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Rebuilding the intellectual community on the continent’-Zubair A Zubair

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4 years ago

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Zubair A Zubair

 

Zubair A Zubair

Neo-liberalism has devastated African universities, turning them from vibrant centres of new thinking and academic comradeship into factories churning out marketable academic products and “saleable” students, according to leading Tanzanian scholar-activist Issa Shivji.

African scholars have become mere data “hunter-gatherers” instead of producers of theory; while the nascent radical intellectual community that emerged on the continent in the wake of independence has been decimated, says Shivji, who occupies the Mwalimu Julius Nyerere Research Chair in Pan-African Studies at the University of Dar es Salaam.

In the meantime, the Global North has retained control over the upper reaches of knowledge production since the 1970s, when higher education on the continent was devalorised and starved of public resources as African governments embraced neo-liberal prescriptions and austerity programmes.

“The very idea of the university was undermined,” says Shivji.

“The World Bank and its associates said that Africa did not need thinkers; rather, it needed only implementers of policies,” he says. “The ‘luxury’ of theorising could be left to the developed North, which would do the thinking, while Africa did the acting.”

Under the “long shadow” of neoliberalism, he says, “the market determined the form, content and depth [of] courses. Theory was eschewed; and action and a skills-oriented approach were privileged.”

“Instead of being centres of thinking and basic research, African universities were turned into sort of factories, with the academics being told to package and brand their products, including the students, to make them ‘saleable’.”

One consequence has been a devaluation of the quest for original knowledge on the continent and, in particular, theory, which Shivji views as the “highest form of knowledge”.

Quality of African scholarship has deteriorated

The trend has been made manifest, he says, in a number of ways: the content of PhDs has become increasingly descriptive rather than theoretical; the academic vocation to produce new knowledge has been undermined by scholars’ increasing dependence on consultancy work; university courses have become vocationalised, with increasing numbers of “executive evening courses” being taught; the younger generation of academics unquestioningly imbibe intellectual fads with little regard for existing scholarship; and the task of mentoring young faculty is undertaken by visiting scholars on a jaunt.

Shivji identifies a lack of seriousness among “today’s neo-liberal generation of young faculty members who neither care about nor have any sense of the traditions of their own alma mater”.

In particular, he notes that young African academics educated “outside”, in the North, tend to return as adherents of new intellectual fashions: “It is as if they want to re-invent the wheel and start all over again.”

Meanwhile, as the quality of the African scholarship on offer has deteriorated, international financial institutions have “jumped on the bandwagon”, providing funding for foreign scholars to come from the North with the goal of upgrading local scholarly standards, according to Shivji.

“These visiting academics … come for a few weeks or a couple of months; rush through a couple of courses; take time off to visit local tourist resorts; and off they go, leaving behind no sense of academic collegiality and camaraderie, which should be the stuff of university life,” he says.

However, “this is not what universities were meant to be”, he argues.

‘A site for thinking’

“Neo-liberalisation, in my view, devastated the fundamental rationale of a university just as it devastated the social fabric in Africa. The very idea of the university was undermined.”

Shivji describes his idea of the university as “rather orthodox”.

“I think a university is a site for thinking, a site for the production of knowledge, and, of course, a site where ideas clash and knowledge is developed.”

“The idea of the university should be of a kind of comradeship which is established among the faculty but also between the students and the whole academic community. The aim is not simply to produce people with certificates but rather to cultivate deep scholarship and, if possible, some societal commitment.”

In pursuit of this goal, Shivji advocates a pan-African approach under which academics across the continent collaborate to rejuvenate the African intellectual community and seek to produce a new breed of ideas.

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He notes the scale of the rejuvenation effort given that “a whole generation of deep, committed scholarship” was lost under the neo-liberalisation of universities from the late 1970s.

“The few faculty members who stuck to their guns found themselves abandoned both by colleagues and students,” he notes. As a result, “the radical and nationalist faculty staff failed to reproduce itself”.

