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Rethinking higher education



At the dawn of the Third Millenium, I initiated a graduate study programme: Master of Education — African Studies in Science Education. The programme sought to spark institutions to rethink their higher education curricula. The dream was to share this programme with African universities across the continent.

Sadly, like Dr Nkrumah’s United States of Africa and Dr Martin Luther King’s speech, “I have a dream…” these remained a “dream”!

The programme idea came against the backdrop of several African developments.

For example, the apartheid regime collapsed in South Africa. Thabo Mbeki made the: “I am an African” speech when he launched the African Renaissance.

The Organisation of African Unity (OAU) became the African Union (AU) after the 1999 declaration by the Heads of States. Then there was the University of Timbuktu recovery and restoration debates and many others.

In the meantime, Lesotho promulgated several education acts. These include the Higher Education Act of 2004 and the Lesotho Qualification Framework Act of 2005.

The Higher Education Act of 2004 established the Council on Higher Education (CHE), which regulates the higher education system.

The CHE is the custodian of higher education quality assurance and facilitates social transformation and development. Lesotho’s higher education system desperately needs to meet these imperatives.

I wish to share my experiences with something closest to my heart, namely, Basotho students’ access to and success in the science field, particularly their success in this at the higher education level. I am a science teacher by training.

My interests include science and higher education research and making school science, mathematics, and higher education accessible to the underprivileged.

This article grapples with the implications of the envisaged Master’s programme for African higher education in the 4th industrial revolution and the post-Covid-19 global pandemic era.

I recently discussed the unemployment of teacher graduates with a colleague in the pre-service teacher education space.

He explained that they are exploring intensifying their teaching majors to empower graduates to become entrepreneurs.

So I wondered, is teacher education looking to empower students to become entrepreneurs in areas other than teacher education?

The revelation acknowledges that there are challenges in Lesotho’s higher education system if the supply-demand chain is disturbed.

It became clear that teacher education curricula or the entire formal education curricula needs reviewing.

Napoleon Hill warns that educational institutions do not teach students how to organise and use their acquired knowledge.

He points out that knowledge has no value unless people can apply it to something worthy. If graduates cannot use their ‘teacher-training’ knowledge, it represents miscellaneous knowledge.

Teacher education curricula could include entrepreneurship skills in personal development and facilitation because teachers already have presentation skills.

They need to explore a different audience rather than a school education. Perhaps an adult audience. So they could repackage their curricula for this new endeavour.

The endeavour to intensify teaching subjects content may not necessarily be the solution. Professions and occupations demand specialised knowledge. But, institutions should be cautious about how they approach this endeavour. Curriculum design is an ongoing process.

So the colleague makes a profound acknowledgement. The curriculum must respond to society’s needs and endeavours to address them.

An academic department must seek to make its curriculum relevant at all times to respond to the surrounding developments.

Curriculum design is a process with which institutions of higher learning must continually engage. The curriculum process involves the re-contextualisation of knowledge by selecting and ordering it.

Broadly, the curriculum process works with the packaging knowledge to serve social needs. In short, this is the interaction of knowledge with society.

In the context of my interest and pursuit of increased access to science and science at the higher education level, we must first conceptualise science education and place it in the context of our programme.

Then, this understood meaning would inform the nature of the ensuing curriculum.

Let me begin by presenting some views of science education. One meaning of science education focuses on the didactics of science. In this way, science education facilitates the learning of science in schools. Also, commonly, science education relates to science teacher education.

An African scholar, Uchenna, defines science education as the study of the inter-relationship between science as a discipline and the application of educational principles to its understanding, teaching and learning.

But this definition limits the discipline. There is a need for a more encompassing definition relating to a broader purpose of education.

According to Osborne, the goal of any science education is to develop scientific literacy and explore what that might consist of and why such education is necessary for contemporary society. Osborne’s definition is similar to that of Yager.

