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The growing population of young people in the world today makes them an indispensable factor in international, regional, national and local development today. The UN World Programme of Action for Youth (WPAY) and the African Union's African Youth Charter all attest to the concern development stakeholders pay to youth development. This paper analysis youth policy within 9 member states of the Central African Sub region, showcasing the vital, yet significant role that polities are creating in fostering an enabling environment for youth participation. It explores the tenets of youth policy within this sub region by depicting how the participation of youths in societal activities and decision making instances should be an asset and a prerequisite for sustainable economic growth and social development. It also expresses abysmal concern about the magnitude of youth unemployment and underemployment throughout in Africa and its profound implications for the future of our societies, particularly those residing in the Central African sub region. The study is descriptive and applies a qualitative approach based on expert interviews and desk research. It employs the explanatory case study approach, and the combined anthropological research techniques through the use of key informant interview, written records and non-participant observations. The authors also conducted research in major databases like google scholar, PUB Med with the search phrase being youth policies, participation and youth governance. The 2016 Youth Development Index Report indicates that all 9 Central African countries have a low index, and 4 of the 9 countries are ranked in the bottom 10 of the classification. The findings also reveal that conflicts, underdevelopment and lack of political willingness are customarily accountable for the lagging of this Sub region in youth policy matters. The paper also proposes indicators to monitor and evaluate Youth Policies in the Central African Sub region, using the model proposed by Tanya BASARAB, develop initiatives to promote youth participation, and encourage networking among youth organizations and institutions with the Central African Sub region.

We employ the pool mean group method of estimation and panel causality to investigate the effect of financial integration and industrial development on pollution in 36 African countries between 1990 and 2019. Result shows a unidirectional causality running from industrial development to financial integration and pollution in Africa. Also, the panel regression shows that financial integration insignificantly abates pollution in the short run, but significantly worsens the long-run pollution in the continent. Again, the result indicates that industrial development insignificantly heightens pollution in both periods, while interplay between financial integration and industrial development exerts a negative impact on both short- and long-run pollution in Africa. The study recommends that African leaders should harness the benefits of financial integration to accelerate African industrial development and ensure the full implementation of environmentally sustainable policies to checkmate pollution emissions., (© 2022. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

This paper documents the experience and lessons from implementing an e-learning program aimed at creating multidisciplinary research capacity. It presents a case study of bringing together a multidisciplinary group of professionals on-line to learn the skills needed to be a successful researcher in the context of HIV/AIDS and food security problems in Eastern and Southern Africa. Lessons from the experience for future development of similar courses indicate that some of the factors that can enhance the success of e-learning programs in developing countries are: assessing the needs of the participants, easy access to educational technology, addressing the differing learning styles of the participants, continuous interaction and commitment of course moderators, enabling access to open access learning materials and combining various pedagogical approaches. The paper concludes that enhancing the skills of professionals in developing countries through e-learning programs is imperative to meet the human capacity needs for greater economic development and service delivery.

Comparing China's 2006 and 2015 Africa policies, this article reveals how China's political discourse has become more confident, practical, and depoliticised. In particular, this paper shows how education is allocated, promised, and embedded in China's 'shared' agenda, which is centred on development co-operation and mutual learning. It then reflects on the extent to which China may move towards traditional donors. This paper concludes that, despite fragmented convergences in the discourse and an increased recognition of a Chinese model, China maintains its distinctive role and position in the post-2015 era.PuP

The increasing level of greenhouse gas carbon emission currently exacerbates the devastating effect of global warming on the Earth's ecosystem. Energy usage is one of the most important determinants that is increasing the amount of carbon gases being released. Simultaneously, the level of energy usage is derived by the price, and therefore, this study examines the contribution of energy price to carbon gas emissions in thirteen African nations for the period spanning 1990 to 2017. It does this by utilising the cross-sectional dependence (CD), augmented mean group (AMG) and pooled mean group (PMG) panel modelling methods. The findings of the AMG model suggest that a 1% increase in energy price leads to a 0.02% decrease in carbon emission. The results further reveal that a 1% increase in energy intensity and technological innovation leads to 0.04% and 3.65% increase in carbon emission, respectively, in the selected African countries. Findings will help policymakers to implement effective energy price policies to reduce carbon emissions and achieve sustainable development goals especially in the emerging economies of Africa.

