development (R&D). Currently sources for funding R&D at the universities in Ghana mainly come from the government subvention, the GET fund and local industries. But contributions from these sources have not been enough to kick-start vigorous R&D in Ghana. I am suggesting here that a Research and Development Fund (RDF) is set up by the Ghana government and the government must be committed to contributing a reasonable percentage of the Gross Domestic Product (GDP) of Ghana into it annually. This must be seen by the government as building the capacity and capability for Science and Technology development in Ghana. The rest of the contributions to the fund must come from local industries, the African development bank, universities and countries with economic interest in Ghana as well as philanthropists. Researchers will have access to funds from the RDF by developing research proposals (which should contain among others, the objectives of the research, methods to pursue the research, expected outcomes and amount of funds needed for that purpose) and submitting them to an independent body for consideration. Such a body should be made up of varied professionals such as science professors, entrepreneurs and social scientists who are knowledgeable in their field. One key requirement for awarding grant money to an applicant will be that the proposed research should seek to address some of the key problems of our country. To efficiently manage the funds, it will be the duty of government, policy makers and fund administrators to have a scale of preference in place to determine which areas of Science and Technology need urgent funding and/or more funding. Establishment of a robust RDF will be one of the few but effective ways of creating an enabling environment for research into Science and Technology in Ghana. In line with the above, the Government of Ghana should set up a Research, Technology and Innovation center (RTIC) at the universities if it has not already done so, to see to the patenting of ideas which come out of such pursuits and transfer the technology as appropriate.

Funding is not the only factor that limits research. In fact adequate time is also a requirement for research. Where the student: faculty ratio is large (that is a large student population compared to the number of professors), professors have little time to engage in research. This is because the professor spends most of his or her time meeting with students who need assistance and the rest of the time for marking/grading papers. To partially alleviate the situation so as to be able to create some time for research, I recommend the following: first, conditions should be created such that professors teach continuously and intensively for at most two semesters and then the third semester is devoted to intensive research – that is, alternating two semesters of teaching and one semester of research. Second, I recommend that we de-emphasize the essay question format. This is because the essay question format usually requires the experience and knowledge of only the lecturer to mark/grade and can involve a great deal of time if it is to be done objectively, whereas other formats like multiple -answer question could be graded by the Teaching Assistants (TAs). Thus, in any examination we can limit the essay-type questions to about 50 % or less, the professor then provides answer keys for the rest so that TAs can mark/ grade them.

Generally, because of the fast pace of research discoveries in Science and Technology in the developed world, there could be a gap in scientific/technological knowledge between professors in the developing and developed countries – with the professors in the developing countries being at a disadvantage. This calls for several measures. The most basic is that the universities must subscribe to leading journal publications from America and Europe. These publications must be made available in electronic form so that both students and professors can have easy access to them, and it is important that both of them read the material. Seminars must be regularly organized to give room to both students and professors to discuss latest information they have read and gathered from the journals. This will partially bridge the information gap. I am also proposing that, it is about time we look into making some of our professors in the developed countries adjunct professors in our local universities. What that means is that, such professors in the developed countries will be attached to our local universities and they will spend about a month or so annually teaching at our universities. The adjunct professors will help build syllabi, teach and give seminars in areas they think are “new” in their field. This is intended to bridge the science information and technology gap between the developed and developing nations like Ghana. After all, this is not a new concept in other fields – especially soccer. When Ghana and other countries are going to play international games, they invite seasoned professionals playing in other countries to join the national team so as to increase their chances of winning. So we can employ the same technique here with our skilled science and technology professionals in the developed countries.

It is not clear whether the universities in Ghana (and for that matter other African countries) have a reward system in place for the professors teaching and researching on Science and Technology. Here, it is suggested that a well formulated reward system be put in place to acknowledge professors who are able to contribute to the development of Science and Technology in Ghana. Specifically, the system must identify and reward professors who are able to develop innovations which can lead to or has led to better technologies to teach science, process food and medicinal plants, increase the yield of animal and crop farming, tap into wind, solar and biomass energy… just to mention a few. And the reward should come in the form of good salary, research funding, equipment and larger laboratory space.

These factors are likely to attract and retain good professors, and catalyze the Science and Technology development in Ghana and other African countries. Please look out for the next article.

By Nana Osei-Kwabena
sciencnt@yahoo.com

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Development of Science and Technology in Ghana/Africa – 2

By Nana Osei-Kwabena

This article will be focusing on pre-tertiary education in Ghana and how it influences the development of Science and Technology. Parallel examples would be drawn from other African countries as appropriate.

The Ghana education system and that of many other countries can be divided into two main areas:  pre-tertiary and tertiary education. In Ghana, the pre-tertiary is managed by the Ghana Education Service (GES) whereas the tertiary is managed essentially by the National Council for Tertiary Education (NCTE). How do we define education? There are several definitions available, but I will define education as a systematic development of the human mind through a measured exposure to information and reasoning.

For decades, the educational system of Ghana and that of the West African Examination Council (WAEC) member countries were based on an adapted British educational system, which entailed 6 years of primary education, 4 years of middle school and 7 years of secondary education.  Policy makers in Ghana identified several problems with this system, which included prolonged school years and purely academic content of curricula. And so in in 1987, the pre-tertiary education in Ghana was radically reformed. The length for pre-tertiary education was shortened to: 6 years primary, 3 years Junior Secondary School (JSS) and 3 years Senior Secondary School (SSS). In essence, pre-tertiary education was shortened from 17 to 12 years. The direct effect of this reform was that it reduced the cost of pre-tertiary education and made more funds available to expand and improve existing infrastructure so as to partially meet the requirements of the Free and Compulsory Universal Basic Education (FCUBE) for all.  Currently, all the WAEC member countries are using this system and it appears similar to the American pre-tertiary education system. Though a lot of effort has gone into the implementation of the new educational system, it has had its fair share of problems. Among others, all of the WAEC member states have been faced with various degrees of poor examination performance in science – as have been determined by WAEC. And the cause may be one of two things, that the educational system is not working well for our students in science or it is lacking the necessary inputs to enable it work efficiently. In any system, a good input usually produces a good output (and vice versa) and so the latter point of lack of necessary inputs may be a large contributor to the poor performance in science of the current educational system. This is not to say that the WAEC member countries including Ghana are not working on the problems. In fact they are, but then they must prioritize Science and Technology to enable it to receive the necessary resources (human, funding and recognition) to thrive.

The quality of science and technological education at the Junior Secondary School (JSS) level is crucial because it is a foundation for further science studies at the Senior Secondary School (SSS) or entry into the labor force. However, many of the teachers who handle this subject are SSS graduates who may not have mastery over the subject. This issue is particularly prominent in the private sector. To make the situation worse, many of these SSS graduate teachers of science may not have majored in science at the SSS. And so, poor science is done/delivered at the JSS level making the students perceive science as a difficult and complicated subject – a perception that can be carried with them for the better part of their school life and influence their decisions in Science and Technology in the future. As our student population grows and Science and Technology evolves, so should be our trained teachers. It is a good effort by the government of Ghana to develop the teacher training certificate programs into diploma programs. However, here it is recommended that the government of Ghana makes plans to strengthen the science discipline in the 38 or so training colleges in Ghana and more importantly encourage more teachers to be trained in science and technical skills so that they can replace some of the SSS teachers. Several more training colleges should also be built for that purpose. The other WAEC member countries can work along similar lines.