“What remained was not an intellectual community propounding, advocating and debating the idea of the university and its ethos, but only a few individuals,” he says.

A need for collective purpose

In this context, Shivji advocates for a restoration of comradeship and a sense of collective purpose among academics in order to help rebuild the intellectual community on the continent.

“Such work can only be a collective effort, not an individual task,” he explains.

“Although individuals may manage to spark debates, they cannot easily sustain them. They soon get demoralised for lack of support; and there is always a limit to how much an individual can withstand in terms of derision and ridicule from an ignorant young faculty and a hostile university administration.”

Shivji also envisages the university’s restoration as a pan-African project although, at the same time, he stresses that national governments “must be persuaded that [higher] education is a priority on the basis that, like health, it is a strategic productive sector rather than just a service sector”.

Shivji’s argument for a continent-wide pan-African approach is based on what he terms “the fragility of the idea of nationalism based on the nation-state” and separate territorial domains; and also on what he views as the strength of regionalism in the African context.

“Unlike in other continents, regionalism in Africa – that is, pan-Africanism – gave birth to territorial nationalism, not the other way around,” he says.

Accordingly, he proposes that the effort to reclaim the idea of the university and build an African intellectual community “should take place as a pan-African endeavour at the continental level”.

Reclaim the ability to theorise

Adopting such an approach, Shivji contends, the present nature of African knowledge production can be transformed and African academia can reclaim its credibility and capacity to theorise.

“I think a new breed of ideas is required, which depends on many discussions, and debates being held at every opportunity … among African intellectuals.

“So, there is a need to engage in a double process: the process of building a pan-African intellectual community; and the process of raising these important questions.”

Shivji cites the collegial nature of the former University of East Africa, which had campuses in Kenya, Tanzania and Uganda, as an example of the kind of pan-African collaboration that could be fostered.

“There were annual meetings bringing together the subject teachers from the different disciplines at the three sister colleges [in Dar es Salaam, Kampala and Nairobi]. Views were exchanged on the content of the courses; on the work being undertaken; on the pedagogy, and so on,” he recalls.

“These discussions were very fruitful, indicating how the task of changing orientation cannot be an individual endeavour; if it is to be effective, it must always be a collective enterprise.”

Shivji contrasts this collaboration with the present academic climate, in which, for example, “few intellectuals in universities in other African countries know about or keep track of the debates taking place in South Africa”, and vice versa.

However, such is the kind of pan-African interaction that he would like to see as “a starting point” for the restoration of African academic endeavour, although he emphasises that this “cannot be left to happen spontaneously”.

“It should be undertaken in a conscious and conscientious way.”

This is imperative, says Shivji, particularly since “the continent cannot continue to depend on the North to revive its universities”.

“The North is not interested and understandably so. Higher education has become a major export for some countries in the North. Why, then, should they invest in reviving African universities?”

From a practical point of view, Shivji advises that South Africa, which became a destination for many academics leaving other African countries as their universities were starved of resources, has the potential to provide the leadership required to rebuild the African intellectual community.

“I would hope that greater energy and thinking in the South African academy may be directed at supporting and building relations with universities in other African countries, not in a predatory fashion but in the spirit of genuine pan-African collegiality,” he says.

“In this regard, the South African academy should plug into African debates, and not be constantly overawed by European debates.”

This article is based on an interview conducted by Professor Crain Soudien for ‘The Imprint of Education’ project, which is being implemented by the Human Sciences Research Council, South Africa, in partnership with the Mastercard Foundation. This project, which includes a series of critical engagements with experienced scholars and thought leaders on their reimaginings of higher education in Africa, investigates current and future challenges facing the sector, including best practices and innovations. Mark Paterson and Thierry M Luescher edited the transcript for focus and length.