The quest for structural transformation has been a crucial challenge in Africa in spite of the huge amounts of aid disbursed, investments undertaken, policies implemented, etc. Notwithstanding several important reasons highlighted in the literature, they are insufficient because they focus on the role of financial resources but neglect non-financial issues and resources that are required to guarantee efficient mobilisation, utilisation and prudent management of public resources. Consequently, this paper examines these non-financial issues and resources through a systematic review of the relevant literature and analysis of their contents. The major finding was that most policy efforts at structurally transforming finance in Africa achieved little success because they were not rooted in the continent's cultures and traditions, which should be employed to enhance sound financial management and control systems.

This paper makes a case for a revalorization of all indigenous knowledges in general and African indigenous knowledges in particular. It invites African policy makers and intellectuals to do a little more to bring indigenous knowledges within African educational stream with the view to increasing the potentials of development in Africa. Since there exists a variety of educational theories, including the functionalist, the conflict, the critical, the pragmatic and the afrocentric educational theories, the paper advises that the adoption of the pragmatic and afrocentric educational theories will integrate African indigenous knowledges and current educational systems and thereby promote the development of a holistic African educational system. Consequently, three recommendations have been proffered that will enhance the development of indigenous knowledges and integration of same within the current African educational system.

This paper highlights some tensions regarding lifelong learning discourses for countries which are listed in the lower part of international development indexes. Such countries are often referred to collectively as the "South", though this represents a political focus rather than geographical accuracy and usually represents those formerly colonised countries that are affected by international aid agendas, as opposed to those in the "North" that are identified as advanced industrialised countries. This discussion follows recent concerns (for example by Torres 2003) that the dominant discourse for lifelong learning is articulated as a priority for the North while the learning priority for countries in the South are reduced to basic education, as evidenced in internationally agreed development targets such as the Millennium Development Goals. It is also a response to further calls (for example by Rogers 2003, 700) to articulate "real alternatives" for the South, and for "more theoretical" work on "lifelong learning for the countries of the South" (Youngman 2003, 114). One of this paper's arguments is that the "North-South" divide of policy agendas for educational reform is symbolic of other divisive discourses and behaviours by the international aid community that are constructed in the name of development. Its other argument is that the South has its own context-specific perspectives that can help to shape a more global lifelong learning vision.

The main aim of this current study is to empirically scrutinize the determinants of energy consumption for 24 African countries sub-grouped into three panels based on income levels: low-, lower-middle-, and upper-middle-income countries, from 1990 to 2015. Due to the presence of heterogeneity and cross-sectional reliance among country groups, recently developed econometric approaches, which include cross-sectional Im, Pesaran, and Shin together with cross-sectional Augmented Dickey-Fuller stationarity tests, Pedroni and Westerlund-Edgerton cointegration assessment, dynamic common correlated effect estimation approach and Dumitrescu-Hurlin Granger causality test are employed. Empirically, our findings depict analyzed variables are stationary and characterized by long-term stability affiliations for all panels. Economic growth, urbanization, population growth, and oil price with labor and capital stock as intermittent variables had palpable significant positive sway on energy consumption for all panels though their respective weight of contribution differed from one country group to another. The granger test of causation unveiled that (i) among all panels, urbanization and energy consumption are connected bidirectionally, whereas population growth causes energy consumption; (ii) a one-way causal link from economic growth to energy use is evidenced in low-income African countries, whereas a two-sided connection is confirmed in both lower-middle- and upper-middle-income economies; (iii) a bilateral causal association in low-income African nations is observed amid oil price and energy use, while a uni-lateral relationship extends from oil price to energy consumption in both lower-middle- and upper-middle-income nations in Africa. Such new methodologies and findings reveal that the long-term estimated effects as well as causal affiliations amid variables are skewed by different income levels of African countries in an attempt to conserve energy. Policy recommendations are further propose.

The paper is an attempt at applying Samir Amin's lens in the analysis of socio-economic development in Africa. Social and economic development in Africa has been substandard, largely because of the economic system followed and because effective structural transformation has not taken place – Samir Amin's works explained what needed to be done to transform Africa (and the broader global south). It is in this context that the paper posits that post-colonial Africa has had to contend with disruptive socio-economic and political realities instituted by European colonialism, slave trade and inappropriate integration of Africa to the so-called global economy. The fundamental explanation for the poor socio-economic development in Africa is global capitalism, and one of the possible solutions is in Samir Amin's delinking proposal as well as the restructuring of the African economies. [ABSTRACT FROM AUTHOR]

The article provides information on the development of the U.S. Africa Command (AFRICOM) established by George W. Bush on February 6, 2007. AFRICOM was developed with the aim for peace and security for growing development challenges to education and health matters, economic growth and viable democratic institutions. In addition, AFRICOM remained under the supervision of the Central Command (CENTCOM) and had attained initial operating capability under European Command for operational unified command. African leaders have adapted the neo-imperialistic designs on the foreign policy options to checkmate the establishment of AFRICOM headquarters in Africa in order to relocate a full-fledged military command.

