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1. Learning from experience: Are African governments prepared for another pandemic?

Author:
Tunde A. Alabi and Matthias Krönke
Publication Date:
06-2024
Content Type:
Policy Brief
Institution:
Afrobarometer
Abstract:
According to the Africa Centres for Disease Control and Prevention (CDC) (2020), Africa’s first case of COVID-19 was recorded in Egypt in mid-February 2020. Six months later, the continent’s death toll exceeded 19,000, representing 3% of global COVID-19 mortality. As the virus spread across Africa, governments began to enforce national lockdowns and other restrictions to minimise the impact of the pandemic. In addition to being a global health emergency, COVID-19 had other wide-ranging consequences. Many parts of government bureaucracies, as well as the private sector, shut down except for “essential” workers (Wickham, 2022). Children were unable to go to school for months, increasing dropout rates with knock-on effects on their nutrition and mental health (UNICEF Africa, 2022; Kidman, Breton, Behrman, & Kohler, 2022). Moreover, African governments’ responses to the pandemic affected trends in poverty on the continent. For example, Afrobarometer analyses found that “more restrictive government responses were associated with larger increases in lived poverty” (Mattes & Patel, 2022, p. 1). Faced with economic uncertainty and mobility restrictions, Africans turned to their governments for support and a coordinated public health response to the pandemic. The latest Afrobarometer surveys in 39 countries document how citizens experienced the pandemic, their views on how their governments handled the pandemic, and whether they think their governments are prepared for future health emergencies. Responses indicate that about one in seven households experienced a case of COVID-19, while more than a quarter suffered the loss of a primary source of income. Despite the severe economic effects of the pandemic, fewer than a quarter of households received pandemic related assistance from the government. Most respondents say that the distribution of relief was unfair and that corruption claimed funds intended for the pandemic response. Even so, most Africans say their government managed the pandemic well. When it comes to giving up democratic rights during a pandemic, a majority of Africans accept the use of the military or police to enforce public health mandates, but censoring the media and postponing elections are more controversial steps. Africans are divided in their assessments of their governments’ readiness for a future pandemic, and a majority say additional investments in such preparations are needed.
Topic:
Education, Health, Social Services, Pandemic, and COVID-19
Political Geography:
Africa

2. Health for everyone, everywhere?

Author:
Lionel Osse Essima and Matthias Krönke
Publication Date:
04-2024
Content Type:
Policy Brief
Institution:
Afrobarometer
Abstract:
The theme of World Health Day 2024 (7 April) is “My health, my right” (World Health Organization, 2024). A key component of the message is to encourage governments to deliver on citizens’ right to health by making health services “available, accessible, acceptable and of good quality for everyone, everywhere.” How close are African governments to meeting this ambitious goal? Since 1990, the burden of disease has decreased substantially in Africa (Roser, Ritchie, & Spooner, 2024; also see Figure A.1 in the Appendix). Between 2000 and 2019, Africa recorded the world’s greatest growth in healthy life expectancy, which rose from 46 to 56 years (Adepoju & Fletcher, 2022). Further, between 2015 and 2021, the under-5 mortality rate fell from 87 to 74 deaths per 1,000 live births across sub-Saharan Africa (United Nations, 2023). According to the World Health Organization, these gains were achieved through increased provision of essential health services and better access to care and disease prevention services (Adepoju & Fletcher, 2022). Despite these important advances, however, many Africans still do not have access to high quality health care. Compared to other world regions, the gap is particularly acute when it comes to communicable, neonatal, maternal, and nutritional diseases (as opposed to non communicable diseases and injuries) (see Figure A.2 in the Appendix). While sub-Saharan Africa saw the world’s fastest growth between 2015 and 2022 in the proportion of births attended by skilled health personnel, from 59% to 70%, the continent also recorded about 70% of the world’s maternal deaths (United Nations, 2023). At least part of the explanation is a lack of health workers; as of 2021, sub-Saharan Africa had an average of 2.3 medical doctors and 12.6 nursing/midwifery personnel per 10,000 people, compared to 39.4 and 89.5 in Europe (United Nations, 2023).
Topic:
Education, Public Opinion, Social Services, Public Health, and Healthcare System
Political Geography:
Africa