Copyright © 2022 Zubair A Zubair and University World News”

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Opinion

Nigeria’s Forgotten Educational Dream: A Reflection on the Future We Once Prepared For

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2 days ago

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May 28, 2026

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By Zubair A. Zubair

This evening, Dr. Nelson Aluya shared a video link with me on Instagram, and out of curiosity, I quickly watched it. What I expected to be an ordinary historical clip turned out to be something deeply emotional and thought-provoking.

The footage was from the late 1950s and early 1960s, during the period leading to Nigeria’s independence. It captured scenes of Nigerian students in classrooms, laboratories, technical centers, and learning environments that reflected preparation for a nation believed to have a bright and promising future. What struck me most was the condition of the educational institutions at the time, especially in Northern Nigeria.

The classrooms looked organized and conducive for learning. The science laboratories were functional and properly equipped. Students appeared disciplined, ambitious, and intellectually driven. Education was clearly treated as a national investment, not merely as a social obligation.

Watching the video left me with one painful question: How did we get it so wrong?

At independence, Nigeria was seen as a rising giant with enormous human and natural potential. Northern Nigeria, in particular, was being positioned as an important pillar for the country’s advancement in agriculture, science, innovation, and technology. There was a visible belief that education would shape the nation’s future and produce the skilled minds required to compete globally.

Decades later, however, many of those hopes appear abandoned. The same educational institutions that once symbolized excellence and promise are now struggling with inadequate funding, deteriorating infrastructure, overcrowded classrooms, outdated laboratories, and recurring strikes. In some schools today, students learn in environments that are far below the standards that existed before independence.

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That reality is heartbreaking.

What makes it even more painful is the realization that many of the people who benefited from quality education in the past are now among the leaders presiding over the decline of the same system that once empowered them. A generation that studied in functional classrooms and laboratories now oversees institutions where millions of young people struggle daily for basic educational resources.

Some people often describe Gen Z as lazy or unserious, but when one carefully observes the state of many Nigerian educational institutions, it becomes difficult not to sympathize with the frustration of young people. Students are expected to compete globally while learning in poorly equipped environments, facing unstable academic calendars, limited research opportunities, and little institutional support.

Yet despite these obstacles, Nigerian youths continue to demonstrate extraordinary brilliance across the world. From medicine and engineering to software development, research, entrepreneurship, agriculture, and innovation, Nigerians consistently excel whenever they are given the right opportunities and environment.

This is why education must once again become the backbone of national development. Countries such as China and India transformed their economies largely through sustained investment in education, technology, research, and innovation. No nation can genuinely aspire for progress while neglecting the intellectual development of its people.

As Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world.” Those words remain profoundly relevant today.

The old video I watched this evening was more than a historical memory. It was a reminder of the Nigeria our leaders once envisioned, a nation prepared to compete with the best in the world through knowledge, discipline, and innovation. It reminded me that our present condition was never meant to be our destiny.

Perhaps this is why individuals like Dr. Nelson Aluya continue to advocate passionately for youth empowerment, educational advancement, and social development through initiatives such as Youth Together Work Together (YTWT), aimed at helping young people break barriers and rewrite the narrative surrounding Nigerian youth.

Nigeria still possesses some of the brightest minds in the world. What is lacking is not talent, but consistent investment, visionary leadership, and a genuine commitment to rebuilding the institutions that shape the future.

The tragedy is not that Nigeria lacked a dream.
The tragedy is that somewhere along the journey, we stopped believing in it.

Zubair A. Zubair
Journalist | Columnist | Developer | Activist | Farmer
Writing from Kano, Nigeria.

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Opinion

Nusuk Policy and the New Face of Hajj: How Saudi Arabia is Restoring Order, Safety and Spiritual Comfort in the Holy Cities

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4 days ago

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May 26, 2026

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By: Lamara Garba

For decades, the annual Hajj pilgrimage has remained one of the largest religious gatherings on earth, attracting millions of Muslims from every continent to the holy cities of Makkah and Madina in the Kingdom of Saudi Arabia. While the pilgrimage is spiritually uplifting, it has also historically come with enormous logistical challenges, including overcrowding, congestion, heat-related emergencies, and at times tragic stampedes within the holy sites.