In a globalizing economy, education is key to competitiveness and economic growth. Sub-Saharan Africa (SSA) is playing catch up in terms of investing in the human capital needed to participate effectively in the world economy. The Sub-Saharan region is currently engaged in what has been termed as a "catch-up" period as is reflected in rapid growth in investment in education at all levels, with an increased recognition over the last decade of the need for increased number of graduates at the tertiary level. This expansion has implications on the quality of training and research. Key among the factors that can help enhance quality is supervision. Currently, in many countries in SSA, graduate training and research is largely self-paid and students make significant sacrifices to obtain advanced degrees with the expectation that they would finish on time and secure lucrative careers. With this expectation, supervisors have an enormous task of ensuring quality mentoring. It is a privilege to hold a faculty position and supervise students; nonetheless, this comes with a great responsibility associated with great expectations from the students. The expectations are targeted to supervisors and the institutions of learning. Although there is still an imbalance on power relationships between supervisors and students, especially in developing countries, supervisors still need to understand and know the student expectations. This way, they can build professionally and healthy long lasting relationships than can spread beyond the supervision period. This paper discusses the issue of supervision, with a focus on different approaches to delivering quality supervision, students' needs and expectations, and how these can be addressed based on authors' experiences working at universities from a developing country perspective.

The choice of the language of instruction in Sub-Saharan Africa (SSA) is a fundamental educational issue with ramifications for educational access and effectiveness and ultimately national development. Indigenous SSA languages have suffered devaluation in colonial and post-colonial SSA education, and this devaluation alienates the majority of SSA people, thus preventing them from participating in their own economic and political growth. Developmental policies that neglect to utilize local people's talents and knowledge are failed policies. The language of instruction, specifically the use of the first or native language (L1) as the medium of instruction, is the key to unlocking these talents and knowledge because doing so will foster knowledge acquisition and preservation of SSA cultures and identities. This will in turn liberate SSA from neocolonialism and pave the way to true progress. This is a literature-based, position paper that redresses common arguments against L1 instruction, defends the notion of linguistic rights, and demonstrates the ways in which SSA languages can be integrated into instruction via examples that have been successfully implemented throughout SSA. (Contains 1 note.)

This study explored the long-run association among greenhouse gases (GHGs), financial development, forest area, improved sanitation, renewable energy, urbanization, and trade in 24 lower middle-income countries from Asia, Europe, Africa, and America (South and North) by using panel data from 1990 to 2015. Granger causality was tested by Toda and Yamamoto approach. The bi-directional causality was established among urbanization and GHGs (Asia), financial development and forest (Asia), energy use and renewable energy (Asia), renewable energy and forest (Asia), improved sanitation and forest (Asia, Africa, America), urbanization and forest (Asia), and improved sanitation and financial development (Europe). The GHG emission also shows one-way causality is running from financial development to GHG (America), energy to GHG (Asia), renewable energy to GHG (America), forest area to GHG (America), trade openness to GHG (Africa), urbanization to GHG (Europe), GHG to financial development (Europe), GHG to energy use (Europe, Africa, and America), and GHG to trade openness (Asia). On the basis of fully modified ordinary least square and generalized method of moment, the reciprocal relationship of GHGs was observed due to financial development in Asia and Africa; renewable energy in all panels; forest area in Asia, Europe, and America; improved sanitation in Asia, Africa, and America; trade openness in Africa; and urbanization in Europe and America. Policymakers should concentrate on these variables for the reduction in GHGs. The annual convergence towards long-run equilibrium was 50.5, 31.9, and 20.9% for America, Asia, and Africa, respectively.