In 1995, the government of Ghana established the Science Resource Centers (SRC) project as part of the educational reforms. The SRCs covered one hundred and ten (110) senior secondary schools spread across Ghana. The idea behind this project was to bridge the gap between resourced schools and non-resourced schools in science within a forty kilometer radius. Indeed, this was a bold decision taken by government of Ghana. Assuming that the resource centers had enough funds to buy equipment and materials, the one most important element/factor that will be needed for successful delivery of science education at such places will be the competency, dedication and current knowledge in science and technology of the teaching staff. That is not or cannot be guaranteed and so it would not be out of place if professors at our universities are attached to the SRCs – to assist in the teaching of especially more difficult concepts in theory and lab work to both teachers and students. In fact in the United States, many science College professors are tied to the high schools. They go there to teach and also to oversee what their colleagues at the high schools do. This is an inspiration to both teachers and students alike. In the same manner, SSS science teachers should be attached to JSS schools so that they can offer some help in the teaching of the science subject at that level. This measure will allow for fluidity in Science and Technological education in Ghana and other African countries.

The science syllabi of the old educational system and the new one are not very much different in academic content but the students within the new educational system are much younger than the old system. It will not be productive to essentially stick to the science syllabi of the old system if we want to make progress, because those syllabi do not have aspects that seriously deal with the problems of our country. We should seek to comprehensively redesign the science syllabi and make them more relevant to our economy. The syllabi should be able to cover at least some of the basic problems we face as a nation and creative methods (which will not be limiting) to remedy them. I recommend that about 10 – 40% of the science syllabi (whether integrated science or pure science subjects) are devoted for this purpose and the rest to the core science principles – for the duration of the pre-tertiary education. These percentages should be linked to the level of education such that at the primary school level, 10 -15% of the science syllabi will be devoted to problems and solutions confronting the nation, 15-25% at the JSS and 25-40% at the SSS. Equally important is the fact the syllabi should be directed towards raising curiosity, creativity and entrepreneurship in students. To craft such a syllabi will require extensive brainstorming by competent scientist, policy makers and even business people. We should not assume that the problems of the country can be best tackled at the university. National development in Science and Technology in our present circumstances will require the contribution from all.

Another area which needs serious consideration is the lack of well written textbooks (either from the government or the public) to suit the demands of our science and technological development. Most of the science books on the market are still essentially based on the old educational system. Though I think it is a good and bold step to produce indigenous books for use by our students, the book writers must be assisted. It would not be out of place if the Curricula Research and Development Division (CRDD) of the Ghana Education Service and similar bodies of other WAEC member countries organize workshops for book writers in their respective countries or together so that authors are more informed of what is required of them and that the CRDD have some control of what the public consumes in terms of scientific material. From my standpoint, attending the CRDD workshops should be a pre-condition for writing science books, and with time more stringent measures could be put in place to control quality of science material on the market.

These are a few of the adjustments we could make to the pre-tertiary educational sector in Ghana/Africa to boost Science and Technology development. Please look out for the next article.

By Nana Osei-Kwabena

Email: sciencnt@yahoo.com

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Developing Science and Technology in Ghana/Africa – Part 1

In this series of articles, we shall be identifying problems facing the development of Science and Technology in Ghana and attempt to propound solutions to them.

Science is a branch of knowledge that discovers facts about repeated occurrences (whether in nature or in the laboratory) and formulates theories and laws on them. Technology on the other hand is the utilization of these laws to make devices that enhance our living standards or enable us to do more science. In most cases, Science and Technology go hand- in-hand but a strong scientific base is needed for technological advancement.

The importance of Science and Technology cannot be over emphasized. Science and Technology is one of the key paths for rapid economic development and industrialization of any country. Science and Technology allows for the country’s natural resources to be processed in good quantities before exported as value added good (industrialization and commercialization). Science and Technology brings innovation such as discovery of a drug which treats diseases with unmet medical needs or equipment for performing difficult tasks. These innovations (including the processed raw materials) can be exported for foreign exchange, which in turn improves the standards of living of the people of the country and is good way of transforming developing nations like Ghana into the middle income economy or higher.

But Science and Technology is not a natural resource of any country. This resource can be developed or acquired with determination and commitment from governments and policy implementers. When we obtained independence in 1957, Dr. Kwame Nkrumah announced plans for moving Ghana rapidly into middle income economy – by developing the Science and Technology capability and capacity of Ghana. Subsequently he established several research bodies and built infrastructure to see to the implementation of Science and Technology development in Ghana. But most of the institutions/infrastructure he put in place did not benefit much from his foresight as he was overthrown shortly afterwards. Notwithstanding, subsequent governments of Ghana have made modest additions (over approximately 40 years) to the existing infrastructure and institutions for Science and Technology development but the impact has hardly been felt. This is because we are still faced with problems of the primitive technology era such as:

1.       Frequent power outages

2.       Dependence on rain-fed agriculture and use of hoes, machetes for farming

3.       Lack of capacity to process raw materials including maize, cassava, tomatoes and the like

4.       Poor health care

5.       Heavy dependence on imported goods including food, second-hand clothing and shoes

6.       Many parts of the country are still underdeveloped and live in darkness

7.       Lack of creativity among many science graduates

8.       Dependence  on cement for building, with hardly any alternatives

…….Just to mention a few.

What is surprising is that, the problems confronting science and technology in Ghana especially in the 21st century is not different from many an African country and so the question arises as to what African countries consciously or unconsciously do similarly to slow down the development of science and technology? It may not be possible to know all the facts at least from my standpoint of view, but what many African governments share in common among others is that, their countries:

1.       Do not have systematic policy for Science and Technology development

2.       Have a very small fraction of their Gross Domestic Product (GDP) set aside for Science and Technology development

3.       Are not developing and adapting  appropriate technology – ‘approtech’ for their economies

4.       Are not sharing information in Science and Technology with other African countries

5.       Are not building common science research centers for African development

6.       Do not have right caliber and number of  human resources to teach science

7.       Teach science without the necessary creativity and lab work to back it

8.       Have high illiteracy and poverty rates making Science and Technology an abstract discipline

9.       Are not attracting their citizens who have been scientifically trained in developed countries

If it is the commitment of the government and people of Ghana to transform the country from low income into the middle income economy in the near future, then it is imperative that we make Science and Technology a major resource for Ghana. Because irrespective of the amount and number of natural resources we have, without Science and Technology we can never truly benefit from such resources. In the next few articles we shall attempt to examine the situation further and look at areas that can help improve and develop Science and Technology in Ghana/Africa.

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THE OBAMA IN YOU

As the preliminaries for the 2012 US presidential election approaches and with several presidential elections taking place in Africa next year, it is a worthwhile engagement to examine the first African leader of the United States in relation to the great potentials of Africans in general. For it is still the case that Barack Obama emerging as the President of the United States of America in 2009, remains, to a large extent, a ‘mystery in disguise’ to millions of people – particularly black people in general regardless of our nationality, location, religion, interests or status in life.

