Some Policy Lessons from COVID-19

It’s has been illuminating watching African governments respond to the COVID-19 pandemic. Here are some lessons I have gleaned from their responses. For those interested, the IMF has a neat summary of county-level policy responses.

[1] We need a lot more descriptive studies of African economies:

COVID-19 was slow to spread in African states (a reminder of the Continent’s isolating from global transportation networks. The first concentrated cases were in Egypt, largely among tourists on Nile cruises). But once cases started appearing across the Continent, governments rushed to implement policies that were eerily similar to those being implemented in wealthier economies. Complete lockdowns, tax breaks, business loans, and interest rate cuts were first to be announced. Cash transfers followed, but even then from the standard purely humanitarian perspective and not as part of a well-thought out, politically-grounded and sustainable policy response. Forget that African economies are (1) largely agrarian and rural; and (2) highly “informal” (i.e. under-served and under-regulated). How do you implement a lockdown when 80% of your labor force is dependent on daily earnings and cannot stock up on food for days? And how do you tell people “wash hands regularly” when the vast majority of your population lacks access to reliable running water? Do African states have the capacity to sustainably deliver cash transfers to needy households throughout this crisis?

In short, African states’ policy responses to the pandemic so far are an urgent reminder of the enormous gaps that exist between knowledge production, policymaking, and objective realities in the region. Now more than ever, there is a need for socially and politically relevant knowledge production. To bridge these gaps, African governments should invest in making their economies more legible. Such investments should target better data collection as well as the establishment of strong academic departments with expertise in political economy and economic history, in addition to other economics subfields. There is absolutely no way around this.

For instance, what do we know about recovery patterns after recessions in different African countries? How will the current shutdown impact rural livelihoods? African states cannot afford to continue making policy from positions of ignorance, or to outsource economic thinking and policymaking. Collect the data. Analyze the data. Have the results inform policy.

Such efforts will go a long way in helping craft domestic narratives and counter-narratives of socio-economic transformation, and hopefully entrench reality-based policymaking, in addition to putting an end to ahistorical and apolitical policymaking. Policymakers must understand that their economies are not simply Denmark waiting to happen. 

[2] African governments should strengthen their policy transmission mechanisms: 

One of biggest mistakes in the history of economic thought was the invention of the notion of “formal” and “informal” economic sectors. This arbitrary distinction continues to blind African policymakers, and limits their abilities to craft transformative policies. In most African countries, governments fixate on minuscule “formal” sectors, and spend billions of dollars attracting mythical foreign investors to create “formal” sector jobs (and in the process subsidize transfer pricing and the creation of very costly enclave economies). Meanwhile, the same governments ignore “informal” and agricultural sectors, despite the fact that in most countries they typically account for significant shares of output (see images) and upwards of 80% of the labor force.

 

The failure to adequately serve and regulate “informal” and agricultural sectors leaves African policymakers with a set of very blunt tools when it comes to these sectors. How will African governments ensure that SMEs are not completely wiped out by this crisis? How will farm-to-market systems weather the logistical problems caused by large-scale shutdowns? What will be the impact on food prices?

It makes little sense to lower SME taxes or incentivize bank lending to SMEs if the vast majority of SMEs neither pay taxes nor borrow from banks. “Informal” sector workers are typically also not plugged into any skeletal social safety nets that may exist, such as health insurance or pension schemes.

For example, “[i]n Senegal one 2016 government/Millennium Challenge Corporation study found [that] only 15 companies pay up to 75% of the state’s tax revenue.”

Moving forward, African countries need to jettison the “formal” vs “informal” sectors distinction. As the primary source of employment, the “informal” and agricultural sectors deserve a lot more public investments targeted at both broader market creation (domestic and international) and productivity increases. Such investments would give governments important policy levers during both good and bad times. 

The fact of the matter is that agriculture and SMEs are the mainstays of African economies. It is about time that African states’ economic policies and budgeting reflected that reality. Failure to do so will continue to severely limit the efficacy of policy interventions, and leave governments wasting scarce resources attracting investments with very little multiplier effects in their economies.

[3] Elite complacency in Africa is about to get a lot more expensive: 

One need not be wearing a tinfoil hat to see the many ways in which African leaders continue to act like colonial “Native Administrators”. Some do not even pretend to care about aspiring to govern well-ordered societies. For almost six decades the global state system has accommodated elite mediocrity in Africa. During this period, the collusion between African and non-African elites in the pilfering of the region’s resources was balanced with aid money and other forms of support. 

