Category: The Conversation

Source: The Conversation – Africa (2) – By Nadine Biehler, Researcher, German Institute for International and Security Affairs

Images of rubber dinghies overcrowded with refugees heading for Europe and narratives about mistreatment and exploitation of migrants on unsafe migration routes have come to dominate how African migration is perceived in European public and policy debates.

They suggest a continent on the move, driven mainly by conflict and heading to the global north. These narratives are deeply misleading. Nevertheless, they shape public opinion and political decision-making.

Fears of large-scale migration from Africa to Europe are exaggerated. Data shows migration from Africa has been growing, but more slowly compared to growth rates of migration worldwide – and largely takes place on the continent.

Because migration from Africa is seen primarily as a looming crisis for Europe, policy responses tend to focus on border control and deterrence, rather than on cooperation, the development potential of migration or protection.

We are researchers working on migration, forced displacement and data analysis. We combined our expertise in a new working paper to analyse the latest data from the UN Department of Economic and Social Affairs (UN DESA) on global migration. We also looked at current data on forced displacement.

We found that:

• most African migration happens within Africa

• the majority of African migrants moving across borders are not fleeing violence

• the vast majority of those forced to flee never leave their own country or region, let alone the continent.

Understanding these mobility patterns is essential for more realistic and effective European migration policies.

The data

The UN DESA migration estimates that our paper is based on are the most comprehensive global data source available on migration. The estimates measure how many migrants live in a country at a given point in time (stock data). However, they don’t capture when they moved (flow data) or why. In addition, UN DESA figures exclude movements within countries.

Our paper complements these estimates with data provided by the UN Refugee Agency and the Internal Displacement Monitoring Centre on forced displacement. This includes internal displacement, which is particularly widespread in Africa.

This research found that most African migration takes place within Africa.

Globally, there were about 304 million international migrants in 2024. Africans made up around 15% of that total.

In other words, the majority of the world’s migrants are not from Africa.

Even more striking is where African migrants actually go.

In 2024, around 25 million Africans were living in an African country outside the one they were born in or held citizenship of. This exceeded the number of Africans living outside the continent (20.7 million) by around 21%.

This means that African migration is predominantly intracontinental, a long-standing trend that has become even more pronounced over time.

Several factors help explain this.

Travel within Africa is often cheaper and safer than journeys to other continents. Regional free movement agreements, such as those in west and east Africa, enable cross-border mobility. At the same time, legal pathways to Europe, North America or Asia remain limited and costly for most Africans, with high visa rejection rates and few opportunities for regular migration.

African migration is also gendered. Men are more likely to migrate than women, especially when moving beyond the continent. This gap is smaller for migration within Africa. This suggests that more accessible legal routes and less dangerous journeys help with overcoming migration barriers for women.

Forced displacement

War and conflict are forcing more people to leave their homes worldwide, and Africa is no exception.

By the end of 2024, more than 120 million people globally were forcibly displaced by war and violence. However, the majority of them (73.5 million, or 60% of the forcibly displaced globally) never left their own country to seek asylum elsewhere. They remained internally displaced in their countries of origin.

This is particularly true for the African continent, where almost half of all internally displaced people worldwide lived.

Sudan and the Democratic Republic of Congo account for almost 80% of internal displacement in Africa.

Even when Africans do cross borders to seek protection, they usually stay close to home.

In 2024, almost 87% of the 12.2 million African refugees and asylum seekers worldwide lived on the African continent. Only a small minority sought protection outside Africa.

This challenges the widespread idea that forced displacement in Africa automatically translates into large-scale migration to Europe.

In reality, neighbouring countries – often themselves affected by poverty or instability, and sometimes both countries of origin and destination for forcibly displaced people – carry most of the responsibility for hosting displaced populations.

Even when taking into account future displacement scenarios driven by the climate crisis, the World Bank estimates that affected people will remain within their regional neighbourhoods.

Still, globally, as well as in Africa, voluntary migration dominates: out of 45.8 million African migrants globally, refugees and asylum seekers make up 12.2 million.

This is also true for African migration to countries of the European Union, where residence permits for work, education or family reasons (2024: about 670,000) significantly exceed first-time asylum applications (2024: about 240,000).

Why these findings matter

First, the data shows clearly that African migration is not primarily about Europe. It is, above all, about Africa itself. For European and other global north policymakers, our findings suggest a need to rethink priorities. Supporting refugee-hosting countries in Africa, expanding legal migration pathways and investing in reliable migration data may ensure more effective migration management. Focusing narrowly on deterrence is misplaced.