Barack Obama, 44th President of the United States of America

An article in the Economist described the Obama phenomenon as ”GLOBAMAISATION’‘. According to the author, Tunde Oseni, ‘‘Globamaisation is both an idea and a process. As an idea, it refers to a set of principles that in a developed and deepened democracy, like the United States, the lines between politics, culture, color, creed and history are happily collapsing. As a process, ‘‘Globamaisation’ is the beginning of a new dawn whereby techno-democratic forces will drive silent revolutions across the globe.’’

An inference from the concept on Obama above clearly indicates that the world is gradually moving towards a position where individuals with potent capacity and will power can actualize their dreams and aspirations in life regardless of race, skin color, language and other relevant factors. Obama, in his book, THE AUDACITY OF HOPE, fervently addresses issues of his life. Despite all the challenges and difficulties he encountered while growing up; Obama believed that the fruit of the years of struggle laid in making his dreams come true. That is the reason why Obama, in a ‘deepened democratic’ system as the U.S, won the prestigious position of Presidency.

That this is a spectacular achievement derived largely from sheer determination need not be mentioned. What needs to be considered is whether the platform that was provided for him can be replicated elsewhere, particularly Africa. The first thing to say is that Obama’s intellectual potential indicates that Africans are as equally gifted as any other race and that humans in general, regardless of race or creed, have incredible reasoning ability. The significant difference between continents, countries and cities, however, contribute in enhancing this attribute. This question of nurture over nature applies deeply in Africa as many factors such as corruption and all elements of avarice negatively impact on people – particularly young children and adults. The depletion of resources through greed and the consequent mountainous struggle to attain a better life, particularly in comparison to what similar struggle can deliver in Western countries; have resulted in many not believing in the African continent or themselves.

My view is that Obama has successfully set the pace for Africans to aspire to positions which decades and centuries ago were never believed to be achieved by Blacks. However, if African governments can eradicate corruption, attempt to invest consistently in world class education systems, infrastructures and healthcare provision, they will reduce the present gap between ‘‘nurture and nature’’ in the development of human capabilities and provide the platform for unborn Africans to compete successfully on the global stage. That is when the Obama in all Africans can be seen in all spheres of life all over the world.
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GHANA STUDENTS JEER NUJOMA OVER MUGABE REMARK

Nyarko Benso, Accra

ACCRA, – One of Robert Mugabe’s close regional allies and former Namibian President Sam Nunjoma became a pile of embarrassment when students he was addressing at the University of Ghana laughed and jeered at him when he said Mugabe was a great leader.

Nunjoma said: ‘although Africa has finally attained Kwame Nkrumah’s dream of a free continent, it is yet to reach a healthy level of intra-trade.’

Nunjoma went on to tell the students that political leaders on all frontiers stood side by side to wage the war against colonialism and his mentioning of Zimbabwe’s Robert Mugabe as among other great leaders at various frontiers, elicited huge laughter and jeers from the students who asked him to step down from the podium.

For close to five minutes Nunjoma stood silent and embarrassed as the rowdy students took issues with him at the mention of the Zimbabwean dictator as great leader.

They booed and jeered him and some threw stuff at the bemused former Namibian leader. Organisers then pleaded with the students for him to finish his lecture.

On resumption and taking note of the mood in the University Hall, Nunjoma said, “We made mistakes [as African leaders fighting colonialism],” said Nujoma, a reference to elimination of hunger and poverty that continue to grip the continent even after the successful elimination of colonialism.

“It is now up to you young people to analyse [the mistakes made] on how to eliminate poverty and hunger [from the continent],” he said in his lecture.

One student asked, with much bravado, the feelings of Nujoma about Africa’s tendency for some African dictators to hang onto power when people want change.

“We do not know how Kwame Nkrumah would have felt now because he is not here.

However, how do you feel as a Pan-Africanist?” the student asked with such gusto common in university students.

Others wanted to know whether Nujoma does not have a sense of guilt or regret regarding the direction that Africa took on Pan-Africanism, after all he was among the first attendees of Nkrumah’s All African People Conference as well as many other conferences on Pan-Africanism that followed.

“Have we perhaps not missed the boat for not going in the direction of USA [on a united state of Africa],” was another question.

The queues of questions kept getting longer and longer, prompting the professors to cut the session short – Nujoma only had 30 minutes set aside for the lecture and interaction.

Nujoma repeated one of Nkrumah’s often-repeated sentences: “The independence of Ghana is meaningless unless it is linked with the total liberation of the African continent.”

Elaborating on what brought up the liberation movement of that time, Nujoma pointed out that as much as colonialism was the factor, part of the problem was also the economic strangle on the continent.

Hence, political leaders on all frontiers stood side by side to wage the war against colonialism. His mentioning of Zimbabwe’s Robert Mugabe among other great leaders at various frontiers elicited huge laughter from the crowd.

(newsdzimbabwe)

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Pan-Africanism and the challenge of East African Community integration

As the East African Community seeks further integration, Issa G. Shivji explores the historical beginnings and vision behind such regional changes from a pan-Africanist perspective. Rather than debate specific forms of ‘economic integration’ or ‘political association’, Shivji seeks to discuss ‘whether we are asking the right questions’.

 

 

The purpose of this short paper is to assess the challenge of regional unity like the East African Community (EAC) from the standpoint of pan-Africanism. We use the term ‘regional unity’, or regionalism, to refer to include both economic integration and political association. As we celebrate the 10th anniversary of the second-generation East African Community, it is opportune to stand back from the dominant debates on forms of integration – common market, monetary union, fast-tracking or snail-walking of the East African Federation etc. – and ask certain core questions: What exactly is the vision, the lodestar, so to speak, of the regional project? What is its historical genesis? What are the driving forces of the project, in whose interest and for what purpose? How does the project relate to the larger global forces, and in particular, to the changing world hegemonies? It is only by asking these bigger questions that we can critically assess where we are going and chart the possible way forward. It is not my intention to enter into a debate on the merits or demerits of the forms of economic integration or the speed of political association. Rather I wish to pose the question as to whether we are asking the right questions.

In the first section the paper will examine in broad strokes the historical pan-Africanist project as a progenitor of African nationalism leading to the independence movement. The central argument of this section is that the discourse and contentions on the East African Federation (EAF) among the first generation nationalists was located in Pan-Africanism. The second section is broadly divided into two parts. The first part will address the contentions surrounding the first generation regionalism located in the first 25 years of post-colonial, territorial nationalism. The second part will touch on the defeat of the national project, the rise of neo-liberalism and locate the second generation regionalism – or regional integration, as it is called in the dominant EAC-speak- within the neo-liberal project.

The final section suggests that new Pan-Africanism is back on the historical agenda with even greater relevance than it was fifty years ago. I conclude with the question: what are the social and political forces that will drive the new Pan-Africanism.

I. THE PAN-AFRICANIST VISION

The vision and ideology of Pan-Africanism was the dominant ideology of the African people for almost the whole of 20th century, although somewhat eclipsed by territorial nationalism in the last quarter. It was born of five centuries of oppression, exploitation, domination, and more particularly, humiliation and indignity, visited on the African people by European imperialist powers. Understandably, it was the ‘diaspora’ which first gave birth to the idea of pan-Africanism. The first Pan-African Congress was convened by that great African mind, W. E. B. Du Bois in 1919 on the heel of the first imperialist war. The demand of the first Congress revolved around equality of races, for the black people to be treated like any other human race. It was attended largely by diasporans.