Yager explains science education as the study of the impact of science on society and vice versa. So, science education is a discipline concerned with the interaction of science and society.

One may infer from the above definitions that science education seeks to explore the interphase of science and society. But, the inference applies to education in general. Education is the interphase of knowledge and society.

Accordingly, the Master of Education: African Science Education sought to grapple with science education in an African society. Here I will use an argument I put elsewhere.

I argued that for Lesotho to liberate itself, Basotho must disentangle themselves entirely from the bondage of colonialism. The proposed Master’s programme sought to drive the research agenda to emancipate Africa fully.

Science education for the betterment of African society. This ambition applies to higher education, in general. The CHE reiterates this purpose for Lesotho in its report on the status of higher education in 2020.

Elsewhere, I explained that sociologist Basil Bernstein devised a framework for translating knowledge into pedagogy, which, in doing so, helps organise knowledge into teaching.

He called this the “pedagogic device”. Also, readers must remember that the core business of a university is knowledge production – research, knowledge re-contextualisation — teaching and learning, and community outreach.

Bernstein’s pedagogic device helps to understand the interaction between knowledge production and society.

Regardless, focusing only on African Science Education is limiting. I broaden my concerns to African higher education studies. Here Mills’ view of transformation applies.

Mills says transformation entails dismantling a colonial system that keeps re-writing itself by conditioning what we can think, do and believe well after the demise of colonisation.

I will then look to understand the subject in the post-colonial African context.

The reader must remember that while Africa is now independent, most countries are deep in debt. Many are engulfed in civil wars and are on the brink of becoming “failed states”. Many depend solely on foreign donor agencies.

Many believe that science and mathematics education will enable Lesotho to disentangle itself entirely from the bondage of colonialism.

Regardless, Africa requires education empowering countries to break the cycle of poverty, misery, and disease.

Currently, African higher education curricula mirror western ones. African curriculum must distinguish itself in its uniqueness.

So, African scholars must drive all education processes. I have listed these in this article.

The word ‘university’ denotes universal knowledge. However, it is a fallacy that knowledge is universal. To whom is it universal? In our education system, where there is so much disparity, knowledge is ‘universal’ to the ‘haves’, the elites. When government systems exclude the marginalised, these will not benefit from the ‘universal’ knowledge.

The COVID-19 pandemic worsened the already desperate predicament. There is a need, therefore, for research to explore ways of overcoming this awkward predicament. This Master’s programme could provide a platform for such research studies.

Placing the qualification at a Master’s postgraduate studies level was deliberate and strategic. Master’s is the entry point for research studies.

But more importantly, Master’s prepares students for entry into doctoral research studies. The research will be carried out in our context, driven by our scholars. Africans would own the knowledge they produce.

The envisaged Master’s programme comprises two components, coursework and a research dissertation. Consecutively, the coursework component consists of several modules or courses.

The modules would help students to find their research topics. Thus, it would enable students to handle contextual issues relating to African science and higher education on the continent.

However, the programme’s intention was not to confine students’ research topic selections.

The research component would develop students’ research skills. This component would serve two more purposes, namely; developing professional researchers and preparing students for entry for their doctoral research studies.

Consequently, teaching these subjects at the Master’s level will help the institution realise their core functions.

Professional research includes research in the areas of curriculum development. For example, I referred to a colleague’s complaint about graduates’ unemployment.

Some suggest that a solution is introducing entrepreneurial skills in qualification, but this may not necessarily be the solution.

Here I would refer the reader to what Hill said about specialised knowledge. If the inclusion of entrepreneurial skills is a solution, it may not be the only one. Only research can help confirm the needs. Unemployment of graduates could be a research topic or area in the Master’s qualification.

Therefore, institutions and academic departments must base their programmes on research studies, not on mere hunches or institutions. There must be consultations with peers and fellow professionals.

A couple of years back the Lesotho government shut down the Lesotho School of Medicine (LSoM), saying that those were the recommendations of the CHE. The Government, then, was dishonest.

