adj.
Of, relating to, or situated in the region of Africa south of the Sahara.
On this page
American Heritage Dictionary:
sub-Sa·har·an |
|
Featured Videos:
|
Gale Encyclopedia of the Early Modern World:
Sub-Saharan Africa |
This entry is a subtopic of Africa.
By 1450, sub-Saharan Africa was characterized by kingdoms, federations, and decentralized lineage-based polities loosely linked to different environmental, economic, and geographic configurations. In the Sahel region immediately south of the Sahara, the kingdoms of Mali and Songhay thrived off the trans-Saharan trade in gold, slaves, salt, and forest produce. On the fertile Ethiopian highlands, the royal Solomonid dynasty traced its ancestry to the biblical union between King Solomon and the Queen of Sheba. Peoples of the rainforests of central and west Africa, by contrast, organized themselves in decentralized units led by "big men." On the savannah, south and east of the rainforest, rulers of centralized polities prospered from gold, iron, and copper production; the vast herds of cattle that they managed to amass measured their wealth and status. On the east African littoral, elegant Swahili towns had ties with Persia, south Asia, and China.
Contact between these African polities and Europeans increased dramatically from the fifteenth to the eighteenth centuries. While the Atlantic slave trade is the best-known aspect of the early modern European-African encounter, recent historical research suggests that ties were diverse and complicated. Only in the eighteenth century did exports of slaves begin to dominate trade and define the political, economic, and cultural encounter.
Extent and Items of Trade
Prince Henry the Navigator of Portugal (1394–1460) pioneered ties with the Sahel and west Africa to spread Christian rule and to gain access to African gold. Legends of vast quantities of African gold were common since stories of the Malian King Mansa Musa's (ruled 1307–1332) fabulous riches, displayed during his pilgrimage to Mecca (1324–1325), circulated around the Mediterranean world. Portuguese fleets reached the Senegal River in 1445 and began to exchange slaves and manufactured goods for gold with Akan and Guinea Coast gold traders. By 1455 Portugal declared a monopoly over the west African trade routes, a policy that was further elaborated in the papal treaties of Alcaçovas (1479) and Tordesillas (1494).
In 1498 the Portuguese Captain Vasco da Gama (c. 1460–1524) reached India after Swahili navigators instructed him on the use of the Indian Ocean monsoon winds. King Manuel I of Portugal (ruled 1495–1521), who declared himself "Lord of Conquest and Commerce of India and all Adjacent Lands," sent a number of expeditions to establish trading centers on the east African coast that would help to monopolize trade between India and Europe and would also benefit from existing Indian Ocean trade networks. In 1505 Dom Francisco d'Almeida and his fleet razed the Swahili coastal entrepôt of Kilwa, leading to the surrender of a string of Swahili coastal towns and the establishment of Portuguese naval bases at Sofala, Mozambique, Zanzibar, and Mombasa. Huge and over-loaded Portuguese trading vessels participating in the eighteen-month round voyage between Lisbon to Goa, termed the carreira da India, frequently shipwrecked off the dangerous southeastern African coast. In 1698 Omanis conquered Mombasa and Kilwa and precipitated the decline of Portuguese authority on the central and northeastern African coast. The Portuguese turned to the slave and ivory trade from the southeastern port of Sofala and the Zambezi base of Tete.
In the late seventeenth and eighteenth centuries, the extent and intensity of the Atlantic slave trade increased with the involvement of English, French, Dutch, and Portuguese trading companies in the lucrative "triangular trade" between Africa, Europe, and the Americas. The trade in slaves typically took place between European ships and African or Euro-African middlemen at coastal entrepôts that received slaves from a chain of trading connections reaching into the African interior. Several West African kingdoms like Benin, Kongo, Oyo, Asante, and Dahomey taxed the trade in slaves, and in some cases were able to limit its deleterious effects on their own subjects. However, rulers who sought to monopolize access to sought-after commodities became increasingly dependent on Atlantic and Indian Ocean trade goods—such as textiles, metals, alcohol, tobacco, gunpowder, and manufactured goods—to secure the economic patronage
| TABLE 1 | |||||||
| Estimated Slave Exports from Africa | |||||||
| Export Region 1500–1600 | % | 1600–1700 | % | 1700–1800 | % | Total | % |
| Red Sea 100,000 | 9.3 | 100,000 | 4.4 | 200,000 | 3.0 | 400,000 | 3 |
| Trans-Sahara 550,000 | 51.0 | 700,000 | 31.1 | 700,000 | 9.5 | 1,950,000 | 18 |
| East Africa 100,000 | 9.3 | 100,000 | 4.4 | 400,000 | 5.5 | 600,000 | 6 |
| Trans-Atlantic 328,000 | 30.4 | 1,348,000 | 60.0 | 6,090,000 | 82.0 | 7,766,000 | 73 |
| Total 1,078,000 | 100.0 | 2,248,000 | 100.0 | 7,390,000 | 100.0 | 10,716,000 |
| TABLE 2 | |
| Atlantic Slave Trade by National Carrier, 1701–1800 | |
| National Carrier Number of Slaves | % |
| English 2,468,000 | 40.5 |
| Portuguese 1,888,000 | 31.0 |
| French 1,104,000 | 18.1 |
| Dutch 349,000 | 5.7 |
| North American 206,000 | 3.4 |
| Danish 66,000 | 1.0 |
| Other 10,000 | 0.2 |
| Total 6,091,000 |
networks upon which their political authority rested.
The demographic, political, and economic impact of the export of slaves and import of various European, American, and Asian goods is a subject of lively historical debate. It is estimated that at least thirty million slaves were captured as part of the Atlantic slave trade (although only eleven or twelve million were exported), with many more killed through slave-related raiding and warfare. While imports of foreign commodities at times challenged African productive capacity, African producers were also able to innovate and adapt to the influx of new trade goods.
Treaties, Emissaries, and Scholars
In the fifteenth century, African emissaries to the royal courts of Europe were more frequent than European emissaries to Africa. The Christian emperors of Ethiopia sent embassies to southern Europe to forge Christian solidarity in the face of Muslim expansion and to hire European artisans.
| TABLE 3 | ||
| Regional Origin of Slaves in Eighteenth-Century | ||
| Atlantic Trade (Dutch, British, French, and Portuguese) | ||
| Region | 1700–1800 | % |
| West-Central | 2,331,800 | 38 |
| Benin 1,223,200 | 21 | |
| Biafra | 901,100 | 16 |
| Gold Coast | 881,200 | 14 |
| Upper West | 689,000 | 11 |
| Total | 6,089,700 | |
| SOURCE: Paul Lovejoy, Transformations in Slavery: A History of | ||
| Slavery in Africa (47, 48, 51). |
Portuguese aid for the Ethiopians against coastal Muslims in the early sixteenth century helped to narrow the rift between the Ethiopian and the Latin Christian churches; but the intransigence of dispatched papal officials toward Ethiopian Christianity led the Ethiopians to renounce papal decrees in the early 1630s.
In the 1480s, Portuguese ships brought a number of African royal emissaries to Lisbon, including those from the Kongo kingdom (1484), the kingdom of Benin (1486), and the Wolof kingdom (1487); a second Kongolese delegation set up a center for African studies where Kongolese learned European culture and religion and European missionaries were instructed in Kongolese culture and language. One outcome of this encounter was the conversion of the Kongolese royalty to Christianity and, over the next century, the spread of Christian ideas and icons throughout the central African kingdom.
A number of African scholars trained and taught at European universities. In 1652 the Ethiopian priest Abba Gregoryos studied with the German scholar Job Ludolf, whom he tutored in Ethiopian languages. Anton Wilhelm Amo, who was born on the Gold Coast, lectured in philosophy at German universities and was a participant in the German Enlightenment before he returned to his childhood home in 1748. Jacobus E. J. Capitein (1717–1747) defended his dissertation at the University of Leiden in 1742; in eloquent Latin he argued that slavery was compatible with Christianity since servitude of the body should not hinder freedom of the soul. By contrast, while not a scholarly tract, the freed slave Olaudau Equiano's autobiography, first published in 1789, was crucial in promoting the abolitionist cause.
Perceptions of the Other
By the sixteenth century, southern Europeans had extensive contact with peoples of sub-Saharan Africa—Africans made up an estimated 10 percent of Lisbon and 7.5 percent of Seville's population. Iberian perceptions of Africans were mediated by religious discourses and only gave way to racial understandings of difference in the eighteenth century. The Portuguese termed Africans of Islamic faith "Moors" whether they dwelt in the west African Sudan or on the Swahili coast. The Portuguese and Dutch used the term kaffir, adapted from Arabic, for Africans who did not follow Christianity or Islam.
Africans were less accustomed to Europeans, who were generally confined to the coast and rarely lived among them. Perceptions of white-skinned Europeans seem to have been ambivalent; Africans accused them of being wizards, cannibals, or ancestors returned from the dead; but they often welcomed them, if only to acquire their valued goods. Africans described Europeans with particular words that referred to their oceanic origins, peculiar dress, itinerancy, and cunning trade tactics.
Bibliography
Capitein, Jacobus Elisa Johannes. The Agony of Asar: A Thesis on Slavery by the Former Slave, Jacobus Elisa Johannes Capitein, 1717–1747. Translated with Commentary by Grant Parker. Princeton, 2001.
Cohen, William. B. The French Encounter with Africans: White Responses to Blacks, 1530–1880. Bloomington, Ind., 1980.
Debrunner, Hans Werner. Presence and Prestige: Africans in Europe: A History of Africans in Europe before 1918. Basel, 1979.
Equiano, Ouladah. The Interesting Narrative and Other Writings. Edited by Vincent Carreta. New York, 1995.
Hastings, Adrian. The Church in Africa, 1450–1950. Oxford, 1994.
Lovejoy, Paul E. Transformations in Slavery: A History of Slavery in Africa. Cambridge, U.K., 1983; 2nd ed., 2000.
Miller, Joseph. Way of Death: Merchant Capitalism and the Angolan Slave Trade, 1730–1830. Madison, Wis., 1988.
Northrup, David. Africa's Discovery of Europe, 1450–1850. New York and Oxford, 2002.
Thornton, John. Africa and Africans in the Making of the Atlantic World: 1400–1800. New York and Cambridge, U.K., 1992; 2nd ed., 1998.
—DAVID M. GORDON
Gale Encyclopedia of Education:
Sub-Saharan Africa |
Sub-Saharan Africa, referred to as "Africa" in this article, comprises the forty-two countries on the African continent south of the Sahara and the six island nations close to it. Africa's rich cultural and ethnic traditions reflect different heritages in all countries - an early Christian heritage in the Nile Basin, a strong Islamic influence in the north, and Christian influences dating from colonialism in many central and southern African countries.
Geographically and economically, Africa is diverse and fragmented. In 1999 the region's population was about 640 million. Six countries had fewer than 1 million people. Nigeria had 124 million people and Ethiopia 64 million. Within the continent, communications and travel are difficult. Gross national product (GNP) per capita averaged $500 in 1999, ranging from less than $200 in the Burundi, Ethiopia, Malawi, Niger, and Sierra Leone to more than $3,200 in Botswana, Gabon, Mauritius, and South Africa. On the whole, the region's GNP growth and human development indicators lag behind those of other regions.