Second, our findings highlight the importance of African countries and regions as migration destinations and refugee hosting states. Countries such as Uganda, Côte d’Ivoire, South Africa or Nigeria host millions of migrants and refugees, often with far fewer resources for integration and protection than wealthier states. For African governments, this means continuing to strengthen regional and continental mobility frameworks. These would allow people to move safely and legally for work, education or family reasons. Intra-regional migration is already the backbone of African mobility. It is likely to remain so.

Third, the analysis demonstrates that UN DESA data is indispensable but incomplete. It excludes domestic migration, undocumented migration and many forms of temporary or circular mobility common in Africa. Funding cuts to international data-collection institutions risk further weakening evidence-based policymaking.

Understanding how people actually move – and why – is essential for designing fair and realistic migration policies.

Nadine Biehler works at SWP for the research project “Strategic Refugee and Migration Policy”, funded by the German Federal Ministry for Economic Cooperation and Development (BMZ).

Emma Landmesser works at SWP for the research project “Strategic Refugee and Migration Policy”, funded by the German Federal Ministry for Economic Cooperation and Development (BMZ).

Rebecca Majewski does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. African migration: focusing on Europe misses the point – most people move within the continent – https://theconversation.com/african-migration-focusing-on-europe-misses-the-point-most-people-move-within-the-continent-273679

Source: The Conversation – Africa – By Martina van Heerden, Senior Lecturer in English for Educational Development, University of the Western Cape

Students’ well-being in higher education has been a growing concern globally since the coronavirus pandemic, which disrupted learning and lives generally.

Well-being has been described as “the combination of feeling good and functioning well; experiencing positive emotions such as happiness and contentment as well as the development of one’s potential, having some control over one’s life, having a sense of purpose, and experiencing positive relationships”.

Well-being is important for student engagement, achievement and belonging, which all make for a more positive learning and teaching experience.

We teach in an academic literacy module at a historically disadvantaged university in South Africa. Since the pandemic, we’ve continued to see that students’ well-being is often neglected, especially by students themselves. This neglect could potentially lead to lack of motivation, lack of interest and burnout.

In South Africa, first-year students’ well-being is often precariously placed, as they have to navigate socioeconomic and familial stresses, while adjusting to the demands of higher education. One of the many hurdles that students face is due to the “digital divide”, and it includes having to learn how to use unfamiliar technological resources. There are high dropout rates for first-year students.

That’s despite the efforts of universities to support them.

As academic literacy practitioners, we aim to help students to understand what’s required of them academically. In the last five years, since the pandemic, we’ve revised our module to foster a more caring, responsive and engaging environment. The idea is to smooth the way into university studies and to enhance student well-being.

We recently published a paper on what we’ve learnt so far. Our main finding is that creating a “care-full” environment for learning is not as simple as it sounds. Care has to be offered at various levels – and also received. Universities, lecturers and students still need to overcome some barriers to receiving care.

Getting to know students

Our academic literacy module is offered to first-year undergraduate students and runs for both semesters, with a different group of students each semester. In line with the university’s mandate, the module is concerned with student flourishing and success.

During the pandemic (2021-2022), we became aware of our students being in emotional distress, and so, to focus more deliberately on student well-being, we adopted a more “care-full” approach to learning and teaching. We embedded “care” into our module, by considering how we might equip students better to deal with the demands of higher education. We listened to our students’ experiences and needs and made the necessary adjustments to provide a more supportive, holistic, care-full classroom. This continued in our post-pandemic classroom.

Read more:
During lockdown, South African students wrote a book about ‘a world gone mad’

The changes included adding assignment-specific guides, more resources, more focused discussions on time management and organisation, regular reminders of due dates, and links to work apps.

We also had regular conversations with the students as our way of getting to know them and finding out how they were coping. We wanted them to know that we were there to care for them, not just to impart knowledge.

Read more:
Lecturers reflect on their efforts to ensure no student gets left behind

But we came to realise that by 2023 students were still struggling with the same issues as before, despite the changes we had made. This became clear from student questionnaires, end-of-semester feedback forms, and the informal conversations we had with them.

An analysis of our data showed that certain challenges acted as impediments to care and negatively affected students’ well-being. The three main impediments were:

• resources

• time management

• anxiety.