The CHE highlighted the LSoM’s shortcomings and made recommendations. Nowhere in the report did the CHE say the LSoM must shut down. The CHE’s evaluations are developmental to help institutions improve the quality of their offerings. Not punitive.

Our African studies would support initiatives such as the defunct LSoM’s Bachelor of Medicine and Bachelor of Surgery programme. The qualification was a Basotho initiative.

Basotho professionals would teach it to Basotho students. In short, the degrees were an African initiative to improve Basotho’s quality of lives. Lesotho’s Ministry of Economic Planning wrote several Five Year National Development Plans.

Common to all these and reiterated by the new Prime Minister in his inauguration speech is the need to focus on developing human resources, the country’s most important resource.

The CHE report lamented the dismally low research output in Lesotho. After the break up of the University of Botswana, Lesotho, and Swaziland (UBLS) to give birth to the National University of Lesotho (NUL), people referred to the NUL as a “glorified high school”.

The reference sounds derogatory because universities generate knowledge. After all, high schools consume curricula from elsewhere.  But, alas, according to the CHE, this may not be true for Lesotho.

Local higher education institutions (HEI) use foreign textbooks. If our HEIs conduct research, we will become fully liberated and independent to drive our development agenda.

The lack of research is a severe hindrance to developmental progress. It deprives Lesotho of the necessary knowledge enabling Lesotho to progress into the Fourth industrial revolution.

The higher education system needs drastic innovation to help shift from pure knowledge reproduction (teaching) to knowledge production (research).

The Master’s programme had a module that would explore contemporary continental developments. The developments could be continental, regional or national.

The examples included SADC (Southern African Development Community) and its troikas, OAU (now AU) and the African

Development Bank, the African debt, the Beijing Women’s conference, gender and social justice issues, including local National Assemblies legislature processes — green and white papers, bills and acts. The module assessed the implications of these developments to science education and education in general.

African Studies in higher education would not be complete without an audit of the active contemporary actors in knowledge production.

These are the drivers of knowledge in our education systems. At a local level, the studies would seek to understand the demography of the active research scholars to understand what drives them and the nature of their research.

The studies would also suggest mechanisms for persuading non-active scholars to participate in scholarly research.  One such initiative could include running staff mentorship programmes. I have such a model in place.

Often when one brings up discussions on higher education in post-colonial Africa and a Master’s programme such as this one, the issue of indigenous knowledge crops up.

Many argue that our study programmes sought to push back indigenous knowledge out of the mainstream education agenda.

Indigenous Knowledge Systems (IKS) is part of the Master of Education in African Studies in Science Education. However, it includes other study areas.

Removing IKS from this programme would be criminal. There is a rich science and mathematics that the ancient Africans, including Basotho, practised.
Much of that knowledge is still relevant today. Smelting of iron, pottery, brewing sorghum beer, San people hunting, the science in the Egyptian pyramids and early civilisation and many others are examples of African

indigenous knowledge.

These studies should go beyond sociology and anthropology. I have written about some of these studies under this column in this publication. There are lessons to be learned by our generation.

These lessons would not serve as tourist learning. They provide a deeper understanding of the science and mathematics that informs them. This area also makes a rich research area.

But for students to proceed into a Master’s qualification, they must hold a relevant bachelor’s degree. Also, the CHE observed an oversubscription of diploma qualifications in Lesotho’s HEIs.

Many of these are not in strategic disciplines that enable Lesotho to develop in the desired direction. African Studies in Higher Education suggests an overhaul of the higher education system.

Institutions would re-look at their programme qualification mix and introduce relevant degree programmes. However, institutions must design new programmes based on situational (or needs) analysis.

For example, Lesotho colleges must add cognate bachelor degrees to their programme qualification mix.

In summary, this article uses an earlier conceived Master of Education: African Studies in Science Education to give meaning to the African higher education system.