That is changing. Western elites and publics have began to question the utility of foreign aid. Forgetting that the aid is what buys elite-level African alliances, they have come to expect loyalty from African states as a pre-ordained birthright. Many Western countries have also seen significant deterioration in the quality of their political leadership in the recent past, thereby exposing them to a range of domestic crises that will likely distract them into the medium term. China, the other major global player, is not ready to step into the void. 

And so African elites will be forced to step up. What do you do when, after decades of presiding over abominable public health systems that are totally dependent on the generosity of foreigners, you cannot get on a plane to seek medical care abroad? And how do you deal with a pandemic that hits the entire globe at once?

It is no secret that the Global Public Health architecture was built to police and contain disease outbreaks in low-income countries. This has allowed African governments to routinely globalize their public health emergencies and therefore get away with poor governance and lack of dependable healthcare systems.

The combination of an inward orientation of the “international community” and likely recurrence of truly global pandemics will mean that African states will have to build robust and sustainable domestic healthcare systems. It will no longer be a given that the American CDC or the WHO will swoop in with solutions. Under these conditions, failure to plan will likely lead to mass deaths in African states. 

[4] African progressivism needs a reset:

As Toby Green documents in A Fistful of Shells, modern African progressivism (defined as working towards broad-based transformative change) has a long history — going back to the 18th century. Men like Usman dan Fodio reacted to what they perceived to be elite complacency and moral depravity by organizing and seizing power. However, it is fair to say that the postcolonial variant of  progressivism in the region has run out of steam. In nearly every country, it has become permanently oppositionist and anti-establishment. Life out of power has infused it with a streak of expressive performativity that is increasingly divorced from the political and economic realities in the region, and sorely lacking in intellectual rigor (there are exceptions, of course). Arguably, the Thomas Sankara administration (with warts and all) was the last truly progressive administration in the region.

It is about time that African progressivism focused not just on criticizing those in power, but also on developing viable political programs that can win power. This will require organization, political education and communication that resonates with mass publics, genuine openness to knowing “the realities on the ground”, and a dose of principled ideological promiscuity pragmatism. The habit of waiting for perfectly enlightened voters and politicians under perfect institutional conditions effectively concedes the fight to the region’s shamelessly inept water-carriers. 

After 60 years in power, Africa’s ruling elites have become perhaps the most complacent lot in the world. Their destruction of higher education and the region’s intelligentsia in the 1970s allowed them to limit the role of ideas in politics and policymaking. It also helped that they found willing “apolitical” development partners in the “international community.” Even the most “progressive” among them care more about their countries’ rankings in the World Bank’s “Doing Business Index” than in the state of their “informal” and agricultural sectors. 

It is time to infuse African leadership with new thinking and moral foundations of social contracts. Only then will the region’s states be in a position to build the necessary resilience to weather emergencies like COVID-19, and provide necessary conditions for Africans to thrive at home and abroad.

Two Important Lessons Americans Should Learn From the Senate Torture Report

As Americans digest the contents of the just released Senate Report on CIA’s use of torture, here are two important lessons that they ought to internalize.

  1. The release of the report neither absolves America of the deeds highlighted therein, nor does it mean that such gross violations of the rights of non-Americans have ended. As Mother Jones reported back in 2012, President Obama may have ended officially sanctioned torture, but as it continued to wage the global war on terror America merely “outsourced human rights abuse to Afghanistan, Somalia, and elsewhere” through rendition programs. In addition, CFR has calculated that over the course of 500 drone strikes under both the Bush and Obama administrations 41 men were targeted, but 1147 people were killed. Dangerous terrorists should be taken out, by all means. But at some point we must begin to ask questions about what ought to constitute an upper limit of tolerable collateral damage. Especially in relation to the lives of innocent non-combatants.
  2. By outsourcing illegal practices to governments in the developing world America is contributing to the weakening of institutions of accountability in those countries and the radicalization of potential jihadists. Six months ago I argued for caution in the ongoing militarization of US-Africa relations. My worry is that many American security arrangements with African governments are designed to bypass normal democratic channels (like direct military to military cooperation) and risk creating unaccountable militaries and governments. In Kenya, for instance, it is increasingly unclear whether the military or the elected civilian administration is in charge of national security policy (especially with regard to the mission in Somalia). Nairobi has also recently been on the spotlight accused of engaging in extra-judicial killings of suspected terrorists with foreign assistance. In addition, many governments in the region that cooperate with the US have enacted sweeping anti-terror laws, many designed to also silence domestic political dissent. If it is not yet abundantly clear, it is high time American policymakers realized that unaccountable and highly securitized governments play into the hands of jihadist recruiters.

