1. AFRICAN LEADERSHIP ACADEMY: A NEW PARADIGM SHIFT IN
LEADERSHIP AND GOVERNANCE MENTORSHIP IN AFRICA
Judah Ndiku. jndiku@gmail.com, Pamella Buhere pbuhere@yahoo.com, Christopher Omusula
omusulachris@yahoo.com, Aaliva Luvaso, luvasoaliva44@gmail.com, Lorna Nakera,
lornahsiri@yahoo.com
Masinde Muliro University of Science and Technology
Abstract
A number of political scientists point out that the concepts of democracy and governance are
interrelated, but are not the same. They indicate that "good governance entails the efficient and
effective reciprocity between desired rulers and the ruled. They point out that it incumbent upon
governments to be responsive to the citizenry. Majoritarian democracy, on the other hand, entails a
broad consensus on values and procedures, the participation in the selection of the ruling elites and
the accountability of leadership to the electorate. The last decade has witnessed Africa face a
number of challenges that are significantly related to the quality of its rulers who form the
governments. Dictatorial tendencies of the governments of Africa have inherently propagated both
extreme poverty of the mind and material consequently promoting ignorance and disease related
challenges that dot the continent. Leading scholars have identified some of the major reasons for
poor governance and bad politics in African countries as exclusion of the youth in governance,
octogenarian nature of the rulers, the state failure to advance and protect human rights, the tendency
of highly qualified and talented individuals to withdraw from politics and the extreme centralization
of power and wealth in the hands of few people. They also point out that democracy in Africa has
been badly hindered by the state's control of the economy; this has meant that the only way to get
rich has been through political office, intensifying the problem of corruption, and inducing leaders
to cling to political power. This has been disastrous for the economies of African countries. Thus,
social economic liberalization and empowering ordinary producers and workers may well be
achieved through nurturing the youth of Africa for future leadership positions. This paper examines
the power of investing in homogeneity and leadership education in African youth as an impetus to a
new paradigm shift in leadership and governance in continent. The paper argues that when African
youth are assured of survival and health, provided with a good quality leadership education,
protected from war and violence, allowed to participate in the democracy and development of their
mother countries, then Africa has immense resources to claim her position in the economies of the
21st century.
Key Words: African Leadership, Academy, Governance, Paradigm Shift
Introduction

2. Good leadership and governance is realized when people are left to freely involve in the design of their
direct participation in managing their own affairs without imposition of a third party’s influence or
dictating terms (Mabor, 2003). It is inclusive perfection in the decision making process between and
amongst the society in governance. In other words, democracy must not only be based on the particular
conditions of each society, but also on the shared values of the equal dignity and rights of all human
beings (UNESCO, 2004). For democracy to work, it requires a well-functioning judicial system based on
the principles of the rule of law and a just political settlement (Moyo, 2000).
Democracy is essential because it allows free elections, functioning political parties, independent media
and vibrant civil society organizations and Non Governmental Organizations that can operate freely for
welfare and development of state (Mimiko, 2010). In a democracy and good governance, there is a
political, social and economic accountability of people in positions of power for their actions and
omissions. On the other hand, the notion of democracy good and governance is centre-stage for
development (Standage, 2010). Good governance has broad principles such as transparency,
accountability, inclusiveness, fiscal responsibility, good leadership and respect for human rights. Other
democratic principles are rule of law and fair competition for public offices (Mimiko, 2012).
Unfortunately, African democracies and governance are shaped along tribal lines and definitely form the
basis of forming the governments and even determining the allocation of basic services (Rodney, 1983).
Elsewhere, other political leaderships claim that their revolutionary rights are indisputable and therefore
they can use anything including corruption to quench their thirst of liberation struggle at the expense of
the public good (Mimiko , 2010).
Background of African Leadership
After so many years of corruption and poverty, Africa is now widely perceived as a continent on the rise
(UNCTAD, 2005). Africa is where China was 20 or 30 years ago. It is starting to awaken from its
slumber and many different trends are coming into place that is making it the next great economic
frontier. The most fundamental change has happened at the leadership level. Africa has seen three
generations of leaders with each generation leaving behind a different legacy (Standage, 2010).
Generation one was the leaders who brought independence to Africa Emperor Haile Sellasie of Ethiopia,
Abdel Nasser from Egypt Kwame Nkrumah of Gold coast, Julius Nyerere of Tanzania, , Jomo Kenyatta
of Kenya, Robert Mugabe of Zimbabwe among others. They were fighting to get rid of colonialism. To
large extent, they achieved that mission and must be recognized for that legacy, but some of them went on
to become dictators (Standage, 2010).