I have combined the definition of science education with Bernstein’s pedagogic device to extend this meaning to African higher education.

I built an argument for knowledge production and research in our HEIs CHE has confirmed the low research production in Lesotho’s higher education system.

I have given examples of some modules that made the Master’s . These modules distinguish our African Studies Master’s from those studied elsewhere. For example, not only did the Master’s explore African IKS, it critiqued contemporary developments.

The article suggests that the masters degree would enable our HEIs to identify their research strengths. The strengths include identifying the active actors, the areas, and the dominant methodologies.

So, these analyses would not be mere journalist inquiries but are in-depth research to build on. These institutions would then seek ways that they could use this to empower their academics to become researchers and drive the knowledge production, re-contextualisation, and pedagogy agenda.

I use the experience of a higher education colleague to highlight the utility of acquired knowledge. Graduates must meaningfully apply their acquired knowledge. Otherwise, the ‘learnt’ knowledge is valueless.

The article highlights the need for incorporating indigenous knowledge systems by giving some examples of science education in this article.

But I have also made a case for going beyond science education to include other fields. For example, there is a need for in-depth research on using the IKS to improve the quality of life today.

Lastly, I used the CHE recommendations and the need for higher education to fulfil its mandate for research output to argue for an increase in the bachelor’s degree programmes. According to the CHE, Lesotho has an oversupply of diploma qualifications.

Institutions must review their programme qualification mix to align them with the country’s strategic aspiration.

In conclusion, it is time the African education system replaced the existing Eurocentric higher education systems with Afrocentric ones. For Africa to become free, indigenous Africans must drive our knowledge agenda.

As a result, such a higher education system must make Lesotho develop the human capital capable of helping the country solve its socioeconomic challenges leading to complete liberation. Nonetheless, African scholars should guard against being assimilated back to Eurocentric bourgeoisie tendencies.

Dr Tholang Maqutu

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Who will speak on behalf of Basotho?



A clash was reported to have taken place a few weeks ago between police officers, on the one hand, and an MP and his bodyguards, on the other, was always inevitable. It is a direct result of arrangements where people we have lent power to represent us in Parliament now use that power to come up with schemes by which they and their bodyguards should be exempted from equal treatment, and be treated differently from the rest us.

This conduct is anti-seMohlomi, and anti-seMoshoeshoe. And so are many other behaviours we have seen perpetrated by our MPs.

We can expect that those who behave this way will not stop at violation of road traffic laws but will go on to carry contraband in ‘MP’ registered vehicles, and claim exemption from police searches when confronted by the police.
The principle of ‘equality before the law’, and the principle that we should all be treated the same, is a fundamental requirement for the maintenance of social order. MPs who ignore, or violate, it are sources of social disorder. Such MPs have to be regarded as enemies of social order in Lesotho. They should bear in mind that they are opposing society when they oppose the police’s attempts to enforce the law.

We should all obey traffic laws. And, we should all stand in long queues for poor services at the Passport and Traffic Offices. Otherwise, if those we have voted into power use that power to exempt themselves and their bodyguards from poor public services, MPs will have no incentive and interest to work for improved quality of public service.
The failure by MPs and governments to address problems of poor public services is an important reason why everyday many Basotho cross into South Africa in search of better education, better medical services, and lower prices of basic necessities. That traffic includes cars which bear red registration numbers ferrying Lesotho public officials to South Africa for better services.

As always, MPs, Ministers, and other public servants will probably be exempted, or expect to be exempted, from the torment that comes with the new customs regime agreed by Revenue Services (SARS) and Revenue Services Lesotho (RSL), and implemented at RSA-Lesotho border posts. Exemption of officials and MPs will mean that they will have no interest, nor incentive, to lessen its toll on Basotho.
The new regime started early in August 2023. To educate travellers about it, the RSL staff at the Maseru border have been giving people leaflets that explain the new procedures.