The release of the report is certainly commendable. It is a shining example of the virtues of separation of powers, something that America, more than any other nation in history, has perfected. But it is not an end in and of itself. It ought to be a first step in acknowledging that human rights do not end at the water’s edge, and putting pressure on elected officials to devise national security and foreign relations policies that respect this fact. Despite what some Americans may say, respecting the rights of non-Americans and their desire for accountable political and military institutions will not weaken America. On the contrary it will make it stronger by bolstering its soft power, and safer.

The World Bank Group Africa Fellowship Program

The Bank has an exciting fellowship for PhD students from the Continent.

[youtube.com/watch?feature=player_detailpage&v=enZmGIMgOno#t=172]

According to the Bank’s website:

Fellows will spend a minimum of six months at the World Bank in Washington, D.C. getting hands-on experience in development work. This includes knowledge generation and dissemination, design of global and country policies and the building of institutions to achieve inclusive growth in developing countries. While benefitting from research and innovation in multiple sectors, Fellows will also work on economic policy, technical assistance, and lending for eliminating poverty and increasing shared prosperity. Special attention will be given to work with Fragile and Conflict-Affected States.

More on this here.

On the quality of higher education (and human capital development) in Africa

This post first appeared on the African Development Bank’s Integrating Africa Blog where I am a regular contributor. 

UPDATE: I got an email from readers working with the Regional Initiative in Science and Education (RISE), exactly the kind of collaboration that I am saying is much needed in Africa. Check them out here.

According to The Times Higher Education World University Rankings 2012-2013, the highest ranked university in Africa, the University of Cape Town, is 113th in the world. The ranking system employs 13 performance indicators that take into account universities’ core functions, including “research, knowledge transfer and international outlook.” Among the leading 400 world academic institutions, there are only four from Africa, all in South Africa. As a region, Africa only has 35 scientists and engineers per million inhabitants, compared with 168 in Brazil, 2,457 in Europe and 4,103 in the United States. The region is clearly behind as far as knowledge production and dissemination is concerned, producing only 1.1 percent of the world’s scientific knowledge, despite comprising more than 13 percent of the global population.

At barely over 8 percent, Africa’s gross enrollment in tertiary institutions of learning is the lowest of any region in the world (UNESCO, 2011). The average enrollment rate for developing countries is 23 percent, and that for advanced countries is 74 percent. Africa’s poor showing in the higher education sweepstakes is both a cause and effect of the region’s poor economic environment. The massive cuts in higher education funding in the wake of the structural adjustment programs of the 1980s and 1990s, even as enrollment more than tripled between 1991 and 2005, have had an adverse impact on quality. And in turn, the lack of high quality tertiary level education has starved the region of high skills needed for efficient allocation of factors of production thereby stunting improvement in productivity, high value addition and research and development. Africa devotes less than 1 percent of its GDP to research and development.

Data from 33 countries for which it is available show that tertiary education financing in the region has declined from a high of US $6,800 per student per year in 1980 to just about $981 in 2005. Over the same period the World Bank decreased its education lending from 17 percent in 1985-89 to just 7.5 percent currently (this is despite the fact that the World Bank nearly doubled its education lending between 2008 and 2009). The decline in public funding in the face of increasing demand for higher education has led to the proliferation of private universities of dubious standards and a bias towards perceived “soft” fields. In 2004 a meager 28 percent of students were enrolled in perceived “hard” disciplines in the sciences and engineering.

A 2008 study of 12 countries showed an increase in public universities from 113 to 188 between 1995 and 2008. Over the same period private universities ballooned from 14 to 107. This rapid increase in the number of universities in the region has not been matched by an increase in the number of trained teaching staff or facilities such as laboratories, libraries, and the like. Indeed, most of the new universities have tended to specialize in vocational subjects that require very little capital and human resource investment. To put it mildly, there is a great mismatch between the region’s development needs and the type of graduates it produces each year.