The next most historic Congress was the fifth held in 1945 in Manchester on the heel of the second imperialist war. It was attended by some two hundred delegates, majority of whom being from the continent. George Padmore, a great pan-Africanist himself, introduced Du Bois as the ‘father of Pan-Africanism’ and invited him to take the chair as the president of the Congress. Kwame Nkrumah, as the rapporteur of the session, gave a wide-ranging address on the state of colonial Africa. He promised the delegates that they would soon see ‘strong and vigorous action to eradicate [imperialism]’, which he identified as ‘one of the major causes of war’ (quoted in Lewis 2000: 514).

Many more Africans from Africa addressed the Congress. Jomo Kenyatta talked about six East African countries ranging from Nyasaland to East Africa. The manifesto titled ‘Challenge to Colonial Powers’ issued at the end took colonialism head-on. It demanded freedom. Its rallying cry was ‘Africa for Africans’. It condemned and discarded imperialism while advocating a kind of social democracy. One of its resolutions said:

We condemn the monopoly of capital and the rule of private wealth and industry for private profit alone. We welcome economic democracy as the only real democracy. (quoted in Shivji 2005 reprinted in Shivji 2009: 198)

Within twenty five years, the Pan-African discourse had evolved from demanding racial and cultural equality, even pleading for assimilation in European society, to an unambiguous anti-imperialism and demand for freedom and independence. Armed with the ideology of Pan-Africanism, Nkrumah and Kenyatta and others returned to their respective areas to spearhead the struggle for independence. Thus was born African nationalism. It is Pan-Africanism that gave birth to nationalism and not the other way round. No sooner had Ghana achieved independence then Nkrumah organised the famous All Africa People’s Conferences in the pursuit of his pan-Africanist vision.

We should underline two features of the first generation Pan-Africanism which, as I will argue later, are still relevant. First, Pan-Africanism was a political project. Just as Nkrumah argued in the case of Ghana ‘Seek ye the political Kingdom first …’; he similarly advocated political unity of the continent first. Secondly, the Pan-Africanist project was anti-imperialist. True, anti-imperialism was not understood in the same way by all African nationalists but the leading among them, including Nkrumah and Nyerere, already had the notion of neo-colonialism. They constantly argued that without unity independent African countries would become a pawn on the imperialist chessboard.

The first generation African nationalists, from Hastings Banda to Houphouet-Boigny and from Ben Bella to Babu were all Pan-Africanists. The two paragons of Pan-Africanism were no doubt Nyerere and Nkrumah. Although they differed sharply on the road to Pan-Africanism, they did not differ on the destination. Nkrumah’s passionate advocacy for a United States of Africa and Nyerere’s fervent drive for East African Federation were both cast within the pan-Africanist vision. The majority of the political and educated elite in East Africa in the early 1960s considered themselves pan-Africanists. In a poll of Makerere students in 1962, two-thirds of African students described themselves as pan-Africanists (Nye 1966: 31-2). Most cabinet ministers in all three East African countries thought of themselves as pan-Africanists (ibid.). Describing his colleagues, one non-African minister said that ‘their Pan-Africanism is explicit, not just an unspoken assumption – very explicit.’ (quoted ibid.: 29).

The drive for EA Federation was again Pan-Africanism. As one Makerere student put it, ‘Pan-Africanism will be an important point in the creation of this federation for the simple reason that the prime movers of [the federation] at present are Pan-Africanist to the core.’ (quoted ibid.: 32). Only when the political project for the EA federation failed, for reasons that we need not go into here, that the East African leaders settled for the second best, that is, East African Common Services Organisation (EACSO). It is interesting that the argument for common services and against a federation were also cast in the pan-Africanist discourse. For example, leading trade unionists in Tanganyika, particularly Kassanga Tumbo, opposed an EA High Commission. He was finally persuaded to accept it in terms of Pan-Africanism (ibid.: 178 et seq.). At the other end, Ugandans at the last moment withdrew from federation talks, although they had earlier accepted the declaration to form the federation by the end of 1963. They also used Nkrumah’s argument that a regional unity would make African unity more difficult. As two UPC parliament secretaries put it:

We are committed to the idea of Pan-African unity and we are afraid that our economic interest in federation will clash with our ideological interest in African unity.

There will be no federation because it would prevent African unity. We must come together all at once. (quoted ibid: 196).

II. NKRUMAH-NYERERE DEBATE

Dr. kwame nkrumah

Unlike the Ugandans, who were opportunistically using the pan-Africanist argument to paper over their opposition to federation for internal political reasons, Nkrumah’s opposition to regional blocs was based on his legitimate fear that this would make African unity more difficult. It is in this regard that there was a now well-known debate and difference between Nkrumah and Nyerere. As is known, Nkrumah argued that African union government should be formed immediately after independence before individual countries settled in their sovereignties. He argued that imperial powers would use individual countries to pursue their neo-colonial tactics of divide and rule. Nyerere too was conscious of this possibility, or, what he called the ‘second scramble for Africa’ (Nyerere 1966: 204-8), but argued on pragmatic grounds that the process of African unity would be prolonged and that it would be based on regional building blocs. Whereas Nyerere’s argument was based on logic that it would be easier to unite a dozen or so regional blocs then four dozen individual countries, Nkrumah considered regional unity as ‘balkanization on a larger scale’. He severely argued against the East African federation just as he had earlier criticised PAFMECA. Ironically, Nyerere’s arguments for an EA federation before or immediately the countries became independent were the same that Nkrumah used to argue his case for immediate African unity. With the hindsight of history, we can now see that both Nkrumah and Nyerere have been proved right. We are still struggling with the idea of EA federation after fifty years just as we are with the idea of a United States of Africa. Nonetheless, after fifty years of experience with territorial nationalism and two experiments in the so-called regional economic integration, we should be in a better position to revisit the pan-African vision as well as the quest for an EA federation.

Julius Kambarage Nyerere
III. TERRITORIAL NATIONALISM, REGIONALISM AND NEO-LIBERALISM

The post-independence period for our purpose may be divided into two: some twenty five years of (territorial) nationalism and another twenty five years of neo-liberalism or globalisation. Both Nkrumah and Nyerere had argued forcefully that on their own African countries would not be able to defend their independence or even bring about meaningful development for their people. Nonetheless, as heads of states they had to come to terms with consolidating their state power in their own countries. Nkrumah was overthrown in 1966 but Nyerere was left to agonise over what he called the ‘dilemma of a Pan-Africanist’. He argued that each independent African country was busy building nation-states and therefore consolidating nationalism which conflicts with Pan-Africanism. Addressing students on the inauguration of Kenneth Kaunda as the Chancellor of the University of Zambia in 1966, he said:

Pan-Africanism demands an African consciousness and an African loyalty; on the other hand is the fact that each Pan-Africanist must also concern himself with the freedom and development of one of the nations of Africa. These things can conflict. Let us be honest and admit that they have already conflicted. (Nyerere 1966 in Nyerere 1968: 208)

Although Nyerere returned to this theme occasionally, it became rarer until after he retired from the presidency. To an extent, during the immediate post-colonial period as nationalism battled against neo-colonialism, with some leaders succumbing, others adapting and still more falling prey to imperial machinations; Pan-Africanism receded to the background. The East African Community formed in 1967, which attempted to address one of the deep-rooted scourges of colonialism and uneven development, also fell victim to the forces of compradorialism and imperialism. It is not necessary to go into details. Suffice it to say that the limited economic unity could not be sustained in the absence of a durable political framework. And a durable political framework could not be developed in the absence of political unity.