Even before this new regime, and others that came before it, many people have always been suspicious that a lot of what people who enter Lesotho go through is not in the Southern Africa Customs Union (SACU) Agreement. For example, it is known that the Agreement is supposed to ensure that citizens of SACU member-countries do not pay tax on a similar item in more than one SACU country. In other words, citizens of SACU member-states should not be taxed twice, or more, for the same item within the SACU area.

But because of the bureaucracy that has been imposed on customs processes at the Lesotho-South Africa borders, many people fall victim to some bureaucratic detail, or other, and end up paying tax in South Africa and Lesotho for a similar item, or service.
In the new regime agreed by RSL and SARS, RSL officials tell us that we are supposed to stamp all receipts of value of M250, and above, at SARS. They say this while distributing a leaflet that says the threshold is M10 000.

For the M250 receipt to be stamped, you need to submit to SARS copies of pages of your passport showing your address in Lesotho, and showing dates on which you travelled to and from South Africa. The implication of this is that if you carry a South African passport you cannot bring groceries into Lesotho for reasons including the fact that Lesotho government cannot claim tax from South Africa on such goods. It is unclear what will happen to a South African tourists coming to Lesotho who might be refused permission to enter with their food.

As said, the requirement that we should stamp M250 receipts at SARS is not on the leaflet RSL officials are giving to travellers. Extraordinarily, RSL officials admit this.
So, at the expense of our time, and standing in receipt-stamping queues that will inevitably grow longer and longer, we are being forced to adhere to a requirement which is nowhere in the official papers.

Has the new regime been negotiated and agreed to by RSL officials alone, or is the government aware of the unreasonable measures that we have to comply with?
It must be said that, at least, for now, the RSL staff remain very helpful, and seem to acknowledge that requirements they are expected to enforce are unreasonable.
It seems nobody thinks of us when government and officials agree to onerous customs measures at our border posts. In part this is because, again, those we have lent power to represent us use that power to exempt themselves onerous procedures that they negotiate and agree to.
We need people who think of us when they negotiate customs and other agreements. Basotho need somebody who can speak on their behalf.

Prof Motlatsi Thabane

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Developing close reading skills



One of the most important skills in adeptly dealing with comprehension-related questions lies in your acquisition and refining close-reading competencies and strategies. The word comprehend means to understand, to fully grasp the essence of a text. When you comprehend a text you will take in, as it were, all the elements of a text, you nibble in, to speak using metaphors, your teeth into the heart of the text. You savour the text, immersing yourself in the texture of the text.

Close-reading involves deep observation and critical analysis of a text or comprehension passage. Close-reading strategies demands that the reader of a text pick even the salient nuances of a text, he or she must take in all the hues and details of a text which are not mentioned directly in the text. This skill takes time to hone, but with constant practice and hard work, it can be done. Let’s do that in a practical way. We are going to focus on a very small extract depicting how one aspiring ironman trained rigorously to realise his dream and the social and emotional toll the training exerted on the man and his family and how, finally he won, much to the happiness and excitement of his family. Here is the extract, as you read, please focus on the use of language to create meaning and effect. Let’s try to discern the feelings of the writer when her husband, eventually became an ironman.

“Because it’s there,’ I’d snarl to anyone who dared question why any sane mortal would tackle an Ironman. I enjoyed mercilessly shaming his less-than-supportive business partner into recognising the potentially boundless benefits of Sam’s well-publicised adventure for their newly-established, fledgling travel company. A flurry of online articles described me as ‘a runner married to a triathlete’ – it took me a few moments to recognise our family and beam with immeasurable pride.
Our son missed having Dad around at the weekends, especially if he woke up after Sam had left to train on a Saturday when sometimes there were tears. But he got used to the different dynamic. He was given an ‘Ironman’ superhero toy as a birthday gift by some relatives and immediately started making it swim, bike and run! The poor child thinks that this is how normal families operate.