3. Generation two the rulers who came after them – had the worst legacy and a horrible impact on Africa.
These were the corrupt dictators, people who abused human rights. Rulers like Idi Amin of Uganda, Sani
Abacha of Nigeria, Mobutu Sese Seko from the Congo – they plundered and pillaged Africa. Fortunately
most of that generation is gone (Standage, 2010).
Generation three is the leaders who have emerged in the last 15 years. The main legacy of this generation
is that they’ve stopped the fighting. This is Ellen Johnson Sirleaf in Liberia, Paul Kagame in Rwanda and
the most celebrated political prisoner, Nelson R. Mandela. These great leaders brought more peace and
stability to Africa. Just 25 years ago, 33 of 54 African countries were engaged in some form of conflict.
Today this figure is towards one digit. There can never be development in absence of peace. The
cessation of the conflicts and improvement in political stability are the most fundamental changes that are
allowing Africa to grow (Rodney W., 1983).
Generation Four Leaders
The vision and legacy of generation four leaders should be bringing prosperity to Africa. Unless Africa
creates wealth on its own, and create enough jobs for all of her people, she will never become truly
independent (Standage T., 2010). Africa will not be able to feed her own children, build own roads and
schools or fund own healthcare (Globalization and Africa, 2000). All of these things need to be done.
The new generation of leaders that is coming up must ensure that this is their legacy. It took 100 years to
build the city of Rome. Many people started working on it and died before their work was finished. But
today the city of Rome is the most beautiful city in the world. It attracts so many admirations from the
world over. The new generation of leaders would not necessarily live to see the full impact of their work.
But will be building a big magnificent city called Africa (Ugwuegbu, 2001). To build this city,
participation of the African youth in leadership training is key.
Theoretical Framework
This study utilizes the Leadership Model Succession Theory by Devra Gartenstein, (1968) to articulate a
safe pathway for Africa’s change of guard to a more prosperous leadership shift that the continent has
been yearning for since time immemorial. Leadership Model Succession Theory embeds its attributes in
leadership succession planning which define Succession planning as the process of identifying and
developing new leaders at all levels to succeed current leaders. This is a proactive and systematic
investment in building a pipeline of leaders within an organization rather than identifying strong external
candidates. When transitions are necessary, leaders at all levels are ready to act. Succession planning
allows respond to strategic changes that create new leadership needs or roles and prepare individuals for
transitions when necessary. Succession Theory embeds leadership development as a core organizational

4. system, rather than as an ad hoc process. Organizations are always ready for inevitable change. This
paper argues that by using Leadership model succession theory, Africa will offer different approaches to
establishing development plans that will ensure that the much needed leadership succession is in place.
Planning ahead for retiring aging African leading CEOs before the current leaders leave office is
necessary. This will prevent conflicts as leadership will change swiftly at the same allowing changes in
socio economic political fronts.
African Leadership Challenges
Corruption poses a profound threat to all systems of governments. In most African countries, corruption
constitutes an important means by which individual wants and needs, especially in patronage-ridden
personal regimes, can be satisfied. Although corruption is a general problem for all governments,
governments of developing countries tend to exhibit the problem in a particularly noteworthy way. In
countries such as Nigeria, Ghana, Sierra Leone, DRC Congo, and the Central African Republic,
corruption is so extensive that it is viewed as a way of life. Making or receiving bribes in most African
countries is considered a practical tactic to look after one's needs and interests, achieving incomes and
security far greater than provided by one's monthly salary. Because of an absence of effective structures
with autonomy and strength to check corruption, the governing elites of most African countries have
engaged in high and sometimes egregious levels of corruption, increasingly diverting state resources for
personal gain. In Zaire, for example, corruption has been termed a structural fact, with as much as 60
percent of the annual budget misappropriated by the governing class. cite
Foreign aid, although designed to contribute to development, also has served as an alternative source of
wealth for corrupt elites. While many African leaders have become rent-seeking and corrupt, there is a
corruptor and a corruptee promoting the syndrome of capital flight. Donors should cease dealing with
leaders who have amassed extraordinary fortunes by transferring their country's foreign exchange into
private accounts overseas. To the extent that government has been immersed in patron-client relations and
in cases in which state office is granted as a means to amass personal wealth, corruption has increased in
scale and proportion. Although corruption in Africa emanated from the lack of democracy and
accountability, it is not unique to Africa and may be found in liberal democratic systems. However, the
real issue is the absence of institutions capable of tackling corruption.
Addressing the Underlying Challenges
To create lasting change in Africa, it is necessary to make investments that treat the causes, and not just
the symptoms, of under-development in Africa. An undersupply of leadership across all sectors is the root
cause of many of Africa’s problems. Africa needs strong leaders throughout society, in the spheres of