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An impression of the proposed Konza City in Kenya

The shortage of skills permeates nearly all skill levels, and could get worse as the region’s economy continues to grow over the next two decades. The case of Kenya is illustrative. The country has an ambitious plan to be the information and communication technology (ICT) hub of Eastern Africa (dubbed the “Silicon Savannah”) complete with a proposed $10 billion techno-city (Konza City) situated about 60 kilometres southeast of Nairobi. Already ICT multinationals, including IBM, Microsoft, Google and Intel, have their regional headquarters in Kenya. All this sounds good, except the lack of local skills. IBM’s research lab in Kenya has had to source for top talent among graduates in computer science, electrical engineering, mathematics, and data scientists from American universities. There is still a shortage of required skills among graduates of Kenyan universities. Quality assurance is also lacking, as recent news reports of “theses for hire” have demonstrated.

As the Kenyan case suggests, the lack of sufficient investment in high quality tertiary education has adversely impacted Africa’s ability to realize its economic potential. A 2005 study showed that a one-year increase in the higher education stock of the region could boost growth rate by about 0.63 percentage points. This adds up to an overall increase in income by about 12 percent over five years. For the region to take off economically there is need for greater investment in quality higher education that will train workers for the 21st century economy. But improving the quality of higher education in the region will be a very costly affair. On their own, the region’s countries lack both the resources (on account of their small economies) and demand (on account of their population sizes) to justify the types of investments required. This is where regional cooperation comes in.

Cross-border educational exchanges are not new in Africa, and go back to the pre-independence era. For generations non-Senegalese francophone students have studied in Senegal, seen as a cheap way of getting quality education at par with diplomas from France. Uganda, with East Africa’s top university, Makerere, hosts legions of Kenyan students, eager to avoid congestion and high costs back home. South Africa, with its many quality institutions is also a preferred destination for students from across the continent. These historical cross-border exchanges have led to the formation of regional associations of higher education – the francophone Conseil Africain et Malgache pour l’Enseignement Superieur (CAMES); Inter-University Council of East Africa (IUCEA); Southern African Regional Universities Association (SARUA); and inter-university cooperation under the Arab Maghreb Union (AMU). Continent-wide, the 208-member Association of African Universities (representing 45 countries) is the umbrella organization of the region’s institutions of higher learning.

These associations need to be strengthened and empowered as drivers of regional harmonization of higher education both to facilitate cross-border inter-university mobility of both teachers and students and guarantee quality assurance. As a 2007 World Bank report aptly noted, “regional quality assurance networks are particularly relevant to Africa because of human resource constraints.” On this score the European Higher Education Area provides a possible model. The just over 10 years old Bologna process is working towards ensuring inter-university mobility (in terms of courses, qualifications, and periods of study) as well as a uniform quality assurance standard. In the African context, a continent-wide area of higher education is infeasible because of language and logistical constraints. However, sub-regional areas of higher education, based on the existing associations, provide a possible avenue to invest in a few good institutions of higher learning that can have a demonstrative effect on national institutions as well set high standards of learning. The associations themselves can also serve as certification bodies to ensure a uniform quality assurance standard (see here).

The announcement in late July 2013 of the creation of a new US $154.2 million multinational science, innovation and technology Pan African University (PAU) in the next five years is therefore welcome. (The African Development Bank (AfDB) has pledged a $45 million grant towards the effort.) PAU will be structured around existing institutions of higher learning across Africa’s five sub-regions. Basic sciences, technology and innovation will be based in East Africa; earth and life sciences including health and agriculture in West Africa; governance, humanities and social sciences in Central Africa; water and energy sciences including climate change in North Africa; and space sciences in Southern Africa.

Thus far, discussions over regional integration of systems of higher education have tended to view tertiary institutions as tools for regional economic and political integration – be it in East Africa, Europe or East Asia. However, the creation of stronger regional areas of higher education – especially in a region like Africa – can also be an economically efficient way of facilitating greater investment in higher education to match the demands of a 21st century economy. It is encouraging that current trends signal a move in this direction. University systems in Africa’s sub-regions would be a good place to start.

I conclude with a caution. The rapid increase in the number of public and private universities in Africa over the last two decades has come at the expense of other post-secondary institutions of learning such as polytechnics (this shift has occurred to a lesser extent in francophone Africa than anglophone Africa). In many countries governments have simply converted polytechnics and other constituent colleges into fully-fledged universities. This trend is worrying, especially given the fact that the vast majority of high school leavers on the continent do not make it to university. The low quality of high school education in the region (as demonstrated by the recent mass student failures in Liberia and Tanzania) is yet another reason why these “bridge” tertiary institutions are needed, both to prepare students for university and to impart valuable skills for those that do not eventually make it to university.