The limits of territorial nationalism which both Nyerere and Nkrumah had predicted and feared were unambiguously driven home by the neo-liberal onslaught beginning in the eighties with the ‘Washington consensus’. Neo-liberalism proved to be the worst form of neo-colonialism and utterly subversive of African unity. The three generations of conditionalities dictated by the unholy trio of IMF-World Bank-WTO backed by imperialist powers was a direct and blatant attack on both the political and economic sovereignty of African states. Beginning with the first generation of economic conditionalities in the so-called structural adjustment programmes, followed by the ruthless privatisation and dictates on financial and fiscal policies to political conditionalities thinly veiled in the so-called ‘good governance, human rights and accountability’ were nothing less than an open attack on the very notion of independence. Independence was constituted by reclaiming state sovereignty which is precisely what was undermined by these conditionalities. Even African parliaments were given set timetables within which to enact laws desired by the IFIs regardless of what parliamentarians thought as ‘representatives’ of the people. During the heyday of neo-liberalism in Tanzania, our third phase president, Mkapa, often retorted to internal critiques by saying that even the World Bank praised his policies. Thus African governments sought political legitimacy outside rather than with their people. Nkrumah could not have dreamt in his wildest dream that African states would be reduced to such spinelessness.

Imperialism which had been defensive during the nationalist period tried to rehabilitate itself morally and ideologically. One after another, African leaders fell in line while others even enthusiastically offered themselves to be what Nabudere calls Sherpas of imperialism (Nabudere in Nyong’o et al 2002: 61). To the credit of African scholars, a critical mass of them in such organisations as CODESRIA, consistently criticised this ‘new’ imperialism in its new incarnation called globalization. Nonetheless, the new breed of leaders, as they were christened by the Blairs and the Clintons of this world, uncritically embraced neo-liberal policies of marketisation, commodification and privatisation. It is in this context that the continental ‘integration’ project NEPAD was born.

It is within the same context that at the regional level was born the second generation EA cooperation (EAC). I dare say that what NEPAD is to AU (African Union), EAC is to EAF. Both are predicated on an ‘integrationist’ economistic approach, integration here meaning integration in the global capitalist circuits as subordinates. Unlike the first generation EAF or OAU, for that matter, which were cast within the pan-African project, the EAC/EAF (fast-track or otherwise) does not have a pan-African vision. The author of NEPAD, president Mbeki, had to borrow ‘African renaissance’ from European history, with little relevance to Africa or to the ideologies of NEPAD. Unlike Pan-Africanism, the so-called African renaissance has little resonance in African history. Similarly, EAF lacks a truly Pan-Africanist vision. It is cast in an integrationist and developmentalist mode. ‘The visionary purpose for the establishment of an East African Federation’, says the Wako report on fast tracking EAF, ‘is the accelerated economic development for all, to enable the region to move away from a Least Developed Region to a Developed Region, in the shortest possible time.’ (Wako Report 2004: 9). This is not to say that ‘accelerated development’ is not important. The point is that development cannot be understood outside the history of five centuries of underdevelopment in which imperialism has played a central role. History teaches us that deepening of integration in the global imperialist dominated economy only results in further deepening of underdevelopment.

Fortunately, but unfortunately with devastating results, the collapse of neo-liberalism last year has once again shown that it is futile to expect that Africa can develop politically in alliance with imperialism and economically by integrating in global capitalism. Africa has to develop its own alternative agenda and path of development. And of necessity this will be in opposition to imperialism as Nkrumah argued.

One of the central elements in Nkrumah’s seminal work Neo-colonialism: The Last Stage of Imperialism is the concept of an integrated African economy. He argued that there could be no sustainable development in Africa in the interest of the African people unless there was a continent-wide integration of the production system as a whole, in particular the use of resources – oil, forest products, minerals etc. – to build an ‘integrated industrial complex’ (Nkrumah 1965: 234). In the same vein, he emphasised that the initial capital for constructing such a complex was being lost through siphoning off of surplus from Africa by the multinationals (ibid. 238). He further underlined the importance of common markets within and of Africa.

Nkrumah was a great believer in economic synergies and economies of scale on the African level. Two decades later Nkrumah’s vision was concretised in the Lagos Plan of Action, 1980, drawn up by the Economic Commission for Africa. But as Adebayo Adedeji puts it ‘these [plans] were opposed, undermined and jettisoned by the Bretton Woods institutions and Africans were thus impeded from exercising the basic and fundamental right to make decisions about their future.’ (Adedeji 2002: 35-36)

In sum, our argument is that both regional and continental unity – whether economic or political – has to be cast in a Pan-African vision which by definition is anti-imperialist.

IV. Resurrecting Pan-Africanism

The defeat of the (territorial) national project at the hands of neo-liberalism on the one hand, and the collapse of neo-liberalism, which was predicated on extreme financialization, on the other, has squarely placed Pan-Africanism on the historical agenda. In broad terms, Pan-Africanist agenda entails continental political unity and economic integration. Does this mean that regional unity like the one implied in EAC/EAF is worthless and should not be pursued? With Mwalimu Nyerere, my answer would be that it should be pursued provided it is guided by a Pan-Africanist vision. What does this mean in practice if these are not only to be words or, as Mwalimu said, ‘matters of form – motions which have to be gone through while the serious business of building up states is continued.’ (Nyerere 1966 op. cit. 215).

Let me illustrate concretely the implication of saying that our regional unity should be guided by a pan-Africanist vision. When EA cooperation was being considered anew, there was a suggestion that in the new circumstances, the EA cooperation should include Rwanda, Burundi and the DRC, besides the three traditional EA countries.[1] Fortunately, Rwanda and Burundi were considered but no thought was given to the inclusion of the DRC. No doubt many practical obstacles and hurdles would be posed to show that the suggestion is not feasible, or, even absurd. But the point is that it was not even raised for debate in which case the hurdles would be raised and a debate generated as to how these could be addressed in a Pan-African context. The other suggestion that was made was that the question of Zanzibar within the Tanzanian union and its place within a larger unity ought to be discussed and a suitable resolution found. Yet, as has continued to be the political praxis in this regard, it was thought best to shove it under the carpet. Yet the issue has refused to go away and is being constantly raised by the Zanzibaris. If this matter were seen from a pan-African perspective, new initiatives could be taken – such as exploring different levels of association within the larger framework of federation, say, for example, Zanzibar having the status of an autonomous region within a federation. It will be recalled that within the former Soviet Union/federation different states had different status, including two states which even had seats in the United Nations, and some smaller states being given the status of autonomous regions.

