GB502 Week 1 Responses

Dane Dougherty

Defining Sub-Saharan Africa is done by simply looking at the name itself.  As defined, it is the region of Africa that is below the Sahara desert and all the individual countries that lie within the large swath of territory.  Examining the key factors, along with sheer economic growth it is clear to see that the top five economic performers of the greater SSA region are; Ethiopia, Cote d’Ivoire, Senegal, Tanzania, and Ghana.

 With regards to infrastructure in SSA, the region as a whole has fallen far behind the rest of the world.  In each major modern aspect of infrastructure; electrical power, mobile phone accessibility, fixed phone line capabilities, and water and sanitation (Ogbaro & Oladeji, 2019 123-128).  A almost basic necessity and expected service provided to the rest of the developed world, electric power is the worst performing part of the infrastructure in SSA.  In both measurable aspects of accessibility and consumption, the electrical infrastructure of SSA falls far below the norm of other countries around the world (Ogbaro & Oladeji, 2019 127).  

 Given the sheer size and geographic separation of much of SSA, a comprehensive traditional electrical grid may not be the best answer.  As with many countries in the modern era, alternative forms of power have risen in popularity and viability accompanied with a drop in cost.  Given the lack of infrastructure as a whole and a faulty electrical grid alternative and personalized power sources may be the way forward.  Considering the size, cost, operator ease, and accessibility of alternative forms such as solar power could provide a cost effective and viable replacement to a traditional power grid.

SSA also suffers from a wide ranging lack of primary and secondary education as well as many roadblocks in the overhaul and improvement of those specific institutions.  The region boasts an adult literacy rate ranging from 65 to 29 percent (Kryzkawska 2020, 334-335).  WIth research being done by multiple different economic and education experts, their findings are clear.  Most of the modern world may not be able to comprehend the cost of schooling and education, even at the primary level.  This combined with the generally low income of many households in SSA leads to many children and young adults missing out on education (Colclough & Al-Samarrai 2000, 337).  Outside of formal feeds to attend schools, which still exists in 11 different countries in SSA, public school funding is the lowest in the world (Antonowicz 2010, 5).  Many other roadblocks exist that are hindering the education/innovation within the region to include; learning conditions, drop out rates, language barriers, limited access to quality education, and teaching quality.

As education around the world continues to grow and change, the SSA region has been left behind hampered by the factors stated above.  With the advent and improved usability of distance learning that has come about within the last two years, there may be some light at the end of the figurative tunnel.  Although, there are still limitations with regards to infrastructure and other overarching government factors distance learning, training, and instructing may provide the for the centralization of education.  Centralization in this context means the standardization,  although a teacher may not be able to reach each individual student via PC in their home a central teacher or instructor may be able to pass along curriculum and lessons to a group of teachers that can then instruct their students.  This solution may not completely address all the roadblocks mentioned above, but it may be a start.

 References

 Ogbaro, Eyitayo. 2019. Appraisal of infrastructure capacity in Sub-Saharan Africa. Journal of Studies in Social Sciences and Humanities Vol 5, Iss 4.  IESSA.

 Krzykawska, Aleksandra. 2020. Key Factors Hindering the Development of Education in Sub-Saharan Africa. Edukacja, Vol 16 Its 2. Uniwersytet Pedagogiczny.

 Colclough, C. and Al-Samarri, S. 2000.  Achieving schooling for all: Budgetary expenditures on education in Sub-Saharan Africa and South Asia.  World Development, Vol 28 Iss 11.

 Antonowicz, L. 2010. Africa education watch: Good governance lessons for primary education. Berlin: Transparency International.