5. politics, business, health care, education, the environment, and beyond, to create positive change and
generate growth and prosperity.
Youth Participation in African Political Leadership Psacharopoulos, 1994
African governments have acknowledged that development must be revamped by a democratic approach
employing the energy and devotion of African youth. Adults alone cannot make development sustainable
cite. This recognition emerged from the Arusha Conference year on the Theme Putting the Youth First.
This conference was held in February 1990 under the auspices of the United Nations Economic
Commission for Africa and attended by over 500 delegations representing grass root organizations,
NGOs, United Nation agencies and governments. It resolved that the absence of democracy and
engagement of the youth is a principal reason for the persistent development challenges facing Africa
(United Nations Economic Commission for Africa, 1990).
Nations cannot be built without the popular support and full participation of the young people. Nor their
economic crisis solved, human and economic conditions improved without the full and effective
contribution, creativity and popular enthusiasm of the vast majority of the citizenry cite. It is the very
people that the benefits of development should and must accrue for. Neither can Africa's perpetual
economic crisis be overcome, nor can a bright future for Africa and its people see the light of day unless
the structures, pattern, and political context of the process of socioeconomic development appropriately
altered cite.
The Arusha Conference emphasized on the importance of popular participation in building democratic
societies in Africa. The significance of ordinary people and the youth having power is important in
societies moving towards mature democracy cite. Studies show that the existing developed democratic
societies have succeeded primarily because they have allowed political participation of young people to
help make them achieve their nation’s dreams. In addition, they have also, empowered youth engaged in
democratic projects. They have succeeded by giving voice to those who have dreams to realize cite.
The Power of One
History has seen countless examples of the power of individual leaders to catalyze the actions of large
groups of people and unleash massive positive change in society. In South Africa, Nelson Mandela and
Desmond Tutu led a peaceful transition from oppression to democracy. Wangari Maathai inspired
environmental and political activism by women across Kenya. Bill Gates and Steve Jobs transformed the

6. global economy with their innovations in computing, and Muhammad Yunus created a new path from
poverty to prosperity by developing microloans at the Grameen Bank.
The Power of Youth
Many great leaders begin “changing the world” at a young age – when they believe the whole world is
open to them and they are free to chase their big dreams. Nelson Mandela was only 26 when he and
Walter Sisulu established the ANC Youth League. Bill Gates established Microsoft at 19, and Steve Jobs
launched Apple at age 21. We need to invest in Africa’s leaders when they are young and dreaming and
give them the confidence they need to bring their ideas to the world.
Youth Participation in African Political Leadership
African governments have acknowledged that development must be revamped by a democratic approach
employing the energy and devotion of African youth. Adults alone cannot make development sustainable
cite. This recognition emerged from the Arusha Conference on the Theme Putting the Youth First. This
conference was held in February 1990 under the auspices of the United Nations Economic Commission
for Africa and attended by over 500 delegations representing grass root organizations, NGOs, United
Nation agencies and governments. It resolved that the absence of democracy and engagement of the youth
is a principal reason for the persistent development challenges facing Africa (United Nations Economic
Commission for Africa, 1990).
Nations cannot be built without the popular support and full participation of the young people. Nor their
economic crisis solved, human and economic conditions improved without the full and effective
contribution, creativity and popular enthusiasm of the vast majority of the citizenry cite. It is the very
people that the benefits of development should and must accrue for. Neither can Africa's perpetual
economic crisis be overcome, nor can a bright future for Africa and its people see the light of day unless
the structures, pattern, and political context of the process of socioeconomic development appropriately
altered cite.
The Arusha Conference emphasized on the importance of popular participation in building democratic
societies in Africa. The significance of ordinary people and the youth having power is important in
societies moving towards mature democracy cite. Studies show that the existing developed democratic
societies have succeeded primarily because they have allowed political participation of young people to
help make them achieve their nation’s dreams. In addition, they have also, empowered youth engaged in
democratic projects. They have succeeded by giving voice to those who have dreams to realize.