Poverty is pervasive across the region. More than 290 million people live on less than $1 per day. With the region's rapidly growing population, 5 percent annual growth is needed to keep the number of poor from increasing. According to the World Bank, halving the incidence of poverty by 2015 would require annual per capita gross domestic product (GDP) growth rates of at least 7 percent. Unsustainable external indebtedness has diverted scarce resources away from priority social needs. Waste in the public sector and weak governance structures continue to act as major constraints to development in many countries.
Overview
Education systems in the region reflect differences in geography, cultural heritage, colonial history, and economic development progress. The impact of French, English, and other countries' colonial policies toward education has had a lasting impact on the objectives, structure, management, and financing of education systems in the region. When African countries gained independence from colonial rule around 1960, the region lagged far behind other regions on nearly every education indicator. Dramatic progress - with large national variations - occurred in the 1960s and 1970s. Primary enrollments jumped from 11 million in 1960 to almost 53 million in 1980. Growth at the secondary and tertiary levels was even more dramatic, with secondary enrollments increasing by fifteen times and tertiary enrollments by twenty times.
The economic crisis of the 1980s severely affected education in Africa. Declining public resources and private economic hardship resulted in an erosion of quality and primary level participation rates. As of the early twenty-first century, these setbacks have not yet been reversed. At every level, education facilities are too few, while those that exist are often in poor repair and inadequately equipped. Teachers are often underpaid and underqualified and rarely receive the support and supervision they need to do an effective job. The number of hours spent in the classroom by most African students is far lower than the international standard. Instructional materials are often in desperately short supply. Not surprisingly, learning achievement is almost always far below the instructional objectives specified in the curricula. While country experiences vary a great deal, the reality for too many Africans is one of education systems characterized by low quality and limited access.
Africa has the lowest enrollment rate at every level and is the only region where the number of out-of-school children continues to rise. The average African adult has fewer than three years of schooling, lower than the attainment level for any other region. Almost one in three males and one in two females is illiterate. Gender inequalities persist at all levels of schooling. Female enrollments are about 80 percent of male enrollments at the primary and secondary levels and less than 55 percent at the tertiary level.
As disturbing as the low levels of literacy and education attainment is the marked decline in the capacity of many African countries to generate knowledge as a resource for tertiary level instruction and for research and technology development. A 1992 study estimated that Africa had only 20,000 scientists and engineers, or 0.36 percent of the world's total. In 1996 Senegal had only 3 researchers engaged in research and development per million people, Burkina Faso had only 16 and Uganda had 20, compared with 149 in India and 350 in China. Few African researchers are integrated in the worldwide scientific knowledge networks. A continuing brain drain exacerbates these problems. Reasons vary from country to country but usually relate to a lack of employment opportunities in the modern sector, limited research budgets in universities, the lack of freedom of speech, and the fear of political repression in countries with authoritarian regimes. An estimated 30,000 Africans holding doctoral degrees live outside the continent, and 130,000 Africans study in tertiary institutions outside Africa.
Social and economic progress in Africa will depend to a large extent on the scope and effectiveness of investments in education. If living standards are to be raised, sustained efforts will be needed to narrow the gaps in educational attainment and scientific knowledge between Africa and other regions and to bridge the digital divide. Decades of research and experience in Africa and elsewhere have shown the pivotal role of a well-educated population in initiating, sustaining, and accelerating social development and economic competitiveness. Numerous studies show that education, particularly primary education, has a significant positive impact on economic growth, earnings, and productivity.
But clearly, primary education cannot expand and African economies cannot grow without an education system that trains a large number of students beyond the basic cycle, including graduate students at universities. To be sustainable, educational development must be balanced. It must ensure that systems produce students at different levels with qualifications that respond to the demand of the labor market, providing a continuous supply of skilled workers, technicians, professionals, managers, and leaders.
Yet, lasting education development will take place only when the extensive armed conflicts come to an end and the HIV/AIDS pandemic stalls. Restoring peace and stability in the region is an urgent priority. At least one in five Africans lives in a country severely disrupted by war. Between 1990 and 1994 more than 1 million people died because of conflict. And in 2000, approximately 13.7 million people in Africa were refugees or internally displaced. Few opportunities for schooling exist in the African conflict zones.
Africa has been the region hardest hit by the HIV/AIDS pandemic, accounting for 23 million of the 33 million people affected worldwide. By killing people in their most productive years, the pandemic is destroying the social and economic fabric of the worst affected countries and reversing hard-won human development gains. Replacing education sector staff lost to AIDS-related illnesses while national resources are being diverted from education to the health sector and providing an education to children affected by AIDS are urgent ongoing challenges.
Stalled Progress in Primary Education
Primary enrollment growth slowed in the 1980s. The gross enrollment rate (total number of children enrolled as a proportion of the number of children of the relevant age group) fell from 80 percent in 1980 to 75 percent in 1990, largely as a result of declining male participation rates, and by 1997 had recovered to only 77 percent. Yet other coverage indicators showed considerable improvement (see Table 1). Net enrollment rates (number of children of the relevant age group enrolled as a proportion of the number of children of relevant age) increased from 54 percent in 1990 to 60 percent in 1998; apparent intake rates (total number of children admitted in grade 1 as a proportion of the total number of children of the school entry age) from 70 percent to 81 percent; and net intake rates (number of children of entry age admitted in grade 1 as a proportion of the total number of children of the school entry age) from 33 percent to 43 percent. Although not available for all countries, these data suggest that more school-age children are in school, the decline in boys' participation has reversed, and more children are enrolling in first grade. But many children still enroll late (only two-thirds of the new entrants in 1998 were the official age for school enrollment), the gap in girls' initial enrollment rate has increased, and more than 40 percent of school-age children are not in school.
Country experiences vary a great deal, however. Botswana, Cape Verde, Mauritius, Namibia, the Seychelles, Swaziland, and Zimbabwe sustained education progress. Uganda and Mauritania implemented policies that resulted in a sudden increase in primary enrollments and then began struggling to deal with the consequent challenges. Burkina Faso, Guinea, Mozambique, and Senegal opted for a gradual approach. Most other countries are formulating comprehensive long-term strategies for educational development, including universal primary education.
Nevertheless, access to primary education remains problematic. Of the forty-four countries with data for 1996, only ten (Botswana, Cape Verde, Congo, Malawi, Mauritius, Namibia, South Africa, Swaziland, Togo, and Zimbabwe) had a primary gross enrollment rate of 100 percent. Seven (Burkina Faso, Burundi, Ethiopia, Liberia, Mali, Niger, and Somalia) had a primary gross enrollment rate below 50 percent. And between 1985 and 1997 the primary gross enrollment rate actually declined in seventeen countries - Angola, Burundi, Cameroon, Central African Republic, Comoros, Côte d'Ivoire, the Democratic Republic of Congo, Kenya, Lesotho, Liberia, Madagascar, Mozambique, Nigeria, Sierra Leone, Somalia, Tanzania, and Zambia. Together, these seventeen countries include more than half of Africa's school-age population.
The challenge is clear. In almost all countries, access has expanded far too slowly to achieve international education targets for gender equity and universal primary education. About 12 percent of the world's children aged six to eleven live in Africa, yet the region accounts for more than one-third of the world's out-of-school children. Unless these trends reverse, Africa will account for three-quarters of out-of-school children by 2015.
Participation problems are exacerbated by the absence of an environment for effective learning. Children are taught in overcrowded classrooms by underqualified and frequently unmotivated teachers who are often poorly and irregularly paid and receive little managerial support. Teacher absenteeism is widespread, disrupting learning and eroding public confidence in the value of public education. Shortages of learning materials further constrain learning. In ten of eleven countries surveyed by UNESCO (1998b), more than one-third of the students had no chalkboards in their classrooms. In eight countries, more than half of the students in the highest grade had no math books. Most African children spend roughly half the time in the classroom that children in other countries do.
Poverty-related deprivation further contributes to low educational attainment in Africa. Poor children spend more time than other children contributing to household work. As a result they are less likely to spend out-of-school hours on schoolwork, more likely to be absent from school during periods of peak labor demand, and more likely to be tired and ill-prepared for learning when they are in the classroom. More than 40 percent of children in Africa are stunted, while almost one-third are underweight. Primary school-age children are especially susceptible to illnesses that affect poor people, in particular gastrointestinal and respiratory problems. Malnourished and sick children are less likely than healthy children to learn in school and are more likely to be absent from lessons. And if private costs for education are substantial, parents in poor households are more likely to withdraw their children from school early in the school cycle. All these effects are exacerbated by the rapid spread of HIV/AIDS, which affects the attendance of teachers and students and strains household resources.
Unsurprisingly, students who complete primary school often have an unacceptably low level of learning. In 1990 - 1991 Botswana, Nigeria, and Zimbabwe participated in a thirty-one-country survey of ninth grade reading skills (described by Warwick B. Elley in 1992). Students in these three countries registered the lowest scores, performing considerably worse than students in the other four developing countries participating in the survey (the Philippines, Thailand, Trinidad and Tobago, and Venezuela). More recently, the Southern Africa Consortium for Monitoring Educational Quality assessed the reading skills of sixth grade students in Mauritius, Namibia, Zambia, and Zanzibar. The average percentage of correct answers ranged from 38 percent to 58 percent.
Poor learning often results in high repetition rates and low completion rates. In fifteen countries more than 20 percent of students are repeaters - in Côte d'Ivoire more than half of all primary students are repeating a grade at any time. More than one-third of school entrants fail to reach the final grade. In the Central African Republic, Chad, Congo, Madagascar, and Mozambique, fewer than half the children who enroll in primary school complete five years. Many of the students drop out early in the primary cycle, before they acquire even rudimentary literacy and numeracy skills. In Chad, Ethiopia, and Madagascar more than one-third of the children who enter school never complete second grade.
Increased learning and participation will require a combination of policies, including:
Beyond Primary Education
Few African countries provide adequate opportunities for education and training needed by twelve-to seventeen-year-olds or for adults. The gross secondary enrollment rate in 1997 was 26 percent for Africa, compared with 52 percent for all developing countries. Many Africans are looking for opportunities to either continue formal schooling or acquire skills that will equip them to enter the world of work.