The rush to invest in university education should not distract from the fact that vocational post-secondary institutions, such as polytechnics, are an important component of human capital development, even in advanced countries as is the case in Germany (with its impressive “dual system” of training codified in the Vocational Training Act of 1969). As African economies move from dependence on primary commodities to manufacturing and technology, there will be need for skilled workers at all occupational levels. Doing away with vocational post-secondary institutions will only serve to further inhibit the development of adequate and relevant human capital to match the increased demand for skilled workers.

And now onwards with life after fieldwork…

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With findings and humility.

And now onwards with life after fieldwork...

There is no way around the basics: Development will take time

I just read Chris Blattman’s response to the UK Prime Minister’s op-ed in the Journal. It reminded me of a lot of the things that I have been reading lately in preparation for my fieldwork (My dissertation will tackle the subject of legislative (under)development in Africa, with a focus on the Kenyan and Zambian legislatures).

Cameron’s sentiments in the op-ed are emblematic of the problems of development assistance. Like in all kinds of foreign intervention, developed states often try to externalize their institutions (and more generally, ways of doing things). These attempts often ignore the lived realities of the countries being assisted.

Forgetting the history of his own country (think autocratic monarchs, monopolies, limited suffrage), Cameron thinks that democracy, human rights and free markets (all great things) will magically create jobs in the developing states of the world. They don’t. In fact, they often lag the job creation process. For development assistance to be effective it must eschew these feel-good approaches to the problem of underdevelopment.

Blattman is spot on on a number of points:

  1. Unchecked leaders are bad for economic development (this is why I am so much into PARLIAMENTS!!!): Also, democracy is NOT synonymous with limited government. Heads of state like Queen Victoria or Hu Jintao or Bismarck or even Seretse Khama were in no measure democrats. However, they ruled under systems with strong (sometimes extra-constitutional) checks to their power. That made a difference.
  2. Institutions rule, yes, but the right kinds of institutions: 1688 moments do not drop out of the sky. They are often preceded by decades if not centuries of civil strife, economic change and plain old learning. Institutional development takes time. Plus each society requires its own unique and appropriate mix of institutional arrangements to meet unique economic and social needs. A procrustean approach to institutional development (embodied in global capacity building) will inevitably fail. Institutional development must never be allowed to be captured by those who think that we can transform Chad simply by having them adopt Swedish institutions.
  3. Growth will require creation of jobs, i.e. industrial development: The poor countries of the world need real jobs for high school-leavers and other less educated people. The present focus on the “sexy” entrepreneurial sectors – whether they are small businesses for the poor or tech hubs for the very highly educated – as the engines for growth in the developing world is misguided. I reiterate, starting a business is a very risky venture that should be left to the wealthy and the occasional dare devil. The poor in the global south need stable 9-5 jobs. Lots of them.

And lastly, where do strong institutions come from? There is no easy answer to this question. What we know is:

  1. History matters: Present countries with a long history of stateness have a better track record of building strong institutions for development. Yes, they may not always be democratic, but countries with a long history of centralized rule have strong states (and institutions) that deliver for their people (for more on this see Englebert and Gennaioli and Rainer).
  2. Democracy does not always create strong institutions: Since 1945 many have chosen to forget the fact that universal suffrage is a pretty recent phenomenon in the political history of the world. For the longest time world polities were ruled by power barons who held de facto power (as opposed to the procedural de jure power in democracies). When democracy came along after the Enlightenment the resulting structures of rule often reflected these de facto configurations of power. Over time institutions in these countries were cemented enough to allow for complete outsiders like say the current president of the United States to be elected without upsetting the balance of power (in another era he would have had to have mounted a coup). This is the challenge of the democratization in the new post-WWII states. How do you make democracy serve the interests of the people, rather that purely that of the elite? How do you use democracy to create strong institutions? Is this even possible? And if not, what other options do we have?

Who’s interested in democracy?

According to Google Trends the answer is Ethiopians. Between 2004 and now they score the highest in the search index for the word “democracy,” at least among the English speaking countries of the world. Ethiopians have lived under successive military and quasi-military dictatorships since the overthrow of Emperor Haile Selassie in 1974.

It is also interesting to see the relative concentration of searches for the word in eastern and southern Africa compared not only to other regions in Africa but also to the rest of the world. Besides Ethiopia, the other countries in Africa with a high search index have recently had somewhat high levels of political contestation through reasonably competitive elections.