Abstract
This chapter examines the trajectory and effectiveness of Africa-China digital talent development cooperation by investigating university-industry-government relations. Based on participant observation conducted in China from 2017 to 2019 and fieldwork in Ethiopia from 2019 to 2020, it identifies a typology of four collaboration types based on the nature of initiators and the partnership modes. Ethiopia is selected as an information-rich case due to its diverse typology variations. Each collaboration type addresses specific digital education needs in Ethiopia, including equipping education officials and professionals with digital knowledge in higher education, providing digital skills training for pre-service and in-service teachers, and empowering youth through digital innovation and entrepreneurship. This chapter uncovers the interactions among universities, industry, and governments in digital talent development between Africa and China. It argues that African governments should take a more proactive role in facilitating effective university-industry linkages.
TopIntroduction
Digital transformation is crucial for Africa’s socio-economic development, for its potential to drive economic growth, create new jobs, and solve development challenges to fulfill Agenda 2063 of the African Union (AU). The COVID-19 pandemic has further underscored the importance of digital transformation in the African context. As per the United Nations Economic Commission for Africa (UNECA), sub-Saharan Africa (SSA) encountered its first economic recession in 25 years in 2020 (UNECA,2021). While the pandemic severely damaged the continent’s economy and public health, it also shed light on the significance of digital technologies and expedited the adoption of digital solutions. In response to lockdowns and social distancing measures, numerous African nations have embraced digital solutions in areas like payments, trade, education, and healthcare. Consequently, digital transformation has emerged as a vital catalyst for Africa’s post-COVID-19 economic recovery and sustainable development. Nurturing a skilled digital workforce is thus an imperative prerequisite for unlocking the full potential of digital transformation in Africa.
Developing a digital economy and fostering compatible talent has emerged as a new priority within the Forum on China-Africa Cooperation (FOCAC), building upon existing foundations. Chinese companies have actively contributed to the development of Information and Communication Technologies (ICT) infrastructure in Africa over the past two decades, with Chinese ICT now reaching 92% of the African population (Wang et al., 2020). The advent of cloud computing, big data, and Artificial Intelligence (AI) in the last decade has expanded the scope of digital cooperation between China and Africa. During the China-Africa Internet Development and Cooperation Forum in August 2021, Assistant Minister Deng Li of China’s Ministry of Foreign Affairs (MFA) proposed a digital innovation partnership program known as the “China-Africa Digital Innovation Partnership” in discussions with African countries (MFA, 2021). The Dakar Action Plan (2022-2024) further underscores the importance of digital cooperation and human resource development in key digital sectors such as ICT, fintech, e-commerce, cloud computing, big data, and cyberspace security (MFA, 2021).
However, the trajectory of digital talent development cooperation within the FOCAC exhibits ambiguity and fragmentation. On the one hand, it aligns with the conventional discourse of capacity building through educational programs and human resource development initiatives within FOCAC. On the other hand, it encompasses technology transfer and youth entrepreneurship via talent exchanges and training in the field of science and technology cooperation. Notably, the practices of Chinese companies in cultivating digital talent in Africa outpace the policy framework set by Beijing. While providing a guiding framework for digital partnership, the digital talent-related aspects within the “China-Africa Digital Innovation Partnership” and the Dakar Action Plan primarily present a concise overview of the ongoing practices. This phenomenon is consistent with the overarching trend of Chinese digital engagements in Africa that preceded Beijing’s targeted digital initiatives, including the Digital Silk Road (DSR) of the Belt and Road Initiative (BRI) (Tugendhat and Voo, 2021) and the “China-Africa Digital Innovation Partnership.” Consequently, it raises questions regarding China’s specific trajectory for developing digital talent in Africa and the role played by various actors, particularly Chinese enterprises. What actions have these actors undertaken in digital talent development and to what extent are they (in)effective?
Key Terms in this Chapter
Triple Helix: The Triple Helix model refers to the interaction and collaboration between academia, industry, and government in facilitation innovation and development. Entrepreneurial Academic Paradigm The entrepreneurial academic paradigm refers to the new universities and academic institutions’ mission, in collaboration with the industry, of fostering entrepreneurial mindsets and actions to serve regional development.
Massive Open Online Courses (MOOCs): MOOCs are online educational courses that are designed to be accessible to unlimited number of learners worldwide. MOOCs provide open access to course materials, including lectures, videos, readings, and assessments, allowing learners to participate remotely.
Digital Silk Road (DSR): DSR refers to the digital component of the BRI, which involves the development of digital infrastructure, connectivity, and cooperation between China and participating countries along the BRI routes.
Digital Divide: The digital divide in this chapter refers the gaps between Africa and other regions of the world, different countries within Africa, rural and urban areas in Africa, as well as gender disparities in Africa, in terms of the access to ICT.
CFIT Initiative: The CFIT initiative was launched in 2012 as a collaborative effort between UNESCO and the Chinese government to enhance quality education in Africa. The first two phases focus on teacher education, while the third phase shifts to higher technical and vocational education.
Forum on China-Africa Cooperation (FOCAC): FOCAC is a platform established in 2000 as a joint response of Africa and China to economic globalization. It facilitates economic, political, and cultural ties between China and African nations. China Funds-in-Trust (CFIT)