Education and training for youths is not only an economic imperative. In many countries young people's dissatisfaction and disillusionment with their prospects for education and work threaten social cohesion and stability. Reaching this age group through formal and nonformal education is also vital to the success of targeted interventions in such areas as HIV/AIDS and reproductive health education and of programs to raise awareness of civic rights and responsibilities. Yet only one-fourth of youths in this age group have access to secondary education, and only 6 percent are reached by vocational and nonformal education programs. Access to new communication, information, and computer technology is limited in secondary and public-sector training institutions in Africa. The lack of instructional equipment and materials further inhibits learning. Many publicly funded skills development programs - especially those teaching vocational subjects in secondary schools - are of poor quality, depend heavily on external financing, and carry high costs per student. Such programs often are also poorly attuned to labor market demand and fail to lead to income-earning opportunities. Skillstraining programs typically are geared to formal sector employment at a time when the formal sector in most African countries absorbs only a small minority of labor market recruits. The balance of the evidence suggest that strategies need to:
Education opportunities for adults remain equally limited. The mass literacy campaigns of the 1970s fell far short of their objectives. Only a few countries - Uganda and Ghana are examples - continue to support large-scale literacy programs. But in the late 1990s countries such as Senegal began to experiment with small-scale highly targeted programs, often implemented with the support of nongovernmental organizations. Skill development programs are delivered for the most part by private-sector institutions and sponsored by employers.
Unprecedented Expansion of Tertiary Education
In 1960 Africa (excluding South Africa) had six universities with fewer than 30,000 students. In 1995 the region supported nearly 120 universities enrolling almost 2 million. Yet, tertiary enrollment, which reached 3.9 percent for Africa in 1997, is still far below the 10 percent average for all developing countries. In many African countries universities are the only national institutions with the skills, equipment, and mandate to generate new knowledge through research and to adapt global knowledge to solve local problems. A few have long traditions and were world-class institutions through the 1970s. Yet many others are weak. Early curriculum links to religious studies and civil-service needs have often promoted the humanities and social sciences at the expense of the natural sciences, applied technology, business-related skills, and research capabilities. Inappropriate governing structures, misguided national policies, weak managerial capacity, political interference, and campus instability have further hampered effectiveness. The experience with subregional academic cooperation has been disappointing, although many institutions are too small and recruit from too small a national pool of talent to develop a high-level teaching and research capacity across a wide range of academic subjects.
Dwindling resources during a period of growing enrollments have caused a severe decline in the quality of education in many institutions. Among countries for which data are available for the years 1990 and 1996, expenditures per pupil at the tertiary level as a percentage of GNP per capita decreased in fifteen countries and increased in seven. Yet African higher education remains expensive by international standards. In 1992 public education spending per pupil as a percentage of per capita GNP was 15.1 percent at the preprimary and primary levels, 53.7 percent at the secondary level, and 507 percent at the tertiary level. This disparity makes the strategic management of higher-education resources a central concern of any educational development policy. Some universities are charging increased tuition and fees. Others have started income-generating activities. As an alternative to the traditional highereducation model of full-time study on residential campuses, several provide instruction through distance education programs and extended educational services - the University of South Africa, which enrolled 130,000 students in the mid-1990s, is actually the largest institution of this kind in the world. A number of universities are beginning to use Internet-based technologies. A consensus on reform strategies appears to be emerging, although in practice implementation has been slow and politically controversial. Key elements are:
Private Education
The private sector is an increasingly important provider of education in Africa. Most registered private schools in Africa are nonprofit community and religious schools. Several countries are also increasing the role of private providers in delivering support services such as textbook publishing, classroom construction, and university catering. The private sector plays a small - although an increasingly important - role at the primary level, but its share in meeting secondary, vocational, and tertiary education needs has increased significantly since the mid-1980s. In Côte d'Ivoire 36 percent of general secondary students and 65 percent of technical students are enrolled in private schools. In Zambia almost 90 percent of the students taking technical and vocational examinations were trained outside public institutions.
At the tertiary level the number of private institutions has increased rapidly. In the 1990s private institutions were established in countries such as Kenya, Mozambique, Senegal, Sudan, Uganda, and Zimbabwe. In South Africa alone there are probably more that 500 private tertiary institutions.
These institutions reduce the financial burden on governments, give parents more choice and control, and improve accountability. They help to meet some of the excess demand for education, provide special programs that the government is unable or unwilling to provide and reduce geographical imbalances in provision. Nevertheless, while many private training institutions have been successful, many others are of poor quality raising important issues of accreditation or other means of quality control. Registration requirements usually call for the provision of basic infrastructure and staff. Kenya has established a Commission for Higher Education for the accreditation of tertiary institutions. In most other countries the ministry of education typically has this responsibility.
Efficiency
The efficiency of resource use varies considerably within and between countries. In some countries, especially in the Sahel (the southern fringe of the Sahara), high teacher salaries make it difficult to mobilize the resources required to reach universal primary education in the foreseeable future. In other countries teacher salaries are so low that teachers are forced to take additional jobs. Teacher deployment often creates further inefficiencies when teachers are not deployed according to rational criteria such as the number of students. For example, in Niger the teacher-student ratio in primary schools of 200 students ranges from 1:100 to 1:20.
In 1999 Keith Lewin and Francoise Caillods argued that developing countries with low secondary enrollments, including most African countries, cannot finance substantially higher participation rates from domestic public resources with current cost structures. Secondary schooling is the most expensive level relative to GNP per capita in countries with the lowest enrollment rates. In Africa secondary schools use resources such as teachers and buildings much less efficiently than primary schools. One reason may be that in the poorest countries, secondary schools are still organized along traditional lines to educate a small elite.
Limited public resources and competing public spending priorities have prevented many governments from addressing the challenges of education development. Since the mid-1980s the share of GDP spent on education has decreased in eleven and increased in twelve African countries for which data are available. Perhaps more significant, this share is still less than 3 percent in ten countries for which data is available for 1996 or after. At a given level of education spending as a share of GDP, participation and attainment levels in Africa compare unfavorably with those in other low-income countries (see Table2). Inefficient and inequitable use of scarce resources in a context of high population growth and demand for general public financing of education by politically powerful pressure groups adds to the fiscal challenge. Thus countries must set priorities for public spending and identify possible efficiency gains from and opportunities for mobilizing additional public and private resources.
Prospects
The imperative of accelerated education development in Africa is clear. Africa will not be able to sustain rapid growth without investing in the education of its people. Many lack the education to contribute to - and benefit from - high economic growth. Meeting this challenge will require a major effort by Africans and their development partners during a long period - a decade or more in many cases. Many governments will need to implement changes in the way education is financed and managed - changes that are often politically controversial. Partnership of governments, civil society, and external funding agencies will need to be established or reconfigured to ensure national ownership and sustainability of programs of reform and innovation.
Yet, at the start of the twenty-first century the opportunity to effectively address the often intractable problems of education was perhaps better than at any time in the 1980s and 1990s. The economic performance improved markedly beginning in 1995, with consecutive years of per capita growth in many countries for the first time since the 1970s. In several countries additional resources have or will become available through debt relief provided under the Highly Indebted Poor Countries (HIPC) initiative, the coordinated effort of the industrialized countries to bring down debtor developing countries' debt to sustainable levels. Information and communications technology offers new opportunities to overcome constraints of distance and time. Political commitment to education development is strong almost everywhere. At the World Education Forum in Dakar, Senegal, in April 2000, the 185 participating countries adopted a Framework for Action toward the 2015 goal of Education for All, which gives special attention to the needs of Sub-Saharan Africa. Promising reforms and innovations have been implemented. Many funding agencies are committed to increasing their support for education in Africa. New aid relationships are being piloted in the context of sectorwide development programs replacing the increasingly ineffective individual project approach.
But progress will be achieved and sustained only where efforts are underpinned by genuine commitment to a clear set of guiding principles. First, without a relentless pursuit of quality, expanded education opportunities are unlikely to achieve their purpose - that is, the acquisition of useful knowledge, reasoning abilities, skills, and values. Second, an unwavering commitment to equity is vital to ensuring that disadvantaged groups - rural residents, the poor, and females - have equal access to learning opportunities at all levels. This will require explicitly targeted strategies for hard-to-reach groups and better analysis of the mechanisms by which people are excluded from education. Third, African countries will need to ensure education development strategies are financially sustainable. Setting spending priorities, spending the resources that have been allocated effectively, diversifying funding sources, and in many cases mobilizing additional funding from sources outside the public sector - especially for postprimary education beyond the basic level - are areas where tough decisions need to be made and then adhered to. Finally, an up-front emphasis on capacity building of institutions and of individuals is needed for accelerated education development to happen. Effective planning, implementation, and evaluation of reforms depend upon effective incentives, reasonable rules, efficient organizational structures, and competent staff. Without these, no strategy for education development can succeed.
Bibliography
Association for the Development of Education in Africa. 1999. Newsletter 11 (1). Paris: Association for the Development of Education in Africa.
Association for the Development of Education in Africa. 2001. What Works and What's New in Education: Africa Speaks! Report from a Prospective, Stocktaking Review of Education in Africa. Paris: Association for the Development of Education in Africa.
Barro, Robert J. 1991. "Economic Growth in a Cross-Section of Countries." Quarterly Journal of Economics 106:407 - 444.
Elley, Warwick B. 1992. How in the World Do Students Read?" Hamburg, Germany: International Education Association.
Institut National d'Etude et d'Action pour le Developpement de l'Education. 1997. Projet SNERS: L'évaluation du rendement pédagogique du français écrit dans l'enseignement primaire: Les résultats au CM 2 et sciences CM2. Dakar, Senegal: Institut National d'Etude et d'Action pour le Developpement de l'Education.
International Institute for Education Planning. 1999. Private Education in Sub-Saharan Africa: A Re-examination of Theories and Concepts Related to Its Development and Finance. Paris: International Institute for Education Planning/United Nations Educational, Scientific and Cultural Organization.
Lau, Lawrence J.; Jamison, Dean T.; and Louat, Frederic F. 1991. Education and Productivity in Development Countries: An Aggregate Production Function Approach. Policy Research Working Paper 612. Washington, DC: World Bank, Development Economics and Population and Human Resources Department.
Lewin, Keith M., and Caillods, Francoise. 1999. Financing Education in Developing Countries. Paris: International Institute of Educational Planning, Strategies for Sustainable Secondary Schooling.
Lockheed, Marlaine E.; Jamison, Dean T.; and Lau, Lawrence. 1980. "Farmer Education and Farm Efficiency: A Survey." Economic Development and Cultural Change 29 (1):37 - 76.
Lockheed, Marlaine E., and Verspoor, Adriaan. 1991. Improving Primary Education in Developing Countries. New York: Oxford University Press for the World Bank.
Middleton, John; Van Adams, Arvil; and Ziderman, Adrian. 1993. Skill for Productivity: Vocational Education and Training in Developing Countries. New York: Oxford University Press for World Bank.
Mingat, Alain. 1998. Assessing Priorities for Education Policy in the Sahel from a Comparative Perspective. Dijon, France: Université de Bourgogne, Institut de Recherche sur l'Economie de l'Education.
Mingat, Alain, and Suchet, Bruno. 1998. Une analyse économique comparative des systèmes éducatifs Africains. Dijon, France: Université de Bourgogne, Institut de Recherche sur l'Economie de l'Education.
Nehru, Vikram, and Dhareshwar, Ashok M. 1994. New Estimates of Total Factor Productivity Growth for Developing and Industrial Countries. Policy Research Working Paper 1313. Washington, DC: World Bank, International Economics Department.
