What’s really driving African Students’ enrollment in foreign universities?

The rise in enrollment of African students at non-African universities continues to be a topic of interest in the news media. Much of the discussion presently frames the emerging trends within the geopolitical competition between the West and China and Russia.

Consider this take from the FT on African students in Russia:

Desree is one of 334,000 foreign students enrolled in Russian universities, according to government figures, a cohort that has more than doubled since 2010 as part of a push by Moscow to ramp up a policy that served as an instrument of soft power during the cold war. Russia is vying with Germany and France to be the world’s sixth most popular destination for international students and the second most popular non-English-speaking country after China.

…. Russian universities are teaching 17,000 students from African countries this academic year, up from 6,700 just eight years ago, President Vladimir Putin said at a conference dedicated to Moscow’s African relations in October. Four thousand are supported by scholarships provided by the Russian taxpayer.

Or this on China:

In 2003, less than 2,000 African international students were calling China home, yet a mere thirteen years later, this number had ballooned to around 60,000; a twenty-six fold increase. If one takes 2000 as the starting point, 60,000 represents a forty-four fold increase. As a result, “proportionally, more African students are coming to China each year than students from anywhere in the world.” Whereas the United States leads in raw numbers, with over a million international students compared to less than half that number in China, fully half of all foreign students in the U.S come from just two countries: China and India. In comparison, over sixty African and Asian countries send more students to China than the United States.

While there are certainly incentives (such as scholarships from home or host governments) that push or pull students towards foreign universities, that does not appear to explain all of the surge in African student enrollment abroad. Even within Africa, tertiary enrollment has surged over the last few years. According to The Economist, enrollment in African institutions of higher learning has doubled since 2000 and is projected to grow at an increasing rate into the near future:

In recent decades millions of young people like Mr Bahati have swelled the number of students in sub-Saharan Africa. Today 8m are in tertiary education, a term that includes vocational colleges and universities. That is about 9% of young people—more than double the share in 2000 (4%), but far lower than in other regions (see chart). In South Asia the share is 25%, in Latin America and the Caribbean, 51%.

Both the number and share of young people in tertiary education in sub-Saharan Africa will keep growing. The region has about 90m people aged 20-24, a figure projected to double over the next 30 years. Whereas 42% of that age group had completed secondary school in 2012, 59% are forecast to do so by 2030. If African countries are to meet the aspirations of educated young people, they must ensure there are opportunities for further study.

In other words, the observed rise in African enrollment in universities in China, Russia, and elsewhere could be largely due to this unmet excess demand in the region. A look at African enrollment in the US (which has better data and where enrollment has trended upward since 2012) further supports this claim. African enrollment in US universities appear to rise and fall with changes in the economic situation on the Continent (see figures below). Interestingly, there appears to be no lag in the correlation, suggesting that economic conditions largely impact households’ ability to fund their children’s studies abroad (or preparation for the same back home); as opposed to say some structural public under-investment in education during bad economic times. enrollmentincome

In sum, the geopolitical machinations of Beijing and Moscow are only a small part of the story here. The bigger story is the overall increase in demand for higher learning in Africa — driven in no small part by increased primary and secondary enrollment and rising incomes — that is not being met by African universities.

 

These results raise the possibility that correlations between linguistic features and survey responses are actually spurious.

This is from a paper by Tom Pepinsky:

Whorfian socioeconomics is an emerging interdisciplinary field of study that holds that linguistic structures explain differences in beliefs, values, and opinions across communities. Its core empirical strategy is to document a correlation between the presence or absence of a linguistic feature in a survey respondent’s language, and her/his responses to survey questions. This essay demonstrates — using the universe of linguistic features from the World Atlas of Language Structures and a wide array of responses from the World Values Survey — that such an approach produces highly statistically significant correlations in a majority of analyses, irrespective of the theoretical plausibility linking linguistic features to respondent beliefs. These results raise the possibility that correlations between linguistic features and survey responses are actually spurious. The essay concludes by showing how two simple and well-understood statistical fixes can more accurately reflect uncertainty in these analyses, reducing the temptation for analysts to create implausible Whorfian theories to explain spurious linguistic correlations.

Here’s Tom illustrating his point:

This distinction between “VO” languages like German and “OV” languages like Japanese has implications for how language speakers conceptualize social difference and distance. By gram- matically requiring separation between subjects and objects, VO languages lead their speakers to conceptualize the social world in “us-them” terms. Consistent with this prediction, I document a highly statististically significant correlation between speakers of VO languages and nativist preferences (specifically, opposition to hiring immigrants) using over 200,000 respondents to the World Values Survey, covering over one hundred countries across three decades and controlling for a rich set of demographic features. These results contribute to the emerging literature on the linguistic origins of economic and social beliefs, and also suggest that the very languages that we speak affect our conceptualizations of identity and belonging.

The preceding paragraph is satire,1 but it rests on firm empirical evidence, and is a real- istic depiction of the emerging literature on “Whorfian socioeconomics.” Whorfian socioeco- nomics attributes causal effect to language structure in explaining beliefs, values, and opinions…