Impacts Of The Knowledge Society On Economic And Social Growth In Africa

In a world that is essentially digitizing, some have argued that the idea of the knowledge society holds the greatest promise for Africa’s rapid socio-economic transformation. Impacts of the Knowledge Society on Economic and Social Growth in Africa aims to catalyze thinking and provide relevant information on the complex ways in which the information age is shaping Africa and the implications that this will have for the continent and the world. This premier reference volume will provide policy analysts, policymakers, academics, and researchers with fresh insights into the key empirical and theoretical matters framing Africa's ongoing digitization.

"This book aims to catalyze thinking and provide relevant information on the complex ways in which the information age is shaping Africa and the implications that this will have for the continent and the world".

Through knowledge societies, people have capabilities to acquire information and to transform that information into knowledge and information, which empowers them to enhance their lives and to contribute to the social-economic development. The practical application of knowledge into innovation and how this process from research to development to application can be achieved is a domain that is not yet very well understood. Developing Knowledge Societies for Distinct Country Contexts is an essential reference source that documents methods, best practices, and case studies for the development of global knowledge societies at the national, regional, and local levels. Featuring empirical analysis on topics such as smart governance, financial literacy, and globalization, this book is ideally designed for business strategists, economists, international researchers, anthropologists, politicians, policymakers, governmental sectors, academics, and students seeking coverage on the development of knowledge society policies and strategies in various areas of the world.

Finland, South Korea and the state of North Carolina in the United States are three systems that successfully have harnessed higher education in their economic development initiatives. Common to the success of all these systems is, amongst others, the link between economic and education planning, quality public schooling, high tertiary participation rates with institutional differentiation, labour market demand, cooperation and networks, and consensus about the importance of higher education for development. Linking higher education and economic development: Implications for Africa from three successful systems draws together evidence on the three systems, synthesises the key findings, and distils the implications for African countries. The project on which the book is based forms part of a larger study on Universities and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is co-ordinated by the Centre for Higher Education Transformation in South Africa.

Technology and media are now integrated in various facets of society, including social and economic development. This has allowed for new and innovative methods for aiding in development initiatives. Impacts of the Media on African Socio-Economic Development is an essential research publication for the latest scholarly information on societal and economical dimensions of development and the application of media to advance progress. Featuring extensive coverage on many topics including gender empowerment, international business, and health promotion, this book is ideally designed for government officials, academics, professionals, and students seeking current research on social realities and achieving further development in emerging economies.

African social development is often explained from outsider perspectives that are mainly European and Euro-American, leaving African indigenous discourses and ways of knowing and doing absent from discussions and debates on knowledge and development. This book is intended to present Africanist indigenous voices in current debates on economic, educational, political and social development in Africa. The authors and contributors to the volume present bold and timely ideas and scholarship for defining Africa through its challenges, possible policy formations, planning and implementation at the local, regional, and national levels. The book also reveals insightful examinations of the hype, the myths and the realities of many topics of concern with respect to dominant development discourses, and challenges the misconceptions and misrepresentations of indigenous perspectives on knowledge productions and overall social well-being or lack thereof. The volume brings together researchers who are concerned with comparative education, international development, and African development, research and practice in particular. Policy makers, institutional planners, education specialists, governmental and non-governmental managers and the wider public should all benefit from the contents and analyses of this book.

Why Industrial Revolution By-Passes Africa is a compelling analysis of the complex dimensions of development in Africa. It identifies and explains the failure of innovations and knowledge in Africa to generate industrial revolution in the continent using two main models: the motivation and growth-ladder models. Focusing on the indifference and secrecy among innovators in the continent, the book shows how the endemic indifference and unparalleled secrecy among African innovators hinders the continent from successfully going up a sustainable development ladder. It argues that with private and un-rewarded knowledge bearers innovating in isolation and dieing in the same fashion, the continent has experienced "continuous but non-additive innovation system" as against "continuous and additive innovation system". Written with the general reader in mind, Why Industrial Revolution By-Passes Africa is an important addition to the current discussions on the problems of innovations, technology and industrialisation in Africa. ________________ Hilary U. Nwokeabia studied Economics and Computer Science at Hunter College of the City University of New York, USA, Econometrics at the New York University, USA and Development Economics at Strathclyde University, Glasgow Scotland. He has conducted research on different programmes and economic and social cooperation measures adopted at global level, with direct impact on individual or group of African countries. He was a key contributor in the design and evaluation of African Priority Programs for Economic Recovery (APPER), United Nation's New Agenda for Development of Africa (UNNADAF), the African Growth and Opportunity Act and New Partnership for Africa's Development (NEPAD), among others. He has been a core team member of United Nations flagship publications such as the World Economic Prospects, World Investment Report, Economic Report on Africa and Local Pathways to Global Development - World Bank. Based on own-name intellectual work he has also written articles and provided development advice on Africa's development strategies for members of his economic development clan in the Bretton Woods institutions, particularly the World Bank. Born in Achi in Enugu State of Nigeria, educated in Nigeria, the United States, and the United Kingdom, Hilary Nwokeabia has worked in Nigeria's Ministry of External Affairs, United Nations Headquarters in New York, United Nations Economic Commission for Africa in Addis Ababa, and the United Nations Conference on Trade and Development in Geneva. He has travelled extensively in North America, Europe, Asia and Africa. His private works are published in international journals.

Despite the long history of decolonization as a ‘third world’ political project, decolonization as an intellectual project has gained tremendous momentum in recent times, signalled by movements such as #RhodesMustFall, #BlackInTheIvory, and Why Is My Curricula So White among others. These movements situate the coloniality of power within ongoing practices in academia and seek to disrupt systemic racism and oppressive structures of knowledge production and dissemination. Assembling critical perspectives of scholars engaged in African Studies and other cognate disciplines on the continent and in the diaspora, the book elucidates and fuses ideas together to produce nuanced pedagogical advances in the service of students, academics, and educators. It contributes ideas on how to navigate systems, curricula, and academic contexts that have perpetuated a colonial toxicity that undermines Black agency and epistemic justice. This book will be of interest to students, researchers, educational leaders and policy makers across diverse disciplines interested in championing a decolonial praxis in academic spaces and universities.