Organisation for Economic Co-operation and Development, Development Assistance Committee. 1996. Shaping the Twenty-First Century: The Contribution of Development Cooperation. Washington, DC: Organisation for Economic Co-operation and Development, Development Assistance Committee.
Oxfam. 1999. Education Now: Break the Cycle of Poverty. Oxford: Oxfam.
Psacharopoulos, George. 1985. "Returns to Education: A Further International Update and Implications." Journal of Human Resources (U.S.) 20:583 - 604.
Saint, William. 1992. Universities in Africa: Strategies for Stabilization and Revitalization. World Bank Technical Paper, 0253-7494, no. 194. Washington, DC: World Bank.
United Nations Educational, Scientific and Cultural Organization. 1998a. Development of Education in Africa: A Statistical Review. Seventh Conference of Ministers of Education of African Member States of UNESCO. (MINEDAF VII). Paris: United Nations Educational, Scientific and Cultural Organization.
United Nations Educational, Scientific and Cultural Organization. 1998b. UNESCO Yearbook, 1998. Paris: United Nations Educational, Scientific and Cultural Organization.
United Nations Educational, Scientific and Cultural Organization. 1998c. World Education Report, 1998. Paris: United Nations Educational, Scientific and Cultural Organization.
United Nations Educational, Scientific and Cultural Organization. 1999a. Science and Technology in Africa: A Commitment for the Twenty-First Century. Paris: United Nations Educational, Scientific and Cultural Organization, Office of Public Information.
United Nations Educational, Scientific and Cultural Organization. 1999b. UNESCO Yearbook, 1999. Paris: United Nations Educational, Scientific and Cultural Organization.
United Nations Educational, Scientific and Cultural Organization. 2000. Education for All (2000): Report from the Sub-Saharan Africa Zone, Assessment of Basic Education in SSA. Harare, Zimbabwe: United Nations Educational, Scientific and Cultural Organization.
United Nations Children's Fund. 1999. The State of the World's Children, 1999: Education. New York: Oxford University Press.
Vawda, Ayesha, and Patrinos, Harry Anthony. 1999. "Private Education in West Africa: The Technological Imperative." Paper presented at the Fifth Oxford International Conference on Education and Development, Oxford University.
World Bank. 1991. Vocational and Technical Education and Training: A World Bank Policy Paper. Washington, DC: World Bank.
World Bank. 2000. Can Africa Claim the Twenty-First Century? Washington, DC: World Bank.
World Bank. 2001a. A Chance to Learn: Knowledge and Finance for Education in Sub-Saharan Africa. Africa Region Hunan Development Series. Washington, DC: World Bank.
World Bank. 2001b. Can Africa Reach the International Targets for Human Development? An Assessment of Progress towards the 1998 Second Tokyo International Conference on African Development (TICAD II). Africa Region Human Development Series. Washington, DC: World Bank.
World Education Forum. 2000. Sub-Saharan Africa Regional Framework for Action. Dakar, Senegal: World Education Forum.
— ADRIAAN M. VERSPOOR
Dictionary of Cultural Literacy: Geography:
sub-Saharan |
Wikipedia on Answers.com:
Sub-Saharan Africa |
|
|
This article needs attention from an expert on the subject. See the talk page for details. WikiProject Geography or the Geography Portal may be able to help recruit an expert. (April 2010) |
Sub-Saharan Africa as a geographical term refers to the area of the continent of Africa that lies south of the Sahara. A political definition of Sub-Saharan Africa, instead, covers all African countries which are fully or partially located south of the Sahara.[2] It contrasts with North Africa, which is considered a part of the Arab world.[3][4][5][6][7][8]
The Sahel is the transitional zone between the Sahara and the tropical savanna (the Sudan region) and forest-savanna mosaic to the south. Somalia, Djibouti, Sudan and Mauritania are geographically part of Sub-Saharan Africa, but also part of the Arab world.[3][4][5][6][7][9][10][11]
The Sub-Saharan region is also known as Black Africa,[12] in reference to its many black populations. Commentators in Arabic in the medieval period used a similar term, bilâd as-sûdân, for the region south of the Sahara, which literally translates as "land of the blacks."[13] However the terminology Black Africa and Sub-Sahara Africa is considered by some as a pejorative term and a vestige of colonialism, which divided Africa into European terms of homogeneity.[14] Some note that Sub-Saharan Africa neither exists linguistically (Afro-Asiatic languages), ethnically (Tuareg), politically (African Union, Arab league), in terms of religion (Islam), nor economically (CEN-SAD). The African Union also prefers to see the Sahara as a bridge, not a barrier.[8][15][16][17][18]
Since probably the 5.9 kiloyear event,[19][20] the Saharan and Sub-Saharan regions of Africa have been separated by the extremely harsh climate of the sparsely populated Sahara, forming an effective barrier interrupted by only the Nile River in Sudan, though the Nile was blocked by the river's cataracts. The Sahara Pump Theory explains how flora and fauna (including Homo sapiens) left Africa to penetrate the Middle East and beyond to Europe and Asia. African pluvial periods are associated with a "wet Sahara" phase during which larger lakes and more rivers exist.[21]
Sub-Saharan Africa has a wide variety of climate zones or biomes. South Africa and the Democratic Republic of the Congo in particular are considered Megadiverse countries.
Nubia in present day Sudan and other regions south of Egypt, in Sub-Saharan Africa, was referred to as "Ethiopia" or "Aethiopia" ("land of the burnt face") by the Greeks.[22]
According to paleontology, early hominid skull anatomy was similar to their close cousins, the great African forest apes, gorilla and chimpanzee, but they had adopted a bipedal locomotion and freed hands giving them a crucial advantage enabling them to live in both forested areas and on the open savanna at a time when Africa was drying up, with savanna encroaching on forested areas. This occurred 10 million to 5 million years ago.[23]
By 3 million years ago several australopithecine (southern apes) hominid species had developed throughout southern, eastern and central Africa. They were tool users, not makers of tools. About 2.3 million BCE, the next major evolutionary step occurred when primitive stone tools were used to scavenge kills made by other predators and harvest carrion for their bones and marrow. In hunting, H. habilis was probably not capable of competing with large predators and was more prey than hunter, although H. habilis probably did steal eggs from nests and may have been able to catch small game and weakened larger prey (cubs and older animals). The tools were classed as Oldowan.[24]
Around 1.8 million years ago Homo ergaster first appeared in the fossil record in Africa. From Homo ergaster, Homo erectus (upright man) evolved 1.5 million years ago. Some of the earlier representatives of this species were small brained and used primitive stone tools, much like H. habilis. The brain later grew in size, and H. erectus eventually developed a more complex stone tool technology called the Acheulean. Possibly the first hunters, H. erectus mastered the art of making fire and were the first hominids to leave Africa, colonizing the entire Old World and perhaps later giving rise to Homo floresiensis. Although some recent writers suggest that H. georgicus, a H. habilis descendant, was the first and most primitive hominid to ever live outside Africa, many scientists consider H. georgicus to be an early and primitive member of the H. erectus species.[25][26]
The fossil record shows Homo sapiens living in southern and eastern Africa at least 100,000 and possibly 150,000 years ago. Around 50,000 - 60,000 years ago their expansion out of Africa launched the colonization of our planet by modern human-beings. By 10,000 BCE, Homo sapiens has spread to all corners of the world Their migration is indicated by linguistic, cultural and genetic evidence.[24][27][28]
After the Sahara became a desert, it did not present a totally impenetrable barrier for travelers between north and south because of the application of animal husbandry towards carrying water, food, and supplies across the desert. Prior to the introduction of the camel,[29] the use of oxen, mule, and horses for desert crossing was common, and trade routes followed chains of oases that were strung across the desert. The trans-saharan trade was in full motion by 500 BCE with Carthage being a major economic force for its establishment.[30][31][32] It is thought that the camel was first brought to Egypt after the Persian Empire conquered Egypt in 525 BCE, although large herds did not become common enough in North Africa for camels to be the pack animal of choice for the trans-saharan trade.[33]
The distribution of the Nilo-Saharan linguistic phylum is evidence of a certain coherence of the central Sahara, the Sahel and East Africa in prehistoric times. Kush and Nubia at her greatest phase is considered Sub-Saharan Africa's oldest urban civilization. Nubia was a major source of gold for the ancient world. Nubians built famous structures like the Deffufa, mud brick temples similar to the ziggurats of Mesopotamia in material and function.[34] They built numerous pyramids. Sudan, the site of ancient Nubia, has more pyramids than anywhere in the world.[35]
The Axumite Empire spanned the southern Sahara and the Sahel along the western shore of the Red Sea. Located in northern Ethiopia and Eritrea, Aksum was deeply involved in the trade network between India and the Mediterranean. Emerging from ca. the 4th century BCE, it rose to prominence by the 1st century AD. It was succeeded by the Zagwe dynasty in the 10th century. Aksumites carved, constructed monolithic stelaes to cover the graves of their kings like King Ezana's Stele and churches out of solid rock, like Church of St. George at Lalibela.
In ancient Somalia, city-states flourished such as Opone, Mosyllon and Malao that competed with the Sabaeans, Parthians and Axumites for the wealthy Indo-Greco-Roman trade.[36]
In the Middle Ages, several powerful Somali empires dominated the regional trade including the Ajuuraan State, which excelled in hydraulic engineering and fortress building,[37] the Sultanate of Adal, whose General Ahmed Gurey was the first African commander in history to use cannon warfare on the continent during Adal's conquest of the Ethiopian Empire,[38] and the Gobroon Dynasty, whose military dominance forced governors of the Omani empire north of the city of Lamu to pay tribute to the Somali Sultan Ahmed Yusuf.[39] In the late 19th century after the Berlin conference had ended, European empires sailed with their armies to the Horn of Africa. The imperial armies in Somalia alarmed the Dervish leader Muhammad Abdullah Hassan, who gathered Somali soldiers from across the Horn of Africa and began one of the longest colonial resistance wars ever.
Further south in East Africa, during the first millennium AD, Nilotic and Bantu-speaking peoples moved into the region, and the latter now comprise three-quarters of Kenya's population. Increased trade (namely with Arab merchants) and the development of ports helped birth of Swahili culture. Developed from an outgrowth of indigenous Bantu settlements,[40] the Swahili Coast of Kenya, Tanzania and northern Mozambique was part of the east African region which traded with Persia, China, the Arab world, and India especially for ivory and slaves.
In 1498, Vasco da Gama became the first European to reach the East African coast, and by 1525, the Portuguese had subdued the entire Swahili seaboard. Portuguese control lasted until the early 18th century when Arabs from Oman established a foothold in the region. Assisted by Somalis, Ottomans and Omani Arabs,[41] the indigenous coastal dwellers succeeded in driving the Portuguese from the area north of the Ruvuma River by the early 18th century.
The Bantu expansion is a major migration movement originating in West Africa around 2500 BCE, reaching East and Central Africa by 1000 BCE and Southern Africa by the early centuries AD.
The Nok culture is known from a type of terracotta figure found in Nigeria, dating to between 500 BCE and AD 200.