Both these issues can make sense only if the regional unity is contextualised, situated and led by Pan-Africanism. (In fact, the first generation of EAF policy-makers seriously considered the possibility of including Ethiopia and Somalia in the federation. In November 1962, Ethiopia, Somalia and Zanzibar sent observers to the East African Central Legislative Assembly in Kampala and expressed interest in joining the federation. But given the problems of the three East African countries themselves, this initiative did not go very far.) In the current context in which world hegemonies are shifting and there is a distinct trend on the part of the United States to militarise its relation with Africa to protect its sources of natural resources, energy, and minerals; Pan-Africanist anti-imperialism and non-alignment would dictate that neither Zanzibar at one end and the DRC at the other ought to be left at the mercy of US penetration. Tanzania provides the most important geo-strategic land mass linking the Indian Ocean with resource rich Central Africa while Zanzibar is a strategic island on the Western Indian Ocean rim. With the rise of China/India, the perceived threat of Iran and instability in the Gulf, the Indian Ocean becomes an important field of interest to the US/Israel military strategy. AFRICOM and its thrust into Africa is likely to be focused on the weak link in the Indian Ocean rim which is the eastern seaboard of Africa from Djibouti to Durban. Instead of such considerations, we find that in fact the EA states involved in the prospective EAF, actually cooperate with the US militarily, as recent exercises in the north of Uganda show.

***

But the other question is: what will be the driving forces of new anti-imperialist Pan-Africanism? This is a difficult question to answer in the abstract beyond generalities such as civil society or working people. It is posed here only for debate and thought. However, the immediate question at this stage is ‘where to begin’ rather than ‘what is to be done’. It is suggested that the place to begin is to resurrect a pan-Africanist discourse, to turn Pan-Africanism into a category of intellectual thought. I can best conclude by once again quoting Mwalimu’s speech on ‘the dilemma of a Pan-Africanist’. After arguing that political leaders at the helm of the state would not have the time to think seriously about the way forward for Pan-Africanism, he opines:

Who is to keep us active in the struggle to convert nationalism to Pan-Africanism if it is not the staffs and students of our universities? Who is it who will have the time and ability to think out the practical problems of achieving this goal of unification if it is not those who have an opportunity to think and learn without direct responsibility for day-to-day affairs?

And cannot the universities themselves move in this direction? Each of them has to serve the needs of its own nation, its own area. But has it not also to serve Africa? Why cannot we exchange students – have Tanzanians getting their degrees in Zambia and Zambians get theirs in Tanzania? Why cannot we do other things which link our intellectual life together indissolubly? [Nyerere 1966, reprinted in 1968: 216-7]

Linking our intellectual life together indissolubly to generate a pan-Africanist discourse is the task of the post neo-liberal generation of African intellectuals.

BROUGHT TO YOU BY PAMBAZUKA NEWS

* Issa G. Shivji is Mwalimu Nyerere Professor of Pan-African Studies at the University of Dar es Salaam.
* This article was first published by AWAAZ.
* ‘Building a struggle-based, people-centred Pan-African movement’ by Firoze Manji is also published by AWAAZ.
* Please send comments to editor@pambazuka.org or comment online at Pambazuka News.

REFERENCES

Adedeji, Adebayo, 2002, ‘From the Lagos Plan of Action to the New Partnership for Africa’s Development and From Final Act of Lagos to the Constituent Act: Whither Africa?’, in Peter Anyang’ Nyong’o et al, 2002, NEPAD (New Partnership for Africa’s Development) A New Path? Nairobi: Heinrich Boll Foundation, pp 35-48.

Lewis, David Levering, 2000, W.E.B. Du Bois: The fight for equality and the American Century, 1919-1963, New York: Henry Holt.

Nabudere, Dani W, 2002, ‘NEPAD: Historical background and its prospects’, in Peter Anyang’ Nyong’o et al, 2002, NEPAD (New Partnership for Africa’s Development) A New Path? Nairobi: Heinrich Boll Foundation, pp 49-71.

Nkrumah, K, 1965, Neo-Colonialism: The Last Stage of Imperialism, London: Heinemann.

Nye, Joseph S, 1966, Pan-Africanism and East African Integration, Cambridge, Massachusetts: Harvard University Press.

Nyerere, J K 1966, ‘The Second Scramble’, in J. K. Nyerere 1966, Freedom and Unity, Oxford: OUP, pp 204-208.

Nyerere, J K 1968, ‘The Dilemma of the Pan-Africanist’, address to the University of Zambia Congregation, 13 July 1966, in J K Nyerere 1968, Freedom and Socialism, Oxford; OUP, pp 207-217.

Shivji, Issa G, 2006, Pan-Africanism or Pragmatism: Lessons of Tanganyika-Zanzibar Union, Dar es Salaam: Mkuki na Nyota.

Shivji, Issa G, 2005, ‘Pan-Africanism or imperialism? Unity and Struggle towards a new democratic Africa’, in Issa G. Shivji 2009, Where is Uhuru? Reflections on the Struggle for Democracy in Africa, London & Nairobi: fahamu, pp 196-208.

Shivji, Issa G, 2006, Let the People Speak: Tanzania down the road to neo-liberalism, Dakar: CODESRIA.

Wako Report, 2004, East African Community: Report of the Committee on Fast Tracking East African Federation, Arusha, Tanzania, 26th November 2004.

[1] See essays in Shivji, ‘Let the People Speak’.

 

This article was first published by AWAAZ.

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Good African Leaders

Who are they and how do we get them? By Dr. Wafula Okumu.

 African leaders

For forty years or so, African leaders have played a pivotal role in derailing the economic and political stability of the countries under their stewardships. In half the period of colonial rule, they have indulged in a reckless game of financial profligacy and violated human rights with impunity. It has now been universally acknowledged that bad leadership has a direct correlation to development of a nation. The root cause of Africa’s endemic problems has partly been traced to the continent’s coterie of bad leaders. African leaders are generally known to have created intractable conflicts, misused and abused of power, violated human rights abuse and driven their people further into the bowels of poverty. It is now generally believed that for Africa to reclaim its rightful position in the international system it must do something about its “bad leaders.”

But who exactly is a “good leader” and how do we get one? If use of patterns and trends could provide a useful guide in determining good African leaders we could simply pick Mandela, Nkrumah and Nyerere as the most respected African leaders and then anoint anyone with names starting letters ‘M’ and ‘N’ as good leaders. Unfortunately, this is not possible since these great African leaders also share the first letters of their names with some of Africa’s most despicable dictators: Moi, Mobutu, Mengistu, Mugabe, Nguema, Numeiri, and many others.

A distinguishing characteristic of almost all African countries is that they have been or are still being ruled by thug-like leaders. Their despicable behavior notwithstanding, the present crop of bad African leaders will have to be replaced one day whether they like it or not. When their time comes, the most important task will not be simply replacing these bad leaders but finding the right people to replace them. It is in view of this gigantic task lying ahead that the Congolese, Kenyans, Liberians, Zimbabweans, Malawians and other Africans must now focus their keen attention on picking replacements of the bad leaders who are running down their countries.

Before defining who a “leader” is and is not, we should first establish the fact that politicians usually do not make “good leaders.” As the British scientific journal Nature Today once pointed out in a study on leadership, politicians are uniquely simple personalities. In layman’s terms, that would mean they lack personality. The question then is: if we are to look for leadership qualities or inculcate them, what will they be? We often hear that leaders are born, not made. Although this opinion has been widely accepted for centuries, many experts are now rethinking this assumption. Most experts now believe that the ability to lead is not limited to the few born with exceptional talent. Even though an inborn potential doesn’t hurt, leadership is now viewed as a set of skills that, with proper training, can be learned. But what is leadership?