But this year’s Hajj exercise has introduced a different reality — one defined by orderliness, effective crowd management, improved security, and a smoother spiritual experience for pilgrims. At the center of this transformation is the introduction of the Nusuk policy by the Saudi authorities, a digital regulatory framework that has significantly reduced illegal participation in Hajj and restored sanity to the holy sites.

The policy, introduced through the Nusuk digital application, ensures that only duly registered and approved pilgrims are granted access to the sacred rituals and locations associated with Hajj. From visa processing to accommodation, transportation, identification, and access to the holy sites, every pilgrim must now be fully captured within the Nusuk system.

Anyone not registered on the platform is automatically denied access to key locations including the Grand Mosque in Makkah, the Prophet’s Mosque in Madina, Mina, Muzdalifah, and Arafat.

This decisive policy appears to have achieved what many observers once considered impossible — a massive reduction in overcrowding during Hajj.

For years, one of the major concerns during Hajj was the infiltration of undocumented pilgrims, especially illegal immigrants and unregistered worshippers from neighboring countries and parts of Africa. Many entered the holy cities without official Hajj permits, thereby overstretching facilities and contributing heavily to congestion around the sacred sites.

The situation often made movement difficult for genuine pilgrims who had spent huge sums of money to perform the religious obligation through approved channels.

However, this year, the story is remarkably different.

Our correspondent, who is currently participating in the pilgrimage, observed a calmer and more organized atmosphere both in Madinatul Munawwara and within the precincts of the Grand Mosque of Ka’aba.

Unlike previous years when worshippers struggled through human traffic for hours before getting access to prayer spaces or performing Tawaf around the Holy Ka’aba, pilgrims now experience relative ease in conducting their acts of worship.

In what would have seemed unimaginable in the past, this reporter was able to complete the Tawaf — the circumambulation around the Ka’aba — within just 30 minutes due to reduced congestion and improved movement coordination by Saudi officials.

The atmosphere around the Mataf area was notably less chaotic. Pilgrims moved with greater comfort, fewer physical struggles, and better concentration during prayers and supplications.

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Many pilgrims who spoke with our correspondent expressed satisfaction over the new arrangements, describing the Nusuk policy as a timely intervention that has enhanced both safety and spirituality during Hajj.

A pilgrim from Kano State, Alhaji Musa Abdullahi, said the difference between this year and previous pilgrimages was “clear and undeniable.”

“In the past, people pushed one another because of overcrowding. Sometimes elderly pilgrims suffered greatly. But this year, movement is easier and security personnel are more effective because they know exactly who is authorized to be here,” he explained.

Another Nigerian pilgrim, Hajiya Zainab Suleiman, described her experience in Madina as peaceful and spiritually fulfilling.

“You can now enter the mosque, pray peacefully and leave without unnecessary pressure. Before now, some people spent hours struggling just to find space. The Nusuk arrangement has brought discipline,” she stated.

A pilgrim from Ghana, Ibrahim Mustapha, also commended the Saudi authorities for what he called a “technology-driven success.”

“The authorities deserve appreciation. This system has reduced illegal entries and helped genuine pilgrims enjoy their worship. You can feel the difference immediately you arrive,” he noted.

Beyond comfort, the policy is also being viewed as a major safety achievement.

Hajj history has witnessed several unfortunate incidents linked to overcrowding and uncontrolled human movement. Managing millions of pilgrims within confined spaces under extreme temperatures has always remained a daunting responsibility for Saudi authorities.

But by tightening access through digital verification and restricting movement only to registered pilgrims, the Kingdom appears to have significantly minimized the risks associated with uncontrolled crowds.

Security personnel stationed across the holy sites now rely heavily on electronic verification systems linked to the Nusuk application. Pilgrims without valid permits are quickly identified and prevented from accessing sensitive areas.