There were a number of medieval empires of the southern Sahara and the Sahel, based on trans-Saharan trade, including the Ghana Empire and the Mali Empire, Songhai Empire, the Kanem Empire and the subsequent Bornu Empire.[42] They built stone structures like in Tichit but mainly built in adobe. The Great Mosque of Djenne is most reflective of Sahelian Architecture and is the largest adobe building in the world.
In the forest zone, several states and empires emerged. The Ashante Empire arose in the 16th century in modern day Ghana and Ivory Coast. The oldest kingdom in Nigeria, the Kingdom of Nri, was established by the Igbo in the 11th century. Nri was famous for having a priest-king who wielded no military power. Nri was a rare African state as it never dealt in the trade of slaves. All slaves and outcasts who sought refuge in their territory were freed. Other major states included the kingdoms of Ifẹ and Oyo in the western block of Nigeria which became prominent about 700–900 and 1400 respectively, and center of Yoruba culture. The Yoruba's built massive mud walls around their cities, the most famous being Sungbo's Eredo. Another prominent kingdom in southwestern Nigeria was the Kingdom of Benin whose power lasted between the 15th and 19th century. Their dominance reached as far as the well known city of Eko which was named Lagos by the Portuguese traders and other early European settlers. The Edo speaking people of Benin are known for the Walls of Benin, which is the largest man-made structure in the world.
In the 18th century, the Oyo and the Aro confederacy were responsible for most of the slaves exported from Nigeria, with Great Britain, France and Portugal shipping the majority of the slaves.[45] Following the Napoleonic Wars, the British expanded trade with the Nigerian interior. In 1885, British claims to a West African sphere of influence received international recognition, and in the following year the Royal Niger Company was chartered under the leadership of Sir George Taubman Goldie. In 1900, the company's territory came under the control of the British Government, which moved to consolidate its hold over the area of modern Nigeria. On January 1, 1901, Nigeria became a British protectorate, part of the British Empire, the foremost world power at the time.
By 1960, most of the region received independence from colonial rule.
During the 14th century, the Luba Kingdom in southeast Congo came about under a king whose political authority came from religious spiritual legitimacy. The kingdom controlled agriculture and trade in the region of salt and iron from the north and copper from the Zambian/Congo copper belt.[46] Rival kingship factions which split from the Luba Kingdom later moved among the Lunda people, marrying into its elite and laying the foundation of the Lunda Empire in the 16th century. The ruling dynasty centralised authority among the Lunda under the Mwata Yamyo or Mwaant Yaav. The Mwata Yamyo's legitimacy, like the Luba king, came from being viewed as a spiritual religious guardian. This system of religious spiritual kings was spread to most of central Africa by rivals in kingship migrating and forming new states. Many new states received legitimacy by claiming descent from the Lunda dynasties.[46]
The Kingdom of Kongo existed from the Atlantic west to the Kwango river to the east. During the 15th century, the Bakongo farming community was united with the capital at Mbanza Kongo, under the king title, Manikongo.[46] Other significant states and peoples included the Kuba Kingdom, producers of the famous raffia cloth, the Eastern Lunda, Bemba, Burundi, Rwanda, and the Kingdom of Ndongo.
Settlements of Bantu-speaking peoples, who were iron-using agriculturists and herdsmen, were already present south of the Limpopo River by the 4th or 5th century displacing and absorbing the original Khoisan speakers. They slowly moved south, and the earliest ironworks in modern-day KwaZulu-Natal Province are believed to date from around 1050. The southernmost group was the Xhosa people, whose language incorporates certain linguistic traits from the earlier Khoi-San people, reaching the Fish River in today's Eastern Cape Province.
Monomotapa was a medieval kingdom (c. 1250–1629) which used to stretch between the Zambezi and Limpopo rivers of Southern Africa in the modern states of Zimbabwe and Mozambique. Famous are the ruins at its old capital of Great Zimbabwe.
In 1487, Bartolomeu Dias became the first European to reach the southernmost tip of Africa. In 1652, a victualling station was established at the Cape of Good Hope by Jan van Riebeeck on behalf of the Dutch East India Company. For most of the 17th and 18th centuries, the slowly-expanding settlement was a Dutch possession.
Great Britain seized the Cape of Good Hope area in 1795, ostensibly to prevent it from falling into the hands of the French but also to use Cape Town in particular as a stop on the route to Australia and India. It was later returned to the Dutch in 1803, but soon afterwards the Dutch East India Company declared bankruptcy, and the British annexed the Cape Colony in 1806.
The Zulu Kingdom (1817–79) was a Southern African tribal state in what is now Kwa-Zulu Natal in southeastern South Africa. The small kingdom gained world fame during and after the Anglo-Zulu War.
During the 1950s and early 1960s, most Sub-Saharan African nations achieved independence from imperialist rule.[47]
The Sub-Saharan African countries form the bulk of the ACP countries. Malaria is a chronic impediment to economic development. The disease slows growth by about 1.3% per year through lost time caused by illness and the cost of treatment and prevention measures. According to the World Bank, the region's GDP would have been 32% higher in 2003 had the disease been eradicated in 1960.[48]
The population of Sub-Saharan Africa was 800 million in 2007.[49] The current growth rate is 2.3%. The UN predicts for the region a population of nearly 1.5 billion in 2050.[50]
Sub-Saharan African countries top the list of countries and territories by fertility rate with 40 of the highest 50, all with TFR greater than 4 in 2008. All are above the world average except South Africa. Figures for life expectancy, malnourishment, infant mortality and HIV/AIDS infections are also dramatic. More than 40% of the population in sub-Saharan countries is younger than 15 years old, as well as in the Sudan with the exception of South Africa.[51]
Sub-Saharan Africa has a very high child mortality rate. While in 2002, 17% of children died before the age of five,[52] by 2007 this rate had declined to 15%.[53] The leading cause of death was malaria infection.[48]
Foreign direct investment (FDI) in Africa has grown at an average of 146% annually over the last 22 years to reach US$36 billion in 2007, while trade between Africa and the rest of the world (particularly Asia) has been steadily increasing. Bilateral trade between China and Africa jumped 45% in 2008 to reach US$107 billion, the bulk of which went to Sub-Saharan Africa.
| Country | Population | Area | Literacy(M/F)[54] | GDP per Capita[54] | Trans(Rank/Score)[55] | Life(Exp.)[54] | HDI | EODBR/SAB[56] | PFI(RANK/MARK) |
|---|---|---|---|---|---|---|---|---|---|
| 12,799,293 | 1,246,700 | NA | 1070 | 162/1.9 | 42.4 | 0.486 | 169/165 | 119/36,50 | |
| 8,988,091 | 27,830 | 67.3%/52.2% | 101 | 168/1.8 | 49 | 0.316 | 176/130 | 103/29,00 | |
| 68,692,542 | 2,345,410 | 80.9%/54.1% | 91 | 162/11.9 | 46.1 | 0.286 | 182/152 | 146/53,50 | |
| 10,473,282 | 26,338 | 71.4%/59.8% | 263 | 89/3.3 | 46.8 | 0.429 | 67/11 | 157/64,67 | |
| 212,679 | 1,001 | 92.2%/77.9% | N/A | 111/2.8 | 65.2 | 0.509 | 180/140 | NA | |
| 18,879,301 | 475,440 | 77%/59.8% | 687 | 146/2.2 | 50.3 | 0.482 | 171/174 | 109/30,50 | |
| 4,511,488 | 622,984 | 64.8%/33.5% | 22 | 158/2.8 | 44.4 | 0.343 | 183/159 | 80/17,75 | |
| 10,329,208 | 1,284,000 | 40.8%/12.8% | 266 | 175/1.6 | 50.6 | 0.328 | 178/182 | 132/44,50 | |
| 3,700,000 | 342,000 | 90.5%/ 79.0% | 1,145 | 162/1.9 | 54.8 | 0.533 | N/A | 116/34,25 | |
| 633,441 | 28,051 | 93.4%/80.3% | 7,470 | 168/1.8 | 51.1 | 0.537 | 170/178 | 158/65,50 | |
| 1,514,993 | 267,667 | 88.5%/79.7% | 4,263 | 106/2.9 | 56.7 | 0.674 | 158/152 | 129/43,50 | |
| 39,002,772 | 582,650 | 77.7%/70.2 | 440 | 146/2.2 | 53.4 | 0.509 | 95/124 | 96/25,00 | |
| 41,048,532 | 945,087 | 77.5%/62.2% | 339 | 126/2.6 | 51.9 | 0.466 | 131/120 | NA/15,50 | |
| 32,369,558 | 236,040 | 76.8%/57.7 | 274 | 130/2.5 | 50.7 | 0.446 | 112/129 | 86/21,50 | |
| 31,894,000 | 1,886,068 | 71.1%/51.8% | 489 | 176/1.5 | 58.1 | 0.408 | 154/118 | 148/54,00 | |
| 8,260,490 | 619,745 | ||||||||
| 516,055 | 23,000 | N/A | 817 | 111/2.8 | 54.5 | 0.430 | 163/177 | 110/31,00 | |
| 5,647,168 | 121,320 | N/A | 160 | 126/2.6 | 57.3 | 0.349 | 175/181 | 175/115,50 | |
| 85,237,338 | 1,127,127 | 50%/28.8% | 161 | 120/2.7 | 52.5 | 0.363 | 107/93 | 140/49,00 | |
| 9,832,017 | 637,657 | N/A | N/A | 180/1.1 | 47.7 | N/A | N/A | 164/77,50 | |
| 1,990,876 | 600,370 | 80.4%/81.8% | 4,511 | 37/5.6 | 49.8 | 0.633 | 45/83 | 62/15,50 | |
| 752,438 | 2,170 | N/A | 382 | 143/2.3 | 63.2 | 0.433 | 162/168 | 82/19,00 | |
| 2,130,819 | 30,355 | 73.7%/90.3% | 528 | 89/3.3 | 42.9 | 0.450 | 130/131 | 99/27,50 | |
| 19,625,000 | 587,041 | 76.5%/65.3% | 238 | 99/3.0 | 59 | 0.480 | 134/12 | 134/45,83 | |
| 14,268,711 | 118,480 | N/A | 145 | 89/3.3 | 47.6 | 0.400 | 132/128 | 62/15,50 | |
| 1,284,264 | 2,040 | 88.2%/80.5% | 4,522 | 42/5.4 | 73.2 | 0.728 | 17/10 | 51/14,00 | |
| 21,669,278 | 801,590 | N/A | 330 | 130/2.5 | 42.5 | 0.322 | 135/96 | 82/19,00 | |
| 2,108,665 | 825,418 | 86.8%/83.6% | 2166 | 56/4.5 | 52.5 | 0.625 | 66/123 | 35/9,00 | |
| 87,476 | 455 | 91.4%/92.3% | 7,005 | 54/4.8 | 72.2 | 0.773 | 111/81 | 72/16,00 | |
| 49,052,489 | 1,219,912 | N/A | 3,562 | 55/4.7 | 50.7 | 0.619 | 34/67 | 33/8,50 | |
| 1,123,913 | 17,363 | 80.9%/78.3% | 1,297 | 79/3.6 | 40.8 | 0.522 | 115/158 | 144/52,50 | |
| 11,862,740 | 752,614 | N/A | 371 | 99/3.0 | 41.7 | 0.430 | 90/94 | 97/26,75 | |
| 11,392,629 | 390,580 | 92.7%/86.2% | N/A | 146/2.2 | 42.7 | 0.376 | 159/155 | 136/46,50 | |
| 8,791,832 | 112,620 | 47.9%/42.3% | 323 | 106/2.9 | 56.2 | 0.427 | 172/155 | 97/26,75 | |
| 12,666,987 | 1,240,000 | 32.7%/15.9% | 290 | 111/2.8 | 53.8 | 0.359 | 156/139 | 38/8,00 | |
| 15,730,977 | 274,200 | 25.3% | 1,360 | 79/3.6 | 51 | 0.331 | 150/116 | N/A | |
GDP Per Capital (2006 in dollars($)), Life(Exp.) (Life Expectancy 2006), Literacy(Male/Female 2006), Trans (Transparency 2009), HDI (Human Development Index), EODBR (Ease of Doing Business Rank June 2008 through May 2009), SAB (Starting a Business June 2008 through May 2009), PFI (Press Freedom Index 2009)
Fifty percent of Africa is rural with no access to electricity. Africa generates 47 GW of electricity, less than 0.6% of global market share. Many countries are besieged by power shortages.[57]