7. Education and Leadership Training in Academies
Academies, just like schools have a great potential as a locus for behaviour training and modification.
They provide regular access to young minds early enough in their developmental years (UNICEF 2006,
Sussman, 2006). Schools are models of the larger society. They are positioned to offer a disciplined
environment conducive to learning and acquiring the desired societal norms (The National Education
Goal No.6, 2000).
In US, School-based programs used to shape students thinking include giving them instructional
component intended to alter classroom management strategies. These common strategies are often
combined with attempts to teach students new ways of thinking and dealing with potential social
problems (US Department of Education, 2010). Other common approaches of behavior modification
include changing the normative climate of the school. The multi-component strategy found in most
studies of school-based behavior modification is also used. It is given the nested nature of the schooling
experience and the multiple routes to behavior change (UNICEF, 2006). Student behavior is most directly
influenced by the attitudes, beliefs, and characteristics of the student and his or her peers in schools.
Individually targeted behaviour modification techniques that teach students new ways of living and acting
may be effective in leading them into great future leadership and management discoveries.
Knowledge, skills and attitudes gained from studying education and leadership training can have a
significant effect on the entire society cite. These skills are useful in careers like law, leadership,
management and politics. They can influence how research and development funds are spent, how
scientific discoveries and technological innovations are implemented and how scientific evidence is used
in courts and other social organizations. An appreciation of such training provides positive influences on
significant decisions that touch on people’s lives (Rogers and Ford, 1997).
Africa’s Greatest Potential
Over the next 40 years, 800 million people are going to move into African cities and that is going to be a
huge force for economic growth (Alkali., 2003). Cities are the building blocks of the market economy.
They bring people who have goods, services and ideas to sell together with those who want to buy, and
who can build infrastructure and real estate in a much more concentrated way. This is driving growth in
Africa (UNCTAD, 2005). Another big shift is population growth – Africa has the fastest population
growth in the world. By 2030, Africa will have a larger work force than China (Moyo D., 2000). About
80% of this fast growing population is composed of the teenagers. The average age of the teenagers in
Africa is 18, compared to 44 in Germany. At the same time, birth rates are falling, so people have fewer
dependents to support and therefore more disposable income. These are trends that represent a great deal

8. of potential for the continent (Calderesi R., 2006). On the other hand, if not managed properly, these
potential opportunities can quickly become downsides with a lot of risks. Here leadership will really
come into play because leaders are going to make the difference (Gorg et al., 2004). They are going to
decide whether all these trends in Africa remain positive and powerful engines for growth or a recipe for
disaster. Africa’s generation four leaders should be the people to make this difference.
The Need for Pan-African approach
The presenters of this paper believe that a pan-African approach is required to initiate, catalyze and
nurture growth in Africa. African leaders should understand and collaborate with peers across the
continent to remove barriers to trade, end conflict and stimulate widespread positive change through
sharing of knowledge, research findings and ideas..
Youth Leadership Training
Youths as leaders can be agents of positive change. In every situation in every country, in every context,
there are people who act as catalysts who change the status quo. These are the leaders that really bring
progress to everything to society and human beings (Ajayi , 2000). Considering the change that happened
in South Africa - if it were not for Desmond Tutu and Nelson Mandela, the world could not have seen a
change that happened at all. The impact of a given individual in society can be much greater here in
Africa than anywhere else in the world. That is because the impact of a leader, or indeed the need for a
leader, is negated by the strength of the institutions that exist. In the United States, for example, there is a
200-plus year-old constitution, Congress, a judiciary, and even the Federal Reserve (Chandra P., 2000).
In US for example The Center for Sustainable Development and Global Competitiveness (CSDGC) at
Stanford University has recognized that the development of leadership and creativity begins at a very
early age of human beings soon after the experience of discovery (Standage., 2010). The University sets
to stimulate idea development and problem-solving engagement in the youth in the globally urgent area of
sustainability. This introduces students to a broad scope of sustainability trends and issues (social,
technological and economic), and seeks to help identify leadership opportunities connecting ideas to
successful realization (Watson A., 1982). Using a combination of lectures, discussions, hands-on design
work, and site visits, the program provides multidimensional views of the sustainability universe, and
introduces learners to various tools, approaches and distinguished thinkers so as to embark on own
course of self-discovery.