The policy has equally improved transportation coordination, accommodation management, feeding arrangements, and emergency response services.

Observers believe the new system represents a major shift in how modern Hajj administration will be conducted in the future.

Saudi Arabia has in recent years invested heavily in digital technology, smart crowd-control systems, artificial intelligence, surveillance networks, and infrastructure expansion aimed at improving the pilgrimage experience.

The Nusuk initiative appears to be another major milestone in that direction.

Despite initial concerns in some quarters that the strict regulations could inconvenience intending pilgrims, many now believe the long-term benefits outweigh the challenges.

Religious scholars and Hajj administrators argue that preserving human life and ensuring pilgrims perform their religious obligations safely should remain the top priority.

Indeed, for many pilgrims, the reduced crowd this year has brought back the true essence of worship — devotion, reflection, patience, and spiritual connection without the constant fear of suffocation or physical struggle.

Inside the Grand Mosque, worshippers now spend more time in contemplation rather than battling human congestion. Elderly pilgrims and women especially appear to benefit from the calmer environment.

At Mina and Arafat, where overcrowding traditionally reaches alarming levels during peak Hajj periods, officials have also maintained tighter control of movement using the Nusuk verification process.

Many pilgrims interviewed described the exercise as one of the smoothest Hajj operations witnessed in recent years.

While no system is entirely perfect, the Saudi authorities appear to have demonstrated that effective technology, strict enforcement, and proper planning can substantially improve one of the world’s largest annual religious gatherings.

As millions of Muslims continue to arrive for the sacred rites, one message is becoming increasingly clear: the era of uncontrolled and illegal Hajj participation may gradually be coming to an end.

And for genuine pilgrims seeking spiritual fulfillment in peace, safety and dignity, that may be one of the most important developments in modern Hajj administration.

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Opinion

Professor Adamu Abubakar Gwarzo: The Young African Visionary Redefining Education, Innovation and Human Development Across Continents

Published

6 days ago

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May 24, 2026

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By Musa Abdullahi Sufi

In an era where Africa continues to search for transformational leaders capable of bridging the gaps between education, innovation, entrepreneurship and humanitarian development, one name is increasingly standing out across the continent and beyond — Professor Adamu Abubakar Gwarzo.

From Northern Nigeria to the global academic landscape, Professor Gwarzo has emerged as a symbol of visionary leadership, educational transformation and youth-driven development. His story is not merely one of personal success; it is a remarkable movement dedicated to empowering humanity through knowledge, innovation, research, healthcare support, youth empowerment and international collaboration.

At a relatively young age, Professor Gwarzo has achieved what many institutions and governments struggle to accomplish within decades. His rapidly expanding educational, humanitarian and developmental footprints have positioned him among the most influential education reformers and social impact leaders in contemporary Africa.

Building a Pan-African Educational Revolution

The rise of Professor Gwarzo reflects the growing emergence of African-led solutions to African challenges. Through the establishment and expansion of globally oriented universities and academic institutions, he has created opportunities for thousands of students from diverse nationalities, cultures and socioeconomic backgrounds.

Among the institutions linked to his transformational vision is Maryam Abacha American University of Nigeria, an institution that has rapidly gained attention for promoting international standards in higher education, innovation, research and multicultural learning. The university has become a meeting point for students from across Africa and other parts of the world.

What distinguishes Professor Gwarzo’s educational philosophy is his emphasis on practical knowledge, global competitiveness, entrepreneurship and moral development. Rather than producing graduates who merely seek employment, his institutions encourage innovation, leadership and problem-solving capabilities that respond directly to modern societal challenges.

His educational investments extend beyond classrooms. They include scholarships for underprivileged students, support for female education, and promoting science and technology.

Others include youth leadership development, research partnerships, international academic collaborations and community-based development initiatives. In many ways, his work reflects the educational renaissance Africa urgently needs.