Because of rising prices in commodities such as coal and oil, thermal sources of energy are proving to be too expensive for power generation. Sub-Saharan Africa is expected to build additional hydropower generation capacity of at least 20,165 MW by 2014. The region has the potential to generate 1,750 TWh of energy, of which only 7% has been explored. The failure to exploit its full energy potential is largely due to significant underinvestment, as at least 4 times as much (approximately $23 billion a year) and what is currently spent is invested in operating highcost power systems and not on expanding the infrastructure.[58]
African governments are taking advantage of the readily available water resources to broaden their energy mix. Hydro Turbine Markets in Sub-Saharan Africa generated revenues of $120.0 million in 2007 and is estimated to reach $425.0 million. Asian countries, notably China, India and Japan, are playing an active role in power projects across the African continent. The majority of these power projects are hydro-based because of China's vast experience in the construction of hydro-power projects and part of the Energy & Power Growth Partnership Services programme.[59][60]
With electrification numbers, Sub-Saharan Africa with access to the Sahara and being in the tropical zones has massive potential for solar photovoltaic electrical potential.[61] Six hundred million people could be served with electricity based on its photovoltaic potential.[62] China is promising to train 10,000 technicians from Africa and other developing countries in the use of solar energy technologies over the next five years. Training African technicians to use solar power is part of the China-Africa science and technology cooperation agreement signed by the Chinese science minister and African counterparts during premier Wen Jiabao's visit to Ethiopia in December 2003.[63]
The New Partnership for Africa’s Development (NEPAD) is developing an integrated, continent-wide energy strategy.[58] This has been funded by, amongst others, the African Development Bank (AfDB) and the EU-Africa Infrastructure Trust Fund.[58] These projects must be:[58]
Radio is the major source of information in Sub-Saharan Africa.[64] Cell phone usage in Sub-saharan has brought about a revolution. Average coverage stands at more than a third of the population. Countries such as Gabon, Seychelles, and South Africa boast almost 100% penetration. Only five countries—Burundi, Djibouti, Eritrea, Ethiopia, and Somalia—still have a penetration of less than 10%. Broadband penetration outside of South Africa has been limited where it is exorbitantly expensive.[65][66] Access to the internet via cell phones is on the rise.[67]
Television is the second major source of information.[64] Because of power shortages, the spread of television viewing has been limited. Eight percent have television, a total of 62 million. But those in the television industry view the region as an untapped green market. Digital television and pay for service are on the rise.[68]
According to researchers at the Overseas Development Institute, the lack of infrastructure in many developing countries represents one of the most significant limitations to economic growth and achievement of the Millennium Development Goals (MDGs).[58] Less than 40% of rural Africans live within two kilometers of an all-season road, the lowest level of rural accessibility in the developing world. Spending on roads averages just below 2% of GDP with varying degree among countries. This compares with 1% of GDP that is typical in industrialized countries, and 2–3% of GDP found in fast-growing emerging economies. Although the level of effort is high relative to the size of Africa’s economies, it remains little in absolute terms, with low-income countries spending an average of about US$7 per capita per year.[69] Infrastructure investments and maintenance can be very expensive, especially in such as areas as landlocked, rural and sparsely populated countries in Africa.[58]
It has been argued that infrastructure investments contributed to more than half of Africa's improved growth performance between 1990 and 2005 and increased investment is necessary to maintain growth and tackle poverty.[58] The returns to investment in infrastructure are very significant, with on average 30-40% returns for telecommunications (ICT) investments, over 40% for electricity generation and 80% for roads.[58]
In Africa, it is argued that in order to meet the MDGs by 2015 infrastructure investments would need to reach about 15%t of GDP (around $93 billion a year).[58] Currently, the source of financing varies significantly across sectors.[58] Some sectors are dominated by state spending, others by overseas development aid (ODA) and yet others by private investors.[58] In sub-Saharan Africa, the state spends around $9.4 billion out of a total of $24.9 billion.[58] In irrigation, SSA states represent almost all spending; in transport and energy a majority of investment is state spending; in ICT and water supply and sanitation, the private sector represents the majority of capital expenditure.[58] Overall, aid, the private sector and non-OECD financiers between them exceed state spending.[58] The private sector spending alone equals state capital expenditure, though the majority is focused on ICT infrastructure investments.[58] External financing increased from $7 billion (2002) to $27 billion (2009). China, in particular, has emerged as an important investor.[58]
The region is a major exporter to the world of gold, uranium, chrome, vanadium, antimony, coltan, bauxite, iron ore, copper and manganese. South Africa is a major exporter of manganese[70] as well as Chromium. About 42% of world reserves and about 75% of the world reserve base of chromium are located in South Africa.[71] South Africa is the largest producer of platinum, with 80% of the total world's annual mine production and 88% of the world's platinum reserve.[72] Sub-saharan Africa produces 33% of the world's bauxite with Guinea as the major supplier.[73] Zambia is a major producer of copper.[74] Democratic Republic of Congo is a major source of coltan. Production from Congo is very small but has 80% of proven reserves.[75] Sub-saharan Africa is a major producer of gold, producing up to 30% of global production. Major suppliers are South Africa, Ghana, Zimbabwe, Tanzania, Guinea, and Mali. South Africa had been first in the world in terms of gold production since 1905, but in 2007 it moved to second place, according to GFMS, the precious metals consultancy.[76] Uranium is major commodity from the region. Significant suppliers are Niger, Namibia, and South Africa. Namibia was the number one supplier from Sub-Saharan Africa in 2008.[77] The region produces 49% of the world's diamonds.
By 2015, it is estimated that 25% of North American oil will be from Sub-Saharan Africa, ahead of the Middle East. Sub-Saharan Africa has been the focus of an intense race for oil by the West and China, India, and other emerging economies, even having only 10% of proven oil reserves, less than the Middle East. This race has been referred to as the second Scramble for Africa. The reasons are all economic. Most Sub-Saharan oil is off the coast of host countries. Transportation cost is low. No pipelines has to be laid as in Central Asia. If political turmoil hits host country, production does not stop since operation is off-shore. Sub-Saharan oil is viscous and has very low sulfur content. This requires less refining and is less costly. New sources of oil are being located in Sub-Saharan Africa more frequently than anywhere else. Of all new sources of oil, 1/3 are in Sub-Saharan Africa.[78]
Sub-Saharan Africa has more variety of grains than anywhere in the world. Between 13,000 and 11,000 BCE wild grains began to be collected as a source of food in the cataract region of the Nile, south of Egypt. The collecting of wild grains as source of food spread to Syria, parts of Turkey and Iran by the eleventh millennium BCE. By the tenth and ninth millennia southwest Asians domesticated their wild grains, wheat and barley after the notion of collecting wild grains was spread from the Nile.[79]
Numerous crops have been domesticated in the region and spread to other parts of the world. These crops included sorghum, castor beans, coffee, cotton[80] okra, black-eyed peas, watermelon, gourd, and pearl millet. Other domesticated crops included teff, enset, African rice, yams, kola nuts, oil palm, and raffia palm.[79][81]
Domesticated animals include the guinea fowl and the donkey.
Agriculture represents 20% to 30% of GDP and 50% of exports. In some cases, 60% to 90% of the labor force are employed in agriculture.[82] Most agricultural activity is subsistence farming. This has made agricultural activity vulnerable to climate change and global warming. Biotechnology has been advocated to create high yield, pest and environmentally resistant crops in the hands of small farmers. The Bill and Malinda Gates foundation is a strong advocate and donor to this cause. Biotechnology and GM crops have met resistance both by natives and environmental groups.[83]
Cash crops include cotton, coffee, tea, cocoa, sugar, and tobacco.[84]
The OECD says Africa has the potential to become an agricultural superbloc if it can unlock the wealth of the savannahs by allowing farmers to use their land as collateral for credit.[85] Recently, there has been a trend to purchase large tracts of land in Sub-Sahara for agricultural use by developing countries. Early in 2009, George Soros highlighted a new farmland buying frenzy caused by growing population, scarce water supplies and climate change. Chinese interests bought up large swathes of Senegal to supply it with sesame. Aggressive moves by China, South Korea and Gulf states to buy vast tracts of agricultural land in Sub-Saharan Africa could soon be limited by a new global international protocol.[86]
The history of neo-liberalism in SSA is one fraught with difficulty and contradiction as it has been cited as both cause and effect for many of Africa’s problems. On the one hand, the unsustainable debt burden and debilitating poverty characteristic of this part of the world is accredited to the underlying mechanism of neo-liberal agenda. In other words, the mandatory requirements imposed by International Financial Institutions (IFIs) for African countries to curtail the role of the state and to facilitate open market economies that would create “an enabling environment” is understood as a primary catalyst for much of the continent’s woes [87] On the other hand, the economic troubles experienced by African governments are seen by some as the result of excessive state intervention and insufficient adoption of neo-liberal marketization ideals. Undeniably, the controversy surrounding neo-liberalism as per concerns its cause and effect relationship with Africa’s troubles is justified, and as it has been abundantly critiqued, fails to provide panacea for poverty and underdevelopment.