9. The CSDGC Youth Leadership program is based on the premise that in normal learning environments,
the objective is to rigidly parallel or even mirror particular knowledge frameworks and as a result,
creative thinking is stifled (Chandra., 2001). The programs set against sustainability backdrop, providing
neutral ground and the freedom to explore an individual’s creative universe - a universe in which ideas
are born, shaped and shared, and one can be empowered to discover and channel own passions. The
youth, in their limited exposure to life’s behavioral boundaries, have extremely creative minds and can
contribute to the short term as well as the long term solutions to worlds challenges- they just need the
opportunity and the guidance to develop this skills in stages (Chandra, 2001). .
The planners of CSDGC Youth Leadership program believe that early warning signs of management
failure often include a lack of clear direction, complacency, and the willingness to live with mediocre or
even poor performance (MDG Report, 2010). Great leaders have visions, are positive thinkers and have
excellent communication skills. As such, leadership development is critical because organizations take on
the personality of their leaders. Good leadership maximizes productivity, positive culture and design
strategic successes (Globalization and Africa, 2000).
Peace Jam Foundation
Another world class youth leadership training institution in USA is the Peace Jam Foundation (PJF). PJF
has developed Peace Jam Juniors Curriculum (PFJC) that is designed for youth ages 5-11. This is an
exciting curriculum that introduces young learners to the lives and works of Nobel Peace Prize Winners in
an age-appropriate, standards-based format. It fosters 21st century skills, character development, conflict
resolution, service-learning, citizenship and diversity education (MDG Report, 2010). It is designed to
stand alone as a curricular unit or as a complement to existing curricula or programs. PJC is an
international education organization founded in Denver, Colorado in 1996 and has since expanded to
regions throughout the USA and several countries across the globe. Among other honors, PJF was
nominated for Nobel Peace Prize Awards for its efforts to promote peace and leadership in the world
through education (Chandra P., 2000).
PJC is a literacy-based curriculum that explores the childhood stories of 13 Nobel Peace Laureates and
the strategies they used to overcome problems in their communities. The curriculum requires Students to
engage in service-learning activities that address local needs and inspired by Nobel Laureates’ Global
Call to Action. This call urges the youth to address the root causes of problems facing the world today
(MDG Report, 2010). As a result of participating in PJC, students gain academic skills in the areas of
history, civics, geography, reading, and writing. They also gain personal and social skills including

10. problem solving, civic responsibility, and leadership more importantly leadership (Globalization and
Africa, (2000).
The participating Nobel Peace Laureates are directly involved in developing the curriculum and the
program itself. PJF is the only organization in the world which has so many Nobel Peace Laureates
working together for a long-term common cause – the leadership development of youth. Since the
Program was launched in 1996, more than one million young people worldwide have participated in the
program. Hundreds of Youth Conferences have been held around the globe connecting Youth with Nobel
Peace Laureates. Youth engagement averages over 40 hours with an adult leader including teachers,
mentors, community leaders, and/or Peace Jam staff. Nearly two million new service projects have been
developed by Peace Jam participants across the globe (Globalization and Africa, 2000). .
The programme has created thousands of new leadership and volunteer opportunities for youth and young
adults. Evaluations have shown that youth who participate in Peace Jam programs show statistically
significant gains in academic skills and knowledge as well as increased school and community
engagement as a result of their participation in the programmes (Globalization and Africa, (2000).
Evaluations have shown that incidents of violence decrease in schools and communities-based
organizations where Peace Jam programs are implemented. The Curriculum is also aligned with the
common skills and principles of conflict resolution and peer mediation programs (Ajayi S., 2000). Africa
requires development of a curriculum similar but limited to institutes for her youth.
Entrepreneural Leadership
Africa cannot become prosperous without entrepreneurship leaders. The government cannot generate
prosperity without leaders who have skills in entrepreneurship (UNCTAD, 2005). The usual foreign aid
African governments have developed passion cannot generate prosperity (Moyo D., 2000). Africa needs
entrepreneurs who are going to build enterprises on a scale that will create the hundreds or thousands of
jobs that she urgently needs (Obadina T., 2009). A concept like entrepreneurial leadership - a mindset
about seeing all of the challenges that exist in Africa as opportunities, is the right idea to instill in Africa’s
youth (Moyo D., 2000). Entrepreneurship is the art of doing much more than anyone thinks possible with
much less than anyone expects (Wikipedia, the free encyclopedia). Africa has enormous resources,
whether its politics, healthcare or natural resources knowledge of entrepreneurship is the panacea to
exploitation of these resources. The continent has a lot of potential but what is consistently holding her
back is the lack of good leadership (Standage T., 2010). Unless increase of the supply of good leaders in
Africa is enhanced, the continent will never fully realize all the potential that it has (Rodney W., 1983).