Having said all that, watching Sam emerge god-like from the water, power past us on his bike and rocket down the finishing chute, head held high as our kids cheered with the crowd – utterly incredible and intoxicating, one of life’s rare pinnacles of perfection. It had been an epic journey for all of us. I’m so glad we did it. And next year? Well yes, it’s my turn.”

Have you seen how this extract is written in a very captivating way; it colourfully depicts the writer’s feelings of extreme excitement and euphoria when Sam completed the race successfully. The words, “having said all that” are colourful and conclusive. Before these words were uttered, the narrator was expressing her dissatisfaction about Sam’s involvement in sport and how demanding it was emotionally, physically and financially. But, now, the words show that the success overwhelmed even the sentiments or expressions of dissatisfaction registered earlier. One can also see that the writer is overwhelmed by pride and celebration at the success of her husband and she and the entire crowd were immersed in an “intoxicating” experience. Beer intoxicates, so the writer uses this word as a word picture to graphically show the intensity and pervasive nature of the happiness generated by Sam’s victory — it is as if they were overdrunk with the sense of success and accomplishment. Sam’s win evoked all those rare moments in life when all seems to be perfect and in its place; that is why the writer used the words, “life’s rare pinnacles of perfection” just to express that.

Have you also noticed how the writer uses a lot of word pictures to describe her reactions about people’s views regarding her husband’s involvement in the ironman race? One such word, a word picture is “flurry.” The word explains the immensity as well as the amount of excitement and frenzy of publicity generated by Sam’s attempt to be the iron man. This word is apt in describing the writer’s admiration for her husband’s feat and the publicity and excitement generated.
Let’s now focus on another text, let’s focus on how the extract reveals why people hate snakes as a result of the misconceptions they have about them. But notice how the writer arguably writes to endear us to the world of snakes and some of their very positive attributes. Let’s nibble at the text of the extract.

“In the United States, for example, public outcry based on fear and misinformation recently halted a scientifically sound conservation plan for timber rattlesnakes. Another project at the same location that involved releasing eagles was embraced by the community. Rattlesnakes are no less important than eagles. In fact, they may help reduce the incidence of Lyme disease, which affects thousands of people each year, by reducing the number of rodents that harbour this disease. But emotions override facts, it seems, where snakes are concerned. Snakes play an integral role in maintaining balance in the ecosystem – in most ecosystems on earth, snakes can be both predator and prey. When a large prey-population attracts and sustains a large snake population, those snakes become prey for birds, mammals and even other snakes! As predators, snakes keep prey-populations in balance. Snakes provide an easy, environmentally friendly, free and natural pest-control service. But snakes are worth saving not because of what they can do for us, but because of who they are. Snakes share many behaviours with us, behaviours we value. They have friends. They take care of their kids and even their friends’ kids too. Want to help us change how people view and treat snakes? Visit the World Snake Day website.”

While you were still reading, I hope you saw that this is a really captivating text. It focuses on the misconceptions and lack of information we have about snakes, which information gaps lead us into hating snakes without reason. True, snakes are predatory but they also serve an important function in balancing the ecological balance.

Snakes are not that bad, too; and like us humans, they make friends, protect their young ones and the young ones of their friends. Pretty amazing to learn that snakes, too, have friends.

So the point is that there are a lot of falsehoods and misconceptions about snakes and their true habits and functions within the ecological sphere. Often times, they are shown to be cruel, bloody predators that kill in cold-blood. But snakes are also victims from birth and other creatures. Snakes are a natural means to curb diseases which are brought about by rodents. Thus, snakes help in maintaining balance in the ecosystem. Snakes are relational and friendly.
Let’s now hone close-reading skills a little more. In the following extract, the writer beautifully describes her experiences of meeting snakes in their natural habitats in the rainforest and her excitement of seeing quite an exciting array of species. As you read, focus on the writer’s reaction to what she saw and how she is alive to the beautiful scenery around her and she captures that.