Leadership is getting other people to follow you towards a common goal. A leader feels that he or she has something to offer or that he or she can make an existing situation better. Initiative and vision are the pillars to leadership. The desire to lead, though essential, is not enough to make a dynamic leader. One has to have a firm grasp on knowledge, a well-horned and appropriate skills, and relevant experience that makes one almost a “philosopher-king.” Having the skills and know-how in a particular field makes one an obvious candidate for leadership. But this is not enough, particularly in the African context. For instance, someone may be a successful guerrilla leader, but a sadistic head of state once in power. Having knowledge is one thing, but putting it to use in the interest of the people is another. One’s knowledge is then only useful if it is used to enhance a common goal.

There are many other qualities of leadership. Inner qualities include fairness, impartiality, character, strength, and ability to recognize one’s limitations. Additionally, a leader is also one who is peace loving, faithful, kind, obedient to God, and serves his or her people. Other qualities include outspokenness, decisiveness, proactive, wisdom, strength, love for the people and the work, and honesty. Today people have also picked their leaders on the basis of their good looks, wealth, popularity, and the willingness to do anything to get on top and stay there.

According to the Book of Proverbs, the qualities of good leadership are hard work, reliable communication, openness to new ideas, capability of listening to both sides of the story, wise planning and common sense, ability to stand under adversity, standing well under praise, knowing the facts before making decisions, and not penalizing people for good behavior or rewarding evil people. In other words, leadership skills can be used for the great good or great evil. Unfortunately, most of our African leaders have chosen the later.

There are many African leaders who possess leadership personality traits but lack the spiritual character. Many of them have ignored the importance of a spiritual character to effective leadership. Moral and spiritual character takes years to build, and it requires continual attention and patient discipline. Many African leaders think that they are spiritual by merely proclaiming their faith or making appearances at places of worship or being in the company of opportunistic religious leaders.

Intemperate events in Africa have provided its leaders with golden opportunities to exercise their leadership skills. Unfortunately, many of them have chosen to use them against their people’s interests. Even those who have recognized their mistakes have been unwilling to admit them. None of them wants to bear the blame when confronted. It is a wonder that even those who claim to read the Bible have never learned from Judah, Jacob’s fourth son, that, it is not wise to wait until our errors force us to admit wrongdoing. And that it is far much better to openly admit our mistakes, shoulder the blame and seek forgiveness. It is a rarity in Africa for leaders to ever own up to their mistakes, leave alone take the blame and seek forgiveness.

Like King David, many African leaders have abused their positions of authority to get what they want. There is rampant abuse of power in Africa. These leaders are verse to exploiting, manipulating and compromising those under their authority. Africa has many Absaloms: these are leaders who use their charisma as a mask to cover craft, deception, and hunger for power. Underneath their style and charm, these leaders have been unable to make good decisions and handle the affairs of th

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Where Ghana Went Right: How one African country emerged intact from its post-colonial struggles, John Schram

President Kwame Nkrumah, Family and Chiefs

John Schram, Senior fellow with the Queen’s Centre for International Relations, Former Canadian High Commissioner to Ghana, Sierra Leone, Togo, and Liberia from 1994 to 1998.

Early one December morning in 1965, a few months after my arrival in Ghana, I was jolted out of a tropical sleep by a pile of Daily Graphic newspapers whumping onto the concrete floor of my small room.

“What are those for, Atinga?” I called out groggily to Atinga Naga, the residence cleaner, as he stood at the door, several more such loads balanced in his arms.

“You’ll see!”

And indeed I did. Within minutes came an eruption of shouts, rubber flip-flopped footsteps, and slamming screen doors — unusual noises amid the staid gentlemanliness of Legon Hall, my University of Ghana residence. I leaped up and joined the swarm now flying from bathroom to bathroom, where we found our worst fears realized: the country, in its ninth year of independence, had run out of toilet paper. The new Ghana on which I had staked my future was in crisis.

Not many weeks later, in the dark early morning of February 24, 1966, we heard the sound of distant guns and knew instantly there had been a coup d’état. The campus — and the capital, Accra — erupted as cheering crowds danced in euphoric and spontaneous celebration.

The sudden dearth of toilet paper was far from the only warning sign. Many of my new university friends had claimed for some time that Kwame Nkrumah, the nation’s first president, had lost his way. At the end of October, Nkrumah had hosted a summit of the Organization of African Unity, founded in 1963 in the wake of a continent-wide flood of successful independence movements. He saw the Accra meeting as his chance to win support for his vision of a united Africa, and to show what his brand of socialism had wrought in Ghana’s own eight years of freedom. To him, all Africa was embarked on an irreversible wave toward political and economic independence. And he and Ghana should lead the way.

As it turned out, he was disappointed. Armed with his engaging smile, Nkrumah took centre stage at the oau summit, but soon found that most of the continent’s new leaders shared the British and American suspicion of his obsession with a united continent, and distrusted his motives for and commitment to “scientific socialism.” Only thirteen of thirty-six African heads of state actually came to Accra, and the conference ended with neither continental commitment nor popular enthusiasm at home.

In the Legon Hall residence, the excitement of the event was quickly forgotten. International journalists billeted with us had eaten up our entire year’s allotment of rice and meat. As a result, we suffered an unpopular Yam Festival, consisting of two meals a day of yam: boiled, fried, roasted, and mashed. No rice, no meat. Just yam.

More seriously, disenchanted Legonites accused Nkrumah of fixating on grandiose infrastructure projects: the new seaport and planned city at Tema were a waste of hard-won cocoa earnings; likewise the vast hydroelectric dam, the man-made Volta Lake and its aluminum smelter, the new airport, and the four-lane highway connecting Accra to the port at Tema. Most vociferously, they condemned Job 600, the huge luxury-lodging project designed to impress upon visiting oau leaders the suitability of Accra as the future capital of the United States of Africa.

For a small-town boy from Ontario, this was confusing stuff. I was reminded daily that the African independence wave had moved with proud visibility and relative order to sever the colonial bonds with Britain or France. But I could sense that for new African countries like Ghana there was a hidden cost: Ghanaians, like so many other Africans, were becoming irreconcilably divided between the traditional elites who had expected to take over from the colonialists, and the popular “masses” who had in fact led the struggle, and whom Nkrumah represented. I was surrounded at the university by both the disaffected and the Nkrumah loyalists. Within days of my arrival, three hall mates, suspecting that I might be an American cia plant, had climbed over my balcony, intent on converting me into a solid Nkrumahist.

Their altruism was buttressed by a growing horde of professors from Eastern Europe, Fabian socialists from the London School of Economics, American communists, and hopeful African-American academics, all of whom wanted to help build in now-independent Africa the socialist utopia denied them at home. None of them seemed overly concerned by the increasing security presence, arrests (Ghana had some 1,200 political prisoners in 1965), or disingenuous propaganda issuing forth from the leader’s ubiquitous Convention People’s Party media. To the contrary, Nkrumah’s message sounded to them quite credible: if Ghana and its African neighbours were to be truly independent, they had to outwit the neo-colonialists, control the market, produce centralized five-year economic plans, and borrow however much it took to manufacture anything and everything then being imported from the former colonial powers. If this meant collectivized farming and tight bureaucratic control of prices, wages, imports, foreign travel, and currency — or a few years in James Fort Prison for members of the country’s traditional elite — so be it. The end, the Nkrumahists believed, really did justify the means.