ABSTRACT The article argues that it is hard to see that media development so far has contributed neither to economic development or to political liberation in African states. The media situation and the literacy problems is connected to social differences and tensions between elite vs. local populations and the urban culture vs. the village. Media transmits stereotypes of modernity and urban life that are conflicting with rural and traditional cultural identities. It is being argued that media changes in the future will make things even worse. African countries are confronted with globalized media trespassing into rural culture and establishing themselves in local consumption patterns, before local media structures have had the possibility to develop. This means a severe threat to local culture and to the possibility of developing civil society at the local level. [ABSTRACT FROM AUTHOR]

Over the next two decades, sub-Saharan Africa will face substantial pressure to expand its secondary education system. This is driven by the current low development of secondary education compared to other world regions, continued rapid population growth, the increase in the enrollment and completion rates at the primary education level, and the upsurge in the demand for skills. This paper suggests that in order to help countries respond to these pressures, external partners should now increase their support for secondary education, in terms of academic as well as technical and vocational skills training. Given the attributes of the African economies and the continuing need for foundation skills, this paper argues that in the current situation, particularly the lower secondary level will have to be strengthened, in many cases through a longer basic education cycle for all. The necessary rapid expansion of secondary education will require substantial investments, and this paper discusses how aid allocation can be made more evidence-based and used in a more strategic way to make these investments more effective and sustainable. While aid will continue to have a role to play over the next decade especially in fragile states, in the long run it is African countries' capacity to achieve sustained economic growth which will be the single most important factor determining their ability to meet the financing needs.

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Since the 1990s, the partnership paradigm has become the predominant framework for organising transnational academic ventures and international development. The global-partnership approach embraces a pluralistic perspective to development and dramatically expands the spectrum of actors and activities that constitute international development cooperation. Another significant shift is the increasing understanding that development is a complex process that requires the intensive production and utilisation of knowledge and cross-boundary partnership building. The growing convergence of the partnership and knowledge paradigms in contemporary development discourses has decisively transformed higher education into a critical stakeholder in promoting international development cooperation, including poverty reduction. The distinctive aim of this paper is to undertake a thematic analysis of a body of recent policy instruments and initiatives in Africa to illustrate and interrogate the shifting discourses of knowledge and partnership and their increasing embeddedness in Africa's contemporary development politics. The paper reviews the multiple and evolving trajectories and themes that characterise transnational higher education partnerships in Africa. The paper argues that knowledge and partnership are percolating into the core of Africa's nascent knowledge-based economic dispensation, and diasporic networks are suggested as constituting a potentially symmetric and sustainable partnership paradigm for Africa.

Purpose: The purpose of this paper is to examine and discuss, in-depth, how solar electricity can be developed and used to tackle grid electricity-related problems in African countries suffering from unreliable and inadequate grid electricity. Design/methodology/approach: The paper discusses in depth the current status of grid electricity in Africa continent and suggested solar electricity as an alternative cost-effective method to the existing grid electricity problem in remote areas. An extensive analysis of the major contribution of solar electricity in various sectors such as economic, health, communication, social and environmental benefits is provided. The paper concludes with a discussion on how solar power generation can be developed. Findings: The paper shows that in developed countries where ICT has been applied extensively, ICT offers increased opportunities for sustainable economic development and plays a critical role in rapid economic growth, productive capacity improvements, education, government, agriculture and international competitiveness enhancement. The paper has pointed out that ICT has yet to make significant impact in most African countries due to lack of reliable and adequate electricity. Solar electricity has been seen as the most cost-effective way of generating electricity, especially in remote rural areas, for ICT devices. For the widespread of solar power generation in Africa, various strategies have been identified which include training of qualified solar engineers and technicians, establishing PV markets and business modes, introduction of solar energy education in schools and universities, political leaders appreciating solar electricity as one of the major energy component, lowering initial cost of the PV technology, availability of finance mechanisms for rural communities, import tax exemption and African countries regarding rural electricity as one of the basic needs. Practical implications: The paper shows that the problems of lack of qualified solar technicians and established PV markets and business modes (especially in remote areas), lack of solar energy education in schools have to be addressed before the benefits of ICT in Africa can be seen. Other issues include African countries appreciating solar electricity as one of the major energy component, lowering initial cost of the PV technology, availability of finance mechanisms for customers, import tax exemption and African countries regarding rural electricity as one of the basic needs like food, shelter and clothing. Overhaul of existing systems needs to take place in order to provide the means to deal with some of these issues. Originality/value: Availability of reliable electrical energy remains crucial for development of ICT in rural African countries. Solar electricity is clearly one of the most promising prospects to the grid electricity problem in African countries because most African countries lie in the sunshine belt. The paper raises awareness about this in a unique way and suggests some novel measures about increasing the availability of solar systems for solar power generation. It is anticipated that the increases in solar power generation, especially in remote areas, will increase the use and application of ICT in various sectors.