“Three hours later, returning from the trek, I felt bubbles of amazement and wonder rising. I’d seen gliding lizards fly effortlessly between trees, intricate dragonflies of infinite varieties and delicately etched, golden frogs. The overcast sky, saturated to the brim, had poured down heavily, drenching the forest, its native creatures, and the handful of humans who happened to be there. Thereafter began the frenzy of activities and sounds that engulfs the woods after a good rain – rhythmic sounds, musical, coordinated and orchestrated, and pleasantly deafening. Ah! My brimming heart and soothed soul enjoyed restful sleep in the tent that first night. Bonfires and loud music are prohibited to avoid any disturbance to animals and hygienic common bathrooms (with hot-water facilities) were appreciated. Everyone was expected to wash their own plates and glasses after every meal. We were encouraged to separate organic waste into the respective dustbins before retiring each night. All inorganic waste went back with you.”

You have picked words which convey meaning so aptly and beautifully. I liked the expression and the choice of words. The phrase, “bubbles of amazement” is so colourful and this is a word picture which shows or reflects the intensity of the writer’s excitement and frenzy at experiencing the tranquil and pleasant experience of being in a rainforest teeming with a vast array of species.

Here we are! Mastering close reading skills is a journey, but an exciting one, which allows you to immerse yourself in the text and allows you to feel all the juicy aspects of the text, as it were.

 Vuso Mhlanga teaches at the University of Zimbabwe. For almost a decade and half he taught English language and Literature in English at high school. Send your comments and questions to:

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The significance of BRICS for the African continent



In the pioneering work titled “Building Better Global Economic BRICs” (Global Economics Paper No: 66), Lord Jim O’Neill, then Chief Economist at Goldman Sachs, introduced the term BRICs, referring to the emerging economies of Brazil, Russia, India, and China. These nations’ economies were experiencing rapid growth, fuelling discussions about their potential to collectively shape the global economy by 2050. In the spirit of this vision, the leaders of Brazil, Russia, India, and China convened for the first time in July 2006, on the sidelines of the G8 Outreach Summit in St Petersburg, Russia. This marked a pivotal moment in cementing the idea of forming a consortium of burgeoning economies.

Subsequently, the Foreign Ministers of these countries assembled in New York City in 2006 on the sidelines of the United Nations General Assembly and embraced the term “BRIC” as originally coined by Lord Jim O’Neill. On June 16, 2009, the inaugural ‘BRIC’ Summit was held in Yekaterinburg, Russia. Later, South Africa was granted full membership in September 2010 during a BRIC Foreign Ministers meeting on the fringes of the UN General Assembly. This led to the alteration of the acronym to BRICS. Building on this progress, South Africa participated in the Third BRICS Summit in Sanya, China, on April 14, 2011.

BRICS is firmly anchored in the principles of mutual respect, sovereign equality, inclusivity, consensus, and strengthened collaboration. The foundation of BRICS rests upon three pivotal pillars: political and security cooperation, financial and economic collaboration, and cultural and people-to-people exchanges. These pillars serve as a robust framework for guiding the alliance’s interactions and ensuring its enduring viability. This sentiment is particularly pronounced as the 15th BRICS Summit, slated for August 22-24, 2023, in Johannesburg, South Africa, convenes under the theme “BRICS and Africa: Partnership for Mutually Accelerated Growth, Sustainable Development, and Inclusive Multilateralism.”

Drawing from the World Bank data from 2022, the combined population of the five BRICS nations stands at 3.27 billion, constituting 41.1% of the global population. These countries’ cumulative Gross Domestic Product (GDP) for 2022 is valued at 25.92 trillion, accounting for 25.8% of the world’s GDP. In contrast, Africa’s total population across its 55 countries is estimated at 1.4 billion, representing 17.5% of the global population. Africa’s overall GDP amounts to approximately US$3.0 trillion, contributing 2.7% to the global GDP.