Following the debt led growth of the 1980’s most African governments were viewed as going too far in interfering with the free play of markets. The World Bank, understood as the ‘architect’ and ‘financial overseer’ instituted policy ideas and conditions that were expected to eliminate hindrances to economic growth. It’s Conception (the World Bank’s) of development was restricted to the primacy of economic growth whereby, per capita Gross Domestic Product (GDP) was the most widely used indicator of progress as it was closely correlated with aspects of human development - such as higher life expectancy and literacy levels [88] Essentially, neo-liberal development understood progress primarily in economic, fiscal terms with the success of the global market as the principle determinant of people’s well-being. Here, the rationale was that economic advancements were a necessary and fundamental precursor for the realization of human development and welfare [89]. As such, under the umbrella of the Washington Consensus, the IFIs -- mainly World Bank and the International Monetary Fund (IMF) -- promoted a neo-liberal conception of development. Shaped by the belief that liberalization-driven global economic integration is the most efficient means for global growth, the IFIs advanced the need for uncontrolled markets free from all government controls [90]
[91] attribute that the neo-liberal system is genetically oriented to protecting existing property rights and providing for their expansion. Its inherent assumption-- that a pro-market and anti-state emphasis would be a better strategy and that less government intervention and rolling back the state would minimize restrictions on the free play of markets [92].This however, has not helped to redress inequality nor curb Africa’s poverty and underdevelopment. In actual fact, the entrenchment of neo-liberal ideology has exacerbated poverty in many emerging economies [93] and consequently, many countries, in Sub-Saharan Africa particularly, are worse off financially today than they were post-independence.
Forty percent of African scientists live in OECD countries, predominately in Europe, the United States and Canada.[94] This has been described as an African brain drain. Even with the drain, enrollments in Sub-Saharan African universities tripled between 1991 and 2005, expanding at an annual rate of 8.7%, which is one of the highest regional growth rates in the world. In the last 10 to 15 years interest in pursuing university level degrees abroad has increased. In some OECD countries, like the United States, Sub-Saharan Africans are the most educated immigrant group.[94]
Sub-Saharan African countries spent an average of 0.3% of their GDP on science and technology on in 2007. This represents an increase from US$1.8 billion in 2002 to US$2.8 billion in 2007, a 50% increase in spending.[95][96]
In 1987, the Bamako Initiative conference organized by the World Health Organization was held in Bamako, the capital of Mali, and helped reshape the health policy of Sub-Saharan Africa.[97] The new strategy dramatically increased accessibility through community-based healthcare reform, resulting in more efficient and equitable provision of services. A comprehensive approach strategy was extended to all areas of health care, with subsequent improvement in the health care indicators and improvement in health care efficiency and cost.[98][99]
As of October 2006, many governments face difficulties in implementing policies aimed at tackling the effects of the AIDS pandemic despite a number of mitigating measures.[100]
Sub-Saharan Africa displays the most linguistic diversity of any region in the world. This is apparent in the number of languages spoken. The region contains over 1,000 languages, which is 1/6 of the world's total.[84]
With the exception of extinct Sumerian, the Afro-Asiatic has the longest documented history of any language phyla in the world. Egyptian was recorded as early as 3200 BCE. The Semitic branch was recorded as early as 2500 BCE.[101] The distribution of the Afro-Asiatic languages within Africa is principally concentrated in North Africa and the Horn of Africa. The Chadic branch is distributed in Central and West Africa.[102] Hausa is a lingua franca in West Africa (Niger, Ghana, Togo, Benin, Cameroon, and Chad).[103] The Semitic branch of the phylum also has a notable presence in Western Asia, making Afro-Asiatic the only language family spoken in Africa that is also attested outside of the continent. In addition to languages now spoken, Afro-Asiatic includes several ancient languages, such as Ancient Egyptian, Biblical Hebrew and Akkadian.
The Khoi-San languages represent the oldest language family in the world.[104] They include languages indigenous to Southern and Eastern Africa, though some, such as the Khoi languages, appear to have moved to their current locations not long before the Bantu expansion.[105] In Southern Africa, their speakers are the Khoi and Bushmen (San), in East Africa, the Sandawe and Hadza.
The Niger–Congo phylum is the largest language family in the world in terms of the number of languages (1,436) it contains.[106] The vast majority of languages of this family are tonal such as Yoruba and Igbo. A major branch of Niger–Congo languages is the Bantu family, which covers a greater geographic area than the rest of the family put together. Bantu speakers represent the majority of inhabitants in southern, central and southeastern Africa, though Pygmy, Khoisan (Bushmen), and Nilotic groups, respectively, can also be found in those regions. Bantu-speakers can also be found in parts of West Africa such as the Gabon, Equatorial Guinea and southern Cameroon. Swahili, a Bantu language with many Arabic, Persian and other Middle Eastern and South Asian loan words, developed as a lingua franca for trade between the different peoples. In the Kalahari Desert of Southern Africa, the distinct people known as the Bushmen (also "San", closely related to, but distinct from "Hottentots") have long been present. The San evince unique physical traits, and are the indigenous people of southern Africa. Pygmies are the pre-Bantu indigenous peoples of central Africa.
The Nilo-Saharan languages are concentrated in the upper parts of the Chari and Nile rivers. They are principally spoken by Nilotic peoples. The Old Nubian language is also a member of this phylum.
South Africa has the largest populations of Whites, Indians and Coloureds in Africa. The term "Coloured" is used to describe persons of mixed race in South Africa and Namibia. People of European descent in South Africa include the Afrikaner and a sizeable populations of Anglo-Africans and Portuguese Africans. Madagascar's population is predominantly of mixed Austronesian (Pacific Islander) and African origin. The area of southern Sudan is inhabited by Nilotic people.
The notion of a tribal Sub-Saharan Africa is widespread. This notion was perpetuated during the colonial period. Tribal meant that Africans lived in small homogeneous communities and were isolated from the rest of the world. Bonds were based on basic kinship and affinity. Government institutions were unsophisticated. However, this notion is far from true. The Kuba built sophisticated political systems that could initiate cultural change. Its political institutions altered patterns of marriage and increased agricultural productivity. Via the river system in the dense jungles, they were involve in a wide intra-regional network of trade.[107] All of Africa was connected via trade. West Africa was trading with Great Zimbabwe. Great Zimbabwe was trading with Asia, via the Swahilis with China. Trade routes existed, going through Central Africa from the Indian Ocean to the Atlantic Ocean. European explorers, during the 19th century made use of these trade routes with assistance from African middlemen.[108]
The terms "tribe" and "tribal" present a value judgement. During the late 1960s the Igbos, a population of 10 million, were referred to as a tribe during the Nigerian civil war whilst, on the other hand, the approximately 400,000 citizens of Malta are referred to as a nation.[109] Sub-saharan art is referred to as "tribal" or "primitive" art but makes use of fractals or non-linear scaling.[110] Fractal geometry was discovered in the latter part of the 20th century.
List of major languages of Sub-Saharan Africa by region, family and total number of native speakers in millions:
Sub-Saharan Africa is largely Christian, while North Africa is predominantly Muslim. However, there are Muslim majorities in the Sahel and Sudan regions and along the East African coast (Muslim majorities in The Gambia, Sierra Leone, Guinea, Mali, Niger, Senegal, Somalia; comparable numbers of Christians and Muslims in Chad, Nigeria, Burkina Faso and significant Muslim communities in Ethiopia, Tanzania and Eritrea).[111] Traditional African religions can be broken into down linguistic cultural groups, with common themes. Among Niger–Congo-speakers is a belief in a creator God; ancestor spirits; territorial spirits; evil caused by human ill will and neglecting ancestor spirits; priest of territorial spirits. New world religions such as Santería, Vodun, and Candomblé, would be derived from this world view. Among Nilo-Saharan speakers is the belief in Divinity; evil is caused by divine judgement and retribution; prophets as middlemen between Divinity and man. Among Afro-Asiatic-speakers is henotheism, the belief in one's own gods but accepting the existence of other gods; evil here is caused by malevolent spirits. The Semitic Abrahamic religion of Judaism is comparable to the latter world view.[112] Khoisan religion is non-theistic but a belief in a Spirit or Power of existence which can be tapped in a trance-dance; trance-healers.[113]
Traditional Sub-Saharan African religion displays very complex ontology, cosmology, and metaphysics. Mythologies, for example, demonstrated the difficulty fathers of creation had in bringing about order from chaos. Order is what is right and natural and any deviation is chaos. Sub-Saharan cosmology and ontology is neither simple or linear. It defines duality, the material and immaterial, male and female, heaven and earth. Common principles of being and becoming are widespread: Among the Dogon, the principle of Amma (being) and Nummo (becoming), among the Bambara Pemba (being) and Faro (becoming),[114]
Sub-Saharan traditional divination systems displays great sophistication. For example the bamana sand divinition uses well establish symbolic codes that can be reproduce using four bits or marks. A binary system of one or two marks are combined. Random outcomes are generated using a fractal recursive process. It is analogous to a digital circuit but can be reproduced on any surface with one or two marks. This system is widespread in Sub-Saharan Africa.[115]
Traditional Sub-Saharan African music is as diverse as the region's various populations. The common perception of Sub-Saharan African music is that it is rhythmic music centered around the drums. It is partially true. A large part of Sub-Saharan music, mainly among Niger–Congo linguistic groups is rhythmic and centered around the drum. Sub-Saharan music is polyrhythmic, usually consisting of multiple rhythms in one composition. Dance involves moving multiple body parts. These aspect of Sub-Saharan music has been transferred to the new world by enslaved Sub-Saharan Africans and can be seen in its influence on music forms as Samba, Jazz, Rhythm and Blues, Rock & Roll, Salsa, and Rap music.[116]
But Sub-Saharan music involves a lot of music with strings, horns, and very little poly-rhythms. Music from the eastern sahel and along the nile, among the Nilo-Saharan, made extensive use of strings and horns in ancient times. Among the Afro-Asiatics, we see extensive use of string instruments. Dancing involve swaying body movements and footwork. Among the Khoisans extensive use of string instruments with emphasis on footwork.[117]
Modern Sub-Saharan African music has been influence by music from the New World (Jazz, Salsa, Rhythm and Blues etc.) vice-versa being influenced by enslaved Sub-Saharan Africans. Popular styles are Mbalax in Senegal and Gambia, Highlife in Ghana, Zoblazo in Ivory Coast, Makossa in Cameroon, Soukous in the Democratic Republic of Congo, Kizomba in Angola, and Mbaqanga in South Africa. New World styles like Salsa, R&B/Rap, Reggae, and Zouk also have widespread popularity.