A Vision Beyond Profit

Unlike many private educational ventures driven primarily by commercial interests, Professor Gwarzo’s initiatives consistently demonstrate a deeper humanitarian philosophy. His interventions in healthcare, youth empowerment, women development and humanitarian support reveal a leadership model centered on societal transformation.

Through the Adamu Abubakar Gwarzo Foundation, countless lives have reportedly benefited from educational support, healthcare interventions, water and sanitation initiatives, climate-related advocacy and empowerment programs.

His development model aligns strongly with several global development priorities, including, quality education, gender Equality, poverty reduction, youth empowerment
* Innovation and Infrastructure, good Health and Well-being and Sustainable Development Goals (SDGs)

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At a time when many African youths face unemployment, migration pressures and limited educational opportunities, Professor Gwarzo’s institutions and initiatives are creating pathways of hope and opportunity.

Why Professor Gwarzo Deserves Global Recognition

The growing calls for Professor Gwarzo to receive international recognition, including potential consideration in global record and achievement platforms such as Guinness World Records, are not without merit.

Several factors strengthen such arguments. Among them listed below;

1. Extraordinary Educational Expansion at a Young Age

Professor Gwarzo represents one of the youngest African educational entrepreneurs to establish and support multiple internationally recognized academic institutions with rapidly expanding continental influence.

The scale, speed and societal impact of these accomplishments are rare within Africa’s educational sector.

2. Cross-Continental Academic Influence

His educational and institutional collaborations continue to connect Africa with global academic communities through research partnerships, exchange programs and international learning opportunities.

This has significantly contributed to improving Africa’s visibility within global education networks.

3. Massive Human Capital Development

Thousands of students, researchers, professionals and young innovators have benefited directly and indirectly from his investments in education and development.

The long-term impact of such human capital development may continue shaping societies for generations.

4. Combining Education With Humanitarian Impact

Very few academic entrepreneurs successfully integrate education, philanthropy, healthcare advocacy, youth empowerment and innovation ecosystems simultaneously at such scale.

Professor Gwarzo’s multidimensional approach distinguishes him from conventional educational investors.

5. Promoting Africa’s Positive Global Image

At a time when global narratives about Africa often focus on conflict, poverty and instability, Professor Gwarzo’s achievements project a different story — one of innovation, excellence, resilience and transformational leadership.

His institutions are helping position Africa as a center for intellectual growth and global competitiveness.

Inspiring a New Generation of African Youths

Perhaps the most powerful aspect of Professor Gwarzo’s story is the inspiration it provides to millions of young Africans.

His journey demonstrates that young Africans can build world-class institutions, v can overcome limitations, education remains the greatest investment, philanthropy and entrepreneurship can coexist and Africa can produce globally respected innovators and reformers.

In many developing societies, youths are often discouraged by economic hardship, political instability and limited opportunities. Yet Professor Gwarzo’s achievements offer a compelling counter-narrative: that transformational leadership is possible even within challenging environments.

His rise also challenges African elites, policymakers and private sector leaders to invest more aggressively in education, research, innovation and youth development.

The Future of African Transformation

Africa’s future will depend heavily on visionary individuals capable of transforming ideas into institutions and institutions into societal impact.

Professor Adamu Abubakar Gwarzo’s expanding legacy suggests that he belongs to a new generation of African builders whose influence may extend far beyond national borders.

As global conversations increasingly focus on sustainable development, knowledge economies and youth empowerment, leaders like Professor Gwarzo may become central figures in redefining Africa’s future trajectory.

His work represents more than personal accomplishment; it reflects a broader movement toward African self-reliance, intellectual advancement and transformational development.

If sustained and expanded, his vision may continue producing ripple effects across education, innovation, healthcare and human development for decades to come.

And in the history of modern African transformation, his name may well stand among those who chose not merely to succeed personally — but to build systems capable of uplifting humanity itself.

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