The African Development Bank’s African Economic Outlook for 2023, underscores Africa’s abundant natural resources — oil, gas, minerals, land, sunlight, wind, and biodiversity —whose potential remains largely untapped and undervalued. The report highlights Africa’s trillion-dollar investment potential in the climate and green growth sectors, offering a promising avenue for private sector involvement.

The UN Conference on Trade and Development’s (UNCTAD) BRICS Investment Report for 2023 reveals that the BRICS economies collectively account for 18% of global exports and approximately $250 billion in foreign direct investment outflows. Notably, the BRICS nations have emerged as significant investors in Africa, with a particular focus on industrial and service sectors, as confirmed by the Africa Development Bank’s Briefing Note titled “Africa and the BRICS: A Win-Win Partnership?” (2003).
Moreover, the BRICS countries have expanded their presence on the continent in terms of foreign direct investment, outpacing traditional partners such as the United States and Europe. This emphasis on harnessing natural resources and boosting agricultural production is also underscored by the UN Economic Commission for Africa’s (UNECA) Report “BRICS/Africa Partnership for Development” (2014).

Leveraging their substantial economic potential, the BRICS nations are optimally positioned to support Africa’s aspirations under the AU Agenda 2063. These countries play a pivotal role in driving investments in natural resource beneficiation, manufacturing, and industrialisation across the continent. They also provide strategic impetus for enhancing productivity and competitiveness, especially within the agricultural sector, through consistent investment efforts.
The emergence of the BRICS New Development Bank offers an alternative to the Western-dominated multilateral financial institutions, which have historically contributed to Africa’s infrastructure development at a gradual pace. This bank holds the promise of financing comprehensive infrastructure projects across the continent, thereby enhancing connectivity through rail, maritime, air routes, and information and communication technology — an aspiration cherished by the African populace.

A symbiotic partnership between Africa and BRICS has the potential to elevate Africa’s status as a significant player on the global stage. This partnership extends to bolstering Africa’s role in global governance structures, including institutions like the United Nations and Multilateral Financial Institutions. The expansion of BRICS to encompass additional nations, including those from Africa, is poised to inspire African countries to assume greater responsibility for funding their sustainable development endeavours.

This approach empowers African nations to form alliances with developed countries that squarely address the continent’s priorities for sustainable growth and economic transformation. Most notably, the BRICS initiative lays the foundation for a multipolar world, contrasting the prevailing unipolar influence exerted by the US and the G7 countries (Canada, France, Italy, Germany, Japan, UK, and the US). This envisioned multipolar world rests on principles such as mutual respect, sovereign equality, inclusiveness, consensus, and fortified collaborations. The International Monetary Fund, Economic Outlook (April, 2023) reveals that the population of the G7 countries is around 776.55 million representing 9.7% of the global population. The GDP for the G7 countries is around US$42.92 trillion representing around 30% of the world GDP.
In a recent interview with Africa Business in June 2023, Lord Jim O’Neill, the visionary behind BRICS, shared his perspective on the future of BRICS and its implications for Africa. He astutely remarked, “the notion that the group of seven ‘industrialised’ or ‘more developed’ or ‘early developed’ (G7) nations can single-handedly govern the world is disconcerting, given their diminishing share of the global GDP. Moreover, the G7 often finds itself aligned with the desires of Washington (US). How then can these select few address the world’s most pressing challenges? This predicament highlights the raison d’être behind my conception of BRICS: to advocate for a more effective global governance model than what the G7 offers.”

It is for these reasons that the enduring partnership between Africa and BRICS embodies a shared commitment to sustainable development, economic growth, and the transformation of global governance structures. The collaborative approach rooted in mutual benefit, respect, and a multi-polar perspective has the potential to reshape the global landscape, ensuring a more inclusive and prosperous future for all.

Advocate Batlokoa Makong is a seasoned diplomat currently working for the African Union. He writes in his personal capacity.

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