This article argues that Christian educational institutions in Africa can play a major role in improving economic self-reliance within the continent, if those who establish Christian universities there take time to plan the programs and activities in those institutions. Specifically, it argues that with proper planning of quality education--the curriculum, the choice of extra-curricular activities, the teaching methods, and proper assessment--Africa's situation, especially its economy will improve. The paper insists that God gave a mandate to Christians to lead out in the world when He called them the light of the world (Matthew 5:14-16) as well as promised that they would be the head and not the tail (Deuteronomy 28:13). Finally, it ends with several recommendations that will help leaders of Christian universities in Africa to plan education in such a way to improve the economy of the continent. While the paper addresses Christian institutions of higher learning in general, it focuses its attention on Seventh-day Adventist educational institutions of higher learning in Africa and draws its examples from Babcock University in Nigeria, West Africa. (Contains 1 figure.)

Purpose: Tackling structural and emergent problems in the labour market, valorising skilled human capital (HC) for opportunity creation, economic development and growth, are some of the key drivers for graduate entrepreneurship. This paper aims to examine developments in Africa, focusing on the significance of improving human capital through graduate entrepreneurship to meet the Millennium Development Goals (MDGs) in Nigeria. Design/methodology/approach: Based on a unique Education Partnerships in Africa (EPA) project the paper adopts a conceptual and exploratory approach to understand the institutional, cultural and economic dimensions of change and the specific role of graduate entrepreneurship education and training in enabling productive outcomes, using an illustrative case study of the project to develop the arguments. Findings: Knowledge creation lies at the heart of entrepreneurship development in developing economies such as Nigeria. Knowledge creation (KC) for entrepreneurship (E) is based on human capital (HC) development. In circumstances of uneven growth in developing economies HC development is the only constant. Harnessing HC for entrepreneurship can be based on three sets of propositions derived from an examination of the relationship between KC, HC and E, which locate graduate entrepreneurship's role within a holistic, institutional framework. Originality/value: The paper's originality lies in the development of a model for promoting and evaluating a holistic approach to graduate entrepreneurship in developing countries based on the targeting of MDGs. It offers new insights into the role of graduate entrepreneurship in economic and social development. (Contains 2 tables, 2 figures and 2 notes.)

A call for papers on multinational companies in Africa and host country development is presented.

World social development has arrived at a critical turning point. Economically advanced nations have made significant progress toward meeting the basic needs of their populations; however, the majority of developing countries have not. Problems of rapid population growth, failing economies, famine, environmental devastation, majority-minority group conflicts, increasing militarization, among others, are pushing many developing nations toward the brink of social chaos. This paper focuses on worldwide development trends for the 40-year period 1970-2009. Particular attention is given to the disparities in development that exist between the world's "rich" and "poor" countries as well as the global forces that sustain these disparities. The paper also discusses more recent positive trends occurring within the world's "socially least developed countries" (SLDCs), especially those located in Africa and Asia, in reducing poverty and in promoting improved quality of life for increasing numbers of their populations.

Two imperatives form the basis of the present paper. The first is the market-driven imperative, vital to production and value-chain development. The second is the knowledge imperative, central to the advancement of human capacity and institutional development. In view of these two imperatives, this paper argues for overhaul in extension toward a market orientation and for greater public investment in human resource development for modernizing the agricultural extension workforce. Part one of the paper reviews the rationale for market-driven extension and compares two key market-driven strategies. Part two proposes changes and new investment in post-secondary agricultural education and training, and calls for the establishment of a network of post-secondary agricultural education and training institutions. A post-secondary educational network is seen as essential to better prepare the agricultural extension workforce to face challenges in production and marketing and beyond with respect to alternative programs such as agriculturally related urban, environmental, energy, and rural development priorities. (Contains 1 figure and 1 note.)