3. Africa’s Digital Divide and the Promise of E-learning

Author:
Matthias Krönke
Publication Date:
06-2020
Content Type:
Policy Brief
Institution:
Afrobarometer
Abstract:
According to UNESCO (2020), approximately 1.2 billion students and youth worldwide are affected by school and university closures because of the COVID-19 pandemic. To adjust to these new circumstances, governments must develop innovative solutions to ensure inclusive learning opportunities during this period of unprecedented educational disruption. This is especially true in African countries, where despite recent progress traditional education has faced infrastructural challenges and struggled to develop the human resources necessary to address students’ educational needs (Krönke & Olan’g, 2020; United Nations, 2019; UNESCO Institute of Statistics, 2016. This policy paper uses Afrobarometer survey data to look at digital infrastructure, the availability of digital devices at the household level, and digital literacy among African adults. While rates of digital literacy among children are likely to differ, it is important to understand these dynamics among adults for at least two reasons. First, adults are likely to shape children’s access to and experience with technology. Second, understanding current levels of access to devices and levels of digital literacy among adults provides a baseline against which future assessments can measure progress over time. Survey findings from Afrobarometer Round 7 (2016/2018) show a substantial digital divide both across and within countries, reflected in uneven access to resources such as electricity and unequal access to and use of smartphones and computers. The results suggest that government efforts to redress widespread inequalities need to be increased drastically to avoid the widening of an education gap among their citizens. The paper also discusses the potential benefits of providing smartphones and computers to those who currently do not have access to such devices.
Topic:
Education, Infrastructure, Inequality, Digital Economy, and Digitalization
Political Geography:
Africa

4. Democratic Dividend: The Road to Quality Education in Africa

Author:
Matthias Krönke
Publication Date:
04-2020
Content Type:
Policy Brief
Institution:
Afrobarometer
Abstract:
Education is a powerful tool to fight poverty, enable upward socioeconomic mobility, and empower people to live healthier lives. But while the global adult literacy rate continues to increase, from 81% in 2000 to 86% in 2018 (World Bank, 2019), the challenge of access to quality education remains particularly severe in Africa. Even before the COVID-19 crisis, globally one out of five children aged 6-17 years were not in school; more than half of these children live in sub-Saharan Africa. Additionally, many African pupils attend schools that are inadequately equipped, creating a difficult learning environment. For example, more than half of the schools in sub-Saharan Africa do not have access to basic drinking water, handwashing facilities, the Internet, or computers (United Nations, 2019). COVID-19 may exacerbate these challenges as pupils lose school time, unequal access to online learning heightens inequalities, and health care and social-safety costs and economic losses put pressure on limited resources. Africans are aware of education challenges. Across 34 African countries surveyed by Afrobarometer between late 2016 and late 2018, one in five respondents (21%) cited education as one of the most important problems their governments should address, placing it among citizens’ top five priorities (Coulibaly, Silwé, & Logan, 2018). Not surprisingly, younger people placed substantially greater emphasis on education than their elders. At a global level, the United Nations (UN) has highlighted the importance of quality education by including it in its Sustainable Development Goals (SDGs). SDG 4 calls for governments to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” To this end, the UN outlines specific targets to be achieved by 2030, including ensuring that “all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.” An important step toward this goal is that by 2030, all girls and boys should be able to “complete free, equitable and quality primary and secondary education” (United Nations, 2019). Many African governments have made important commitments to universal education. Of the 34 countries surveyed by Afrobarometer in 2016/2018, 33 have made school attendance compulsory (for periods ranging from five to 11 years), and 33 provide free primary education. (See Appendix Table A.2 for details.) Many governments also commit substantial portions of their yearly budgets to improving education. For example, in Côte d’Ivoire, eSwatini, Ghana, Malawi, Senegal, Tunisia, and Zimbabwe, more than 25% of total government expenditures go to education (World Bank, 2020). Afrobarometer surveys point to slow but steady progress as fewer Africans go without formal education and more attend school beyond the primary grades. But in some countries, two-thirds of adults still have no formal schooling, and significant gender gaps continue to disadvantage girls and women. Overall, just a slim majority of Africans think their government is doing a good job on meeting educational needs. Factors that contribute to these evaluations include whether citizens find it easy to obtain school services and whether they think schools are transparent about their budgets and responsive to reports of teacher misconduct. More fundamentally, our analysis finds that more democratic countries are seen as better able to provide public education. Citizens are more likely to be satisfied with government performance on education if immediate avenues of transparency and accountability at the school level are embedded in a broader political system that encourages these qualities.
Topic:
Education, Poverty, Democracy, and Inequality
Political Geography:
Africa