The oldest abstract art in the world is a shell necklace dated 82,000 years in the Cave of Pigeons in Taforalt, eastern Morocco.[118] The second oldest abstract form of art and the oldest rock art is found in the Blombos Cave at the Cape in South Africa, dated 77,000 years.[119] The Blombos Cave represent what is man's earliest art form. Sub-saharan Africa has some of the oldest and most varied style of rock art in the world.[120]
Although Sub-saharan African art is very diverse there are some common themes. One is the use of the human figure. Second, there is a preference for sculpture. Sub-saharan art is meant to be experience three dimensionly, not two dimensionly. A house is meant to be experience from all angles. Third, art is meant to be performed. Sub-saharan Africans have specific name for mask. The name incorporates the sculpture, the dance, and the spirit that incorporates the mask. The name denotes all three elements. Fourth, art that serves a practical function, utilitarian. The artist and craftsman are not separate. A sculpture shaped like a hand can be used as a stool. Fifth, the use of fractals or non-linear scaling. The shape of the whole is the shape of the parts at different scales. Before the discovery of fractal geometry, Louis Senghor, Senegal’s first president, referred to this as “dynamic symmetry.” William Fagg, the British art historian, compared it to the logarithmic mapping of natural growth by biologist D’Arcy Thompson. Lastly, Sub-saharan art is visually abstract, instead of naturalistic. Sub-saharan art represents spiritual notions, social norms, ideas, values, etc. An artist might exaggerated the head of a sculpture in relations to the body not because he does not know anatomy but because he wants to illustrate that the head is the seat of knowledge and wisdom. The visual abstraction of African art was very influential in the works of modernist artist like Pablo Picasso, Henri Matisse, and Jacques Lipchitz.[121][122]
Sub-Saharan African cuisine like everything about Africa is very diverse. A lot of regional overlapping occurs, but there are dominant elements region by region.
West African cuisine can be described as starchy, flavorfully spicey. Dishes include fufu, kenkey, couscous, garri, foutou, and banku. Ingredients are of native starchy tubers, yams, cocoyams, and cassava. Grains include millet, sorghum, and rice, usually in the sahel, are incorporated. Oils include palm oil and shea butter(sahel). One finds recipes that mixes fish and meat. Beverages are palm wine(sweet or sour) and millet beer. Roasting, baking, boiling, frying, mashing, and spicing are all cooking techniques.
East African cuisine reflects its Islamic, geographical Indian Ocean cultural links. Dishes include ugali, injera, wat, sukumi wiki, and halva. Spices such as curry, saffron, cloves, cinnamon, pomegranate juice, cardamon, ghee, and sage are used, especially among Muslims. Meat includes cattle, sheep, and goats, but is rarely eaten since its viewed as currency and wealth.
In the Horn of Africa, pork and non-fish seafood is avoided by Christians and Muslims. Dairy products and all meats are avoided during lent by Ethiopians. Maize (corn) is a major staple from Sudan to southern Africa. Cornmeal is used to make ugali, a popular dish with different names from Sudan to southern Africa. Teff is used to make injera or canjeero (Somali) bread. Other important foods include enset, noog, lentils, rice, banana, leafy greens, chiles, peppers, cocconut milk and tomatoes. Beverages are coffee (domesticated in Ethiopia), chai tea, fermented beer from banana or millet. Cooking techniques include roasting and marinating.
Central African cuisine connects with all major regions of Sub-Saharan Africa: Its cuisine reflects that. Ugali and fufu are eaten in the region. Central African cuisine is very starchy and spicy hot. Dominant crops include plantains, cassava, peanuts, chillis, and okra. Meats include beef, chicken, and sometimes exotic meats called bush meat (antelope, warthog, crocodile). Widespread spicy hot fish cuisine is one of the differentiating aspects. Mushroom is sometimes used as a meat substitute.
Traditional Southern African cuisine surrounds meat. Traditional society typically focused on raising, sheep, goats, and especially cattle. Dishes include braai (barbecue meat), sadza, bogobe, pap (fermented cornmeal), milk products (buttermilk, yoghurt). Crops utilized are sorghum, maize (corn), pumpkin beans, leafy greens, and cabbage. Beverages include ting (fermented sorghum or maize), milk, chibuku (milky beer). Influences from the Indian and Malay community can be seen its use of curries, sambals, pickled fish, fish stews, chutney, and samosa. European influences can be seen in cuisines like biltong (dried beef strips), potjies (stews of maize, onions, tomatoes), French wines, and crueler or koeksister (sugar syrup cookie).
Like most of the world, Sub-Saharan Africans have adopted Western-style clothing. In some country like Zambia, used Western clothing has flooded markets, causing great angst in the retail community. Sub-Saharan Africa boasts its own traditional clothing style. Cotton seems to be the dominant material.
In East Africa, one finds extensive use cotton clothing. Shemma, shama, and kuta are types of Ethiopian clothing. Kanga are Swahili cloth that comes in rectangular shapes, made of pure cotton, and put together to make clothing. Kitenges are similar to kangas and kikoy, but are of a thicker cloth, and have an edging only on a long side. Kenya, Uganda, Tanzania, and Sudan are some of the African countries where kitenge is worn. In Malawi, Namibia and Zambia, kitenge is known as Chitenge. One of the unique materials, which is not a fiber and is used to make clothing is barkcloth, an innovation of the baganda people of Uganda. It came from the Mutuba tree (Ficus natalensis).[123] On Madagascar a type of draped cloth called lamba is worn.
In West Africa, again cotton is the material of choice. In the Sahel and other parts of West Africa the boubou and kaftan style of clothing are featured. Kente cloth is created by the Akan people of Ghana and Ivory Coast, from silk of the various moth species in West Africa. Kente comes from the The Ashanti twi word kenten which means basket. It is sometimes used to make dashiki and kufi. Adire is a type of Yoruba cloth that is starch resistant. Raffia cloth and barkcloth are also utilized in the region.
In Central Africa, the Kuba people developed raffia cloth from the raffia plant fibers. It was widely used in the region. Barkcloth was also extensively used.
In Southern Africa one finds numerous uses of animal hide and skins for clothing. The Ndau in central Mozambique and the Shona mix hide with barkcloth and cotton cloth. Cotton cloth is referred to as machira. Xhosa, Tswana, Sotho, and Swazi also made extensive use of hides. Hides come from cattle, sheep, goat, and elephant. Leopard skins were coveted and were a symbol of kingship in Zulu society. Skins were tanned to form leather, dyed, and embedded with beads.
Football (soccer) is the most popular sport in Sub-Saharan Africa. Sub-Saharan men are its main patrons. Major leagues are the African Champions League, a gathering of various football clubs. Africa Cup of Nations is a gathering of 16 teams from various African nations held every two years (January 20 - February 10, 2008). The Confederation Cup is a competition for the National Cup winner in each African country. Finals are in November. Cameroon played in the World Cup for the sixth time, a record for a Sub-saharan team. South Africa hosted the 2010 FIFA World Cup, a first for a Sub-Saharan country. In 1996 Nigeria won the gold for football, a momentous achievement for Sub-Saharan African football. Famous Sub-saharan football stars are Emmanuel Adebayor, Obafemi Martins, Michael Essien, Didier Drogba, Kanu Nwankwo Jay-Jay Okocha, Taye Taiwo and Samuel Eto'o Fils. The most talented Sub-saharan African football players find themselves courted and sought after by European leagues. There are currently more than 1000 Africans playing for European clubs. Sub-Saharan Africans have found themselves the target of racism by European fans. FIFA has been trying hard to crack down on racist outburst during games.[124][125][126]
Rugby is also popular in Sub-Saharan Africa. The Confederation of African Rugby governs rugby games in Sub-Saharan Africa and chooses the best team to play in the Rugby World Cup. South Africa is a major force in the game and won the last championship in 2007.
Cricket has a following. The African Cricket Association is an international body which oversees cricket in African countries. South Africa and Zimbabwe have their own governing bodies. In 2003 the Cricket World Cup was held in South Africa, first time it was held in Sub-Saharan Africa.
Over the years, Ethiopia and Kenya have produced many notable long-distance athletes. Each country has federations that identify and cultivate top talent. Athletes from Ethiopia and Kenya hold all the distance records (except the 1500 metres) from 800m to the marathon.[127] Famous runners are Haile Gebrselassie, Kenenisa Bekele, Paul Tergat, and John Cheruiyot Korir.[128]
Only six African countries are not geographically a part of Sub-Saharan Africa: Algeria, Egypt, Libya, Morocco, Tunisia, Western Sahara (claimed by Morocco). Together with the Sudan, they form the UN subregion of Northern Africa. Most international organizations include Sudan as part of sub-Saharan africa. It has a non-Arab population in (Darfur), south (Dinka, Nuer, etc.) and north (Nubian).[129][130][131][132][133][134][135] Mauritania and Niger only include a band of the Sahel along their southern borders. All other African countries have at least significant portions of their territory within Sub-Saharan Africa.
Depending on classification Sudan (North and South) is generally not considered part of Sub-Saharan Africa
This entry is from Wikipedia, the leading user-contributed encyclopedia. It may not have been reviewed by professional editors (see full disclaimer)
Translations:
Sub-Saharan |
Dansk (Danish)
adj. - område sydligt for Sahara
Nederlands (Dutch)
ten zuiden van de Sahara
Français (French)
adj. - sub-saharien
Deutsch (German)
adj. - südlich der Sahara gelegen
Ελληνική (Greek)
adj. - νοτίως της Σαχάρας
Italiano (Italian)
a sud del Sahara
Português (Portuguese)
adj. - subsaariano
Русский (Russian)
район, расположенный на границе пустыни и оазиса
Español (Spanish)
adj. - de las regiones de Africa al sur del Sahara
Svenska (Swedish)
adj. - typiskt för det som är söder om Sahara
中文(简体)(Chinese (Simplified))
撒哈拉沙漠以南的
中文(繁體)(Chinese (Traditional))
adj. - 撒哈拉沙漠以南的
العربيه (Arabic)
(صفه) دون الصحراء (جغرافيا)
עברית (Hebrew)
adj. - של חבלי הארץ דרומית לסהרה
If you are unable to view some languages clearly, click here.
To select your translation preferences click here.
| Africa (history 1450-1789) | |
| late Stone Age (in archaeology) | |
| Niger-Congo (language family of sub-Saharan Africa) |
| Are there a deserts in sub-saharan Africa? Read answer... | |
| What describes sub-saharan Africa? Read answer... | |
| Define Sub-Saharan Africa? Read answer... |
| What are the landforms in Sub - Saharan Africa? | |
| What were the sub-saharan africans first to do? | |
| Why does Sub-Saharan have different languages? |
Copyrights:
![]() |
![]() | American Heritage Dictionary. The American Heritage® Dictionary of the English Language, Fourth Edition Copyright © 2007, 2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved. Read more |
![]() |
![]() | Gale Encyclopedia of the Early Modern World. Encyclopedia of the Early Modern World. Copyright © 2004 by The Gale Group, Inc. All rights reserved. Read more |
![]() |
![]() | Gale Encyclopedia of Education. Encyclopedia of Education. Copyright © 2002 by The Gale Group, Inc. All rights reserved. Read more |
![]() |
![]() | Dictionary of Cultural Literacy: Geography. The New Dictionary of Cultural Literacy, Third Edition Edited by E.D. Hirsch, Jr., Joseph F. Kett, and James Trefil. Copyright © 2002 by Houghton Mifflin Company. Published by Houghton Mifflin. All rights reserved. Read more |
![]() |
![]() | Wikipedia on Answers.com. This article is licensed under the Creative Commons Attribution/Share-Alike License. It uses material from the Wikipedia article Sub-Saharan Africa. Read more |
![]() | Translations. Copyright © 2007, WizCom Technologies Ltd. All rights reserved. Read more |
Mentioned in