The main hypothesis here is that the notion of economic and social development has been misconceived by most stakeholders in matters of development. This misconception is the main cause of underdevelopment in Kenya, which leads to all the reasons most authors and commentators have given to explain Kenya's situation. Therefore, it is only possible to characterise the role of human development in Kenyan economic development after understanding what the notion of economic and social development means and whether in the Kenyan context human development should actually precede economic development or vice versa. This approach to development has created the phenomenon of Africans living "parallel lives" as recently reported in "The East African" on June 25, 2007. This phenomenon can be explained by the fact that there is a native African way of life concurrently competing, though unfavourably, with the imported dominant Western culture. The main argument in this article, therefore, is that the institutional changes through social policy targeting the modernisation of the Kenyan traditional way of life ought to be the driver of economic growth and curriculum reforms, instead of expecting economic growth and curriculum reforms to generate development. (Contains 4 notes.)

Purpose: The paper aims to put into context globalization as educational, economic, and technological relations, with attention to dimensions of variability and other problems associated with domination of western and northern post-industrial developed nations on the developing world. Design/methodology/approach: The approach taken in this paper is that of a discussion of the issues. Findings: Education in its broadest functional terms prepares populaces for interaction within the social, economical, political, and cultural domains of daily life. Global education in its encompassing reach toward the macrocosm prepares populations in many countries to co-exist, particularly with information age technological innovations. Such an overstatement or broad sweep of the maximum view of international education overlooks in-depth understanding of the exercise of power in the international realm. Originality/value: The paper discusses the issues surrounding globalization, the economic gap between technologically trained workers and agrarian economies and the cultural divide caused by policies and assumptions.

Pre-colonial traditional societies in Sub-Saharan Africa were mostly oral societies whose languages were not written. In the African context, especially, it was clear that the mostly oral traditions of these societies' languages were neither being appreciated nor promoted as media of communication, or means of education by the invading Europeans. As such, for the European powers that were in control of African life in the colonial relationships, only written literature (in colonial languages) was to be regarded as meaningful literature. The point presented in this essay is not to "radically and irrationally" blame the historical and current impositions of European languages and cultures for everything that is wrong with the old continent. It is simply to suggest that if the language of development, the standards of development, the history of development as well as the social-psychology of development are all imported via the expressive and descriptive platforms that are both ontologically and existentially alienating, the results cannot bode well for Africans and others in similar intersections of historiographies and their actualities. (Contains 1 note.)

This paper begins by discussing the relationship between democracy and development in Africa and the Gambia in particular. It then examines the potential role of the school inspectorate in the Gambia in helping to put education for democracy on a sustainable footing. The inspectorate not only evaluate and advise teachers but also provide ongoing support and monitoring. This paper describes a project which explored whether democratic practice could be integrated into the work of inspectors and discusses evidence on both its possible impact and general issues concerning democracy and education in the Gambia.

Purpose: Seeks to argue that the peculiarities of sub-Saharan Africa, in terms of its socio-cultural diversity, low economic development, linguistic factors, HIV/AIDS pandemic, gender discrimination, low ICT awareness and so on, demand a new model of addressing the digital divide. Design/methodology/approach: Paper largely based on literature survey and an assessment of the existing models of addressing global digital divide. Findings: Sub-Saharan Africa has certain peculiarities in high levels of poverty, high prevalence of HIV/AIDS, repressive regimes, civil wars, diversity of cultural and linguistic factors, gender discrimination, etc. that require new models for bridging the digital divide and that recognise the uniqueness of the sub-continent. Research limitations/implications: More research is needed to determine new models of bridging the digital divide that can help sub-Saharan Africa to leapfrog into the information age. Practical implications: More attention is needed to alleviate poverty and meet people's basic needs for livelihood if attempts to integrate ICT into their lives are to be effective. Originality/value: Sub-Saharan Africa has largely relied on models of the developed countries to bridge the digital divide without paying close attention to how various technologies can effectively be integrated in the lives of the people to alleviate poverty and consequently stimulate ICT uptake. This paper provides some solutions.

The number of highly skilled Africans leaving their country of origin, many with PhDs, has reached disturbing proportions. Meanwhile, Africa spends billions per year to fill the capacity gaps that are created by the exodus of the highly skilled. In Africa, Ethiopia ranked first in terms of rate of loss of human capital. Many African governments are unable to match salaries or offer incentives to draw the highly skilled to return home in this context. The article focuses on the knowledge Diaspora, and the possibilities that exist to offset the potential impact of brain drain on their country of origin. The paper examines pathways for the mobilisation of the African Intellectual Diasporas, in particular the Ethiopian knowledge Diaspora, by addressing the main factors that played a role in shaping the new direction of the brain drain phenomenon. (Contains 2 figures.)