In other words, these problems prevented students from “receiving” and benefiting from the care we offered.

Resources

Resources present a dual impediment to students’ well-being. Firstly, students might not have access to resources like laptops and a stable internet connection. Secondly, they might not know how to use the available resources efficiently.

For example, many of our students indicated that they struggled to find lecture content or to submit assignments on the university’s Learning Management System. This was even though we had made “how-to” guides for students showing step-by-step instructions and the university scheduled workshops on how to navigate it. Resources became another hurdle instead of helping as intended.

Organisation and time management skills

Many students struggle with meeting deadlines and balancing their social and university lives. During the pandemic, the online environment provided little structure to their days, so some of them struggled with managing their workload. This continued when classes were back on campus. It is not a problem that is unique to South Africa, but time management is important for well-being (and thus student success).

Feelings of inadequacy and anxiety

The last impediment we identified related to feelings of inadequacy and anxiety. These feelings may be a result of struggles with resources and time management skills, but they might also be related to students’ own perceived competence in their studies. Anxiety has become a challenge for many students in university, not just in South Africa, but globally. These feelings may stop students from reaching out for help.

Read more:
Mental health: almost half of Johannesburg students in new study screened positive for probable depression

Getting past the impediments

We’ve realised these challenges act as impediments to care. That is, despite the efforts educators may put into creating a “care-full” environment, certain challenges can hamper their effectiveness. In our context, we weren’t able to make all our students feel cared for. This realisation could negatively affect the well-being of students and educators alike. Academics are at risk of burnout too.

We still think academics have to be “care-full” with students, but they can’t do it alone, and their care has to be reciprocated if it’s to result in academic success and well-being. Care requires input from both the educators (the carers) and the cared-for (the students). When it works both ways, a “care-full” approach might improve students’ well-being.

Both parties need to take responsibility. Students must be willing to receive care by taking care (that is, asking for advice, accepting the advice and resources that have been made available, doing what they can).

We understand that they might feel uncomfortable or anxious; we are not blaming them. Educators must take care in interactions with students, in pedagogical choices, and in content. University structures and processes are also involved in care. And the issue extends beyond the confines of the university into the national health, welfare and safety landscape. Care requires buy-in from all parties. Otherwise there may be limits to how care is received.

Martina van Heerden is a member of the South African Association of Academic Literacy Practitioners.

Sharita Bharuthram does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. Student well-being comes from care, but is caring enough? Academics reflect on 3 stumbling blocks – https://theconversation.com/student-well-being-comes-from-care-but-is-caring-enough-academics-reflect-on-3-stumbling-blocks-274066

Source: The Conversation – Africa – By Caroline Southey, Founding Editor, Africa, The Conversation

How much we pay for the debt that we incur determines a great deal in our lives. This is true of countries too. In the world of sovereign debt – money raised or borrowed by governments – the cost of debt is dependent on, among other factors, how rating agencies “grade” a country.

It’s a sensitive issue. Three agencies dominate the rating business. A criticism often meted out is that they judge African countries more harshly than others, which pushes up borrowing rates. These tensions lie behind the acrimonious fall-out between one of the big three – Fitch – and the African Export-Import Bank (Afreximbank).

On 28 January 2026 Fitch announced it had downgraded the bank’s credit rating to junk status, and that it was ending its relationship with the bank.

Fitch’s decision was preceded by Afreximbank announcing that it was severing all ties with the rating agency. A few days later the African Union weighed in, issuing a statement from its watchdog, the African Peer Review Mechanism, backing the bank’s decision, and warning Fitch not to issue any credit assessments of the bank. The rating agency clearly chose to ignore the warning.

Below you can find articles from our archives that examine various dimensions of Africa’s debt challenges.

Africa’s development banks are being undermined: the continent will pay the price

African countries need strong development banks: how they can push back against narratives to weaken them

Africa’s new credit rating agency could change the rules of the game. Here’s how

Eurobonds issued by African countries are popular with investors: why this isn’t good news

African countries are bad at issuing bonds, so debt costs more than it should: what needs to change

African finance ministers shouldn’t be making bond deals: how to hand over the job to experts

Senegal’s rating downgrade: credit agencies are punishing countries that don’t check their numbers

South Africa’s debt has skyrocketed – new rules are needed to manage it

– ref. Africa, rating agencies and the cost of debt – https://theconversation.com/africa-rating-agencies-and-the-cost-of-debt-274676