11. There is an urgent need for creation of production lines for leaders with the potential to transform this
continent into available and sustainable entity (MDG Report, 2010).
Africa needs entrepreneurial leaders across all sectors who will throw off the constraints of existing
institutions to change the paradigm and create value on the continent. Most entrepreneurs in Africa today
are subsistence entrepreneurs (Watson A., 1982). The continent is littered with small businesses and
meager middle income workers who struggle to fend their families. To break the cycle of poverty and
generate significant growth, Africa needs large-scale entrepreneurs. To create entrepreneurial leadership,
institutions that will recruit, educate and instill the right leadership skills and attitudes in African youth
will have to be founded (Chandra P., 2000). Such institution like the Silicon Valley Academy in
California and the African Leadership Academy (ALA) in South Africa will have to be built across the
continent.
ALA for instance, aims to address Africa’s most critical need of developing thousands of transformative
and ethical leaders over the next 50 years. To achieve this goal, the institution utilizes a vast network of
contacts across Africa to identify the most promising 15 to 19 year-old leaders on the continent (African
Leadership Academy - Wikipedia, the free encyclopedia). These future leaders are then brought together
for a two-year pre-university program at a world-class boarding school in South Africa. ALA’s model for
change are distilled into three components namely:- Identifying the most outstanding young leaders
across Africa; Developing these young leaders through an innovative and formative program that focuses
on hands-on experience and Fostering powerful, lifelong networks for these leaders, ultimately
positioning them to make a significant impact on the continent. Today, the ALA network includes almost
450 young leaders from 44 African countries (Ugwuegbu, et al., 2001).

12. ALA admits young Africans with a passion for public service, a commitment to Africa and demonstrated
potential to lead and impact the world. The foundation of ALA’s model is its intensive two-year
residential program that focuses on hands-on leadership experience, training in social entrepreneurship
and a deeply analytical exploration of the issues facing Africa today (Warren, D. M., Adedokun, R., and
Omolaoye, A. 1996). ALA believes that by identifying young leaders with immense potential, enabling
them to practice leadership skills, and connecting them with transformative opportunities, it can develop
and empower the next Nelson Mandela, the next Wangari Maathai and Africa’s Jonas Salk and Steve
Jobs. The institute continues to cultivate these leaders throughout their lives, through university and
beyond by providing mentorship and connecting them with career opportunities and high-impact
networks of people and sources of capital (McCauley, C., 2006). The institute has begun training talented
youngsters from across Africa with the aim of developing a generation of future leaders who will
transform the continent. It’s a breathtakingly ambitious and inspiring initiative.
Conclusions and Recommendations
This paper recommends:-
i. The Founding of leadership training institutes similar to that of African Leadership Academy
model that seeks to create leadership incubators for lasting peace and prosperity in Africa by
developing and connecting the continent’s future leaders. Africa’s greatest need is ethical and
entrepreneurial leadership. Too often, investment is done in addressing the symptoms of poor
leadership in Africa. Donors give blankets, food, and medicine to those impacted by war, poverty
and famine. These efforts will never solve the continents problems unless Africa develops leaders
who prevent wars, entrepreneurs who create jobs and innovators that develop lasting solutions to
the root causes of Africa’s problems.

13. ii. Policies that can guide the way identification of the talented youth develop and connect them as
future leaders. This should be done with a focus on ensuring that Africa’s young leaders return to
build their careers and provide a lifetime leadership to the African continent. This will ensure
continues application of mindset, approach, skills and networks developed at the model
academies with a hope of solving the continent’s greatest challenges.
iii. Governments of Africa should found a common Entrepreneurial Leadership curriculum
developed by Nobel Prize foundations as a cornerstone of the student experience that creates
opportunities to practice leadership and entrepreneurship skills through simulation and project-
based learning. In the interdisciplinary African studies curriculum, students should study hunger
eradication, health care provision, economic growth and conflict resolutions.
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