Globalization and Technology Education in Sub-Saharan Africa:
Challenges and Possibilities
Gilbert Kalonde, Yonmon Tchinsala, Marcelene Cummingham
Southern Illinois University Carbondale
Abstract
Globalization has nurtured both hope and fear in Sub-Saharan Africa. Unlike other parts of the world such as the
Western and Asian countries that have benefitted from the global economy, African countries, with few exceptions,
have been affected by the adverse effects of globalization. For instance, scores of people have lost their employment as
a result of new technologies for which they are ill-prepared. Local corporations are not doing any better. This study
uses literature review to assess the challenges of globalization in Sub-Saharan Africa and advocates for the
reintegration of the global economic growth and social development through an adequate implementation of
technological literacy informed by current research in the field of technology of education.
Keywords: Globalization, economic growth, technology education, Sub-Saharan Africa
Introduction
African countries are going through severe crises. Despite all the positive social, political, economic and
technological development transformations happening in the world thanks to the rapid global change, Africa has
been left trailing and engulfed in a series of social and economic crises that have left it unfit to assert its role in the
world. Research indicates that in the age of the integration of the global market economy facilitated by technological
revolution, the gap between Africa and the rest of the world seem to be widening. Statistics show that African
economies now account “for only 1.8% of world trade (compared to 3% in 1990) and only 3% to 4% of world
industrial growth (8% in the 1960s).” (UNESCO, 2009, p.72). Herbst (2005) observes that although African
countries are open to the global economy through their export and import, which combined contribute a significant
part of the total economy, yet they have seriously failed to take advantage of the globalized economy simply because
the amount of foreign investment has not only declined sharply, they lack the means to produce many processed
goods for export, and are somewhat less “wired” than almost any other region of the world. This lack of economic
integration has direct implications for the social situations that the region is experiencing. Almost every day, we hear
of military coups, civil wars, refugee problems, interethnic conflicts and human right abuses (Englebert, 2000).
Extant literature document that about two- thirds of all violent conflicts in the world occur in SSA (World Issues,
2002; Bird, 2007). Collier (2004) estimates that on average, the economy of a nation involved in an armed conflict
declines by about 2.2 % yearly, significantly reduce the income of that society by about 20% after a decade of
conflicts. Taken together, we can see that there is a tight link between globalization, lack of economic integration,
and social crises in Africa (Winston, 1999).
Although technology education has been recognized as offering possibilities for economic integration in
this age of globalization, current educational reforms in Africa have not fully embraced the new reality imposed by
the global economy. Galli (2007) sees the integration of technology in the school curricula as one of the most urgent
challenges that African educational systems face. Echoing the same urgency, Kerre (n.d.) makes a compelling case
for the promotion of science and technology education when he writes that “There is an urgent need, thus, for us to
become scientifically and technologically literate if we must be a part of the emerging global village of the 21st
Century. Unfortunately, for the majority of African Scientific and Technological literacy is still a distant drum beat”
(P.1). Other researchers (Hennessy, Harrison & Wamakote, 2010) argue that implementing technology education in
school curricula across Sub-Saharan Africa could open up possibilities for positive social change and economic
development in the era of globalization but note, however, that this initiative might encounter serious constraints.
Statement of Purpose
The purpose of this study is to outline the challenges of technology education within the era of
globalization in Sub-Saharan Africa and offer ways to respond to those challenges. In it we argue that globalization-the “accelerated spread of a free-market- based capitalist style of production over an increasing swath of nations on
this planet, especially over the past three decades” (Krishna, 2009, p.2) has opened up economic possibilities and
challenges for Sub-Saharan Africa countries. In order to tap in the benefits of globalization, Sub-Saharan Africa
needs to find ways to effectively and adequately integrate education technology in a way that respond both to its
local economic and social realities as well as the demand of the global market economy. We believe that this
research will inform policymakers, researchers and education practitioners interested in implementing education
technology in Sub-Saharan Africa
Literature Review
Globalization has seriously troubled existing realities politically, economically, culturally and
technologically in Sub-Saharan Africa ( Muchie, 2002). Politically, borders of nation-states have been opened to
multinational corporations that influence and sometimes dominate decision making processes within the boundaries.
Local political issues easily spill over and become regional problems that take various shapes in various locations.
Economically, as companies and multinationals move from one place to another, there has been a capital flow that is
sometimes used positively to create local growth and generate employment for the local population, yet more often
it is used negatively to finance wars, suppress dissenting groups who fight for their rights, and to make corrupt
individuals very wealthy while the general population suffers (Mshomba, 2000). Culturally, the movements of
immigrants in search of jobs, refugees and internally displaced people (IDPs) who seek to escape hardships and
conflicts in their countries have favored interconnection between people across the nation-states as well as the
transfer of cultures. Technologically, the transfer of culture and technology has reinforced communication, fostered
social ties and economic collaborations beyond national boundaries. In addition, the technological revolution of
globalization has social implications (UNESCO, 2009). For example, the information technology has given citizens
the ability to broadcast events that happen in one end of the world to be followed and captured in other parts of the
world, creating thus what I would term instantaneous awareness of events worldwide. Moreover, because of the
presence of internet, video, satellite TV, text messaging, repressive regimes can no longer afford to hide human
abuses without drawing international condemnations. Thanks to the interconnection provided by the technological
revolution supranational security institutions such as Interpol are able to fight organized crimes internationally
through social media such as Facebook and twitter. More important still is how the means of transportations have
facilitated the movement of people today across the world in a speed unheard of before.
In a nutshell, globalization is changing the manner of living in Africa. It has supposedly become the
bedrock for global prosperity. Thanks to the information technology that is both its launch pad and its momentum.
Globalization is shaping every aspect of modern life including the economies and educational systems. But it also
stimulates both fear and hope.
Although the different dimensions of globalization discussed above are each important, we are particularly
interested in the influence of globalization on education in Sub-Saharan Africa and how globalization presents both
possibilities and challenges. In this paper, we argue that the desire to educate citizens to be competitive in the global
economy must fully integrate technology education in all Sub-Saharan Africa. We also argue that in their current
forms, the challenges of globalization, technology integration, social media usage and digital citizenry must lead to
social inclusion and equality in all aspects of human endeavors in Sub-Saharan Africa.
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