I was all for this, too. Ghana had paid for my Commonwealth Scholarship. Now, here, I had found everything a young man could want: Oxbridge on a tropical hill just beyond Accra; luxurious residence halls, gardens, courtyards, and fountains; an Institute of African Studies with a roster of remarkable international experts; all the Star beer one could drink; good friends; and lively dances under the palms to Ghana’s infectious highlife music. I was impressed, too, with the country’s free health care, and with its free post-secondary education, which my hard-working Ghanaian colleagues seemed to regard as a serious responsibility (not for them the nightclubs of Accra). Though a law school graduate from Toronto, I was no match for their broad classical educations, their debating skills, and the sheer elegance of their written and spoken English.

These Ghanaians were confident, assured, and welcoming. They were in at the start of the new Africa then, and they are very much part of a new Africa now. Today their names are quite recognizable: John Atta Mills, then a field hockey star and law student, now president of Ghana; Nana Akufo-Addo, in 1965 a dedicated Nkrumahist, now the converted free market presidential candidate for the New Patriotic Party; Kwadwo Afari-Gyan, then a high-achieving student, now the internationally respected head of the Electoral Commission of Ghana; Kwesi Botchwey, then an undeniably smart man about campus, now a professor at Tufts, and, until he quit in frustration, the architect of Ghana’s eventual transition to liberal market policies.

They were a seemingly random group at the time, but their lives have come to reflect both the evolution of much of Africa over a half century of independence, and the changing relationship between Africa and Canada. They illustrate, too, what has happened to disappoint and then encourage in Ghana, neatly mirroring the good times and the bad across much of Africa. Their stories have been repeated in Botswana, Sierra Leone, Mali, Tanzania, Senegal, Nigeria. If they have now become the bedrock of Ghana, they are equally a portent of Africa’s future. Encouragingly, their lives prove the exception to the sense of drift and malevolent change that descended on all newly independent African countries in the decades following that initial burst of pride and hope.

The first frenzy of rejoicing at Nkrumah’s demise soon wore off. Ghana’s coffers were bare. Where Nkrumah was said to have wept upon hearing there was no money left to finish the Volta River project, we at the university cried as our hall residence tables were cleared of Milo, Ovaltine, and Maggi sauce. We were being forced to join the masses in losing the small luxuries most Ghanaians now saw as the stuff of life: Norwegian sardines, Argentine corned beef, American Uncle Ben’s rice.

I, too, found the new situation disconcerting. I had lost both the subject of my master’s thesis — the Convention People’s Party — and a good deal of my naïveté. I had come to Ghana expecting to be part of a new vision for an independent Africa. Then, overnight on February 24, 1966, the coup rendered Nkrumah and all that he stood for unmentionable.

I was far from the only Canadian who had arrived hoping to take part in Ghana’s bright future. During my first year there, a friend named John Bentum-Williams, recently returned with a degree from the University of Western Ontario, whisked me away for a holiday in a small northern town. Surrounded by Ghanaian friends and cooled by big, cheap bottles of beer, I thought myself a modern-day explorer. This happy delusion fell apart when I spotted, on the opposite side of the bar, another white face, a woman’s. For most of the night, we managed to avoid each other, but in the end pressure from Ghanaians baffled by such jealousy resulted in an introduction: she was Lynn Taylor and, like me, from London, Ontario. She was in Ghana for two years as part of an enthusiastic contingent of volunteer secondary school teachers fielded by Canadian University Students Overseas and the World University Service of Canada. Adventurous and committed young people like her were scattered in villages throughout Ghana and, for that matter, all over Africa.

The traffic between Africa and Canada during the 1960s — sponsored by governments, churches, service clubs, and universities — spoke of an infectious desire to be involved in the changes sweeping the continent. And it went both ways. Those bringing the best of African youth to Canada hoped to help train the next presidents, senior civil servants, doctors, lawyers, etymologists, and engineers of post-independence African nations. Some, like John Bentum-Williams, returned home to bolster the leadership pool. As the continent struggled, however, many other African elites began to stay abroad, the start of a problematic but ongoing bonanza for Canada. What persuaded growing numbers to leave their homes, friends, and families? How did Africa get from the heady days of independence to a continent that many in Canada perceive only as a place of despair? In the bad, as eventually in the good, Ghana showed the way.

After the coup, the military government initially set about putting the country on a democratic foundation, promoting the candidacy of Kofi Busia, a diminutive, scholarly sociology professor, representative of the right-of-centre elite, who had fled the country under Nkrumah’s rule. He was elected prime minister, and the Western world rejoiced. Canada quickly invited him to pay a state visit, which he did in November 1970. By this point, I had returned to Canada, and the first task of my first real job in what was then the Department of External Affairs was to hold Busia’s briefcase as he was rushed from Rideau Hall to the Office of the Prime Minister, from parliamentary question period to talks with top Canadian International Development Agency officials about more Canadian aid. Though continued Canadian funding for Ghana was certainly forthcoming, the trip was not entirely successful. Busia and his entourage looked askance at having to brave a cold winter rain to plant a commemorative tree in the gardens of Rideau Hall. They rushed away from Canada early to attend French president Charles de Gaulle’s funeral, as much impressed by the dreariness of Ottawa in November as by the generosity of Canadian hospitality and our support for African development.

Back home in Ghana, Busia didn’t last long. His promises of good government went unfulfilled, the economy continued to decline, and he acquired many of the habits that had been Nkrumah’s undoing. Ghanaians quickly grew disillusioned with his inability to put more money in their pockets, and suspicious of his apparent ties to the United States and Britain. They were incensed when he sharply devalued Ghana’s currency; they were irritated by his flashy motorcades and ostentatious security. For most Ghanaians, life in Busia’s “Western” democracy was no better than it had been during Nkrumah’s socialism.

Like so many other Africans, Ghanaians had become ensnared in the Cold War trap, pulled in opposite directions by the ideological proxy battles being waged across the continent by the Soviet Union and the United States. Newly independent nations like Ghana found themselves playing one side against the other to win more aid; imposing trade and business controls; and silencing opposition instead of developing a capacity for independent policy formulation and effective government. The heroes of freedom struggles across Africa eventually became all too proficient at this game, winning Soviet or Western military support and often-self-serving aid, but sacrificing much of the independence they had fought for. To maintain their hold on power, they exploited the pull of petty local nationalism and maintained an enveloping government media. And so Africa sank into an abyss of inflation, corruption, one-party states, dictatorships, conflict, and coups. When Busia was tossed out in another military putsch, in 1972, it was no surprise to my friends from the University of Ghana — or to me, in my new post as a junior officer with the Canadian High Commission in nearby Lagos, Nigeria.

As always with the military governments that drove out so many of Africa’s early leaders, the new Ghanaian regime only accelerated the state of decline. Much the same had happened in Nigeria. We had arrived in Lagos as a newly minted embassy family in 1971, with the country still reverberating from the bloody civil war that had pitted the central government and much of the country against a doughty but soon all-but-destroyed Biafra (Nigeria’s former Eastern Region). We drove frequently over the next few years from Lagos to Accra, relying on our two small children to win the hearts of the customs and police officers who manned the countless roadblocks and border crossings. Amid near-universal economic collapse, these petty officials were bent mainly on collecting a “dash” from defenceless travellers making their already unpleasant journey from Nigeria through Dahomey (now Benin), across Togo, and into Ghana.  (press the button below for next page)

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