Education and science diplomacy are important pillars of influence-enhancing policies pursued by the world’s major and emerging powers. The French Foreign Ministry described it as “an essential element of France’s policy of influence on the international arena” and a means of “strengthening France’s many bilateral relations”. This makes scholarships a key tool for demonstrating soft power and attracting and influencing non-coercive talent.
Although the stated goals of these scholarships are often to support African development, improve human skills, close educational gaps, and build capacity, many analyses suggest that hidden goals related to promoting economic benefits such as access to markets and resources, political benefits related to acquiring diplomatic allies, and achieving ideological agendas through the dissemination of governance models or cultural values.
More and more people
The deteriorating education system and limited economic opportunities for millions of young people on the continent have made foreign scholarship a lifeboat sought by many African students who want access to social and economic progress.
The number of this group of people in China has increased dramatically, from less than 2,000 in 2003 to more than 360,000 in 2024. The number of African students in China has also increased 21 times in just a decade, and Beijing has pledged to provide 50,000 scholarships to African students between 2019 and 2021.
China is not the only country to do so. In the 2023-2024 academic year, nearly 57,000 college students from 51 countries in sub-Saharan Africa studied in the United States, an increase of more than 13%, compared to more than 18% in the previous academic year, according to a report released by the International Education Association, which administers the Fulbright scholarship program in the United States.
France is a major study abroad destination for African students. In the 2023-2024 academic year, France received nearly 219,000 students from the African continent, according to a study released in collaboration with the French Ministry of Higher Education and Research.
A research report co-authored by Mikhail Genishchenko, director of the Vinnytsia Population Research Institute in Russia, also shows that the number of African students studying in Russia has increased from 6,700 in the 2010-2011 academic year to more than 34,000 in the 2022-2023 academic year.
Emerging powers also get a piece of the pie, with data showing that by 2024, the number of African students in Turkey will increase from 3,500 in 2011 to more than 62,000.
Why did they leave?
African students are one of the largest groups seeking external scholarships, reflecting the deteriorating state of education across the continent. The analysis indicates that many African education systems face significant challenges, such as a shortage of qualified teachers, scarcity of teaching materials, and poor management and governance. This forces outstanding students to seek external “lifelines”.
Another aspect of this tragic reality is highlighted by an assessment report released by the United Nations Educational, Scientific and Cultural Organization (UNESCO): African higher education is underinvested in research and development, especially in key areas such as health, agriculture and technology. Africa invests only 0.6% of its GDP in R&D, compared to the global average of 1.79%.
UNESCO’s assessment also highlighted the impact of poverty and unemployment on youth migration in Africa. 11 million young Africans enter the workforce each year, but more than 40% of them lack the skills needed for employment, forcing many to seek other avenues for economic achievement and social progress, most notably scholarships to pursue higher education abroad.
On the other hand, the prospect of studying abroad is quite attractive to African students. For example, European countries offer high-quality education with a focus on practice, providing opportunities for students from Africa to develop their personal and practical skills. Studying at these academic institutions also helps them integrate into the global labor market and significantly increases their opportunities to develop in the local labor market upon their return
Given that poverty can prevent many Africans from completing their studies, fully funded foreign scholarships represent what is known as a “golden opportunity” to not only allow them to continue their educational journey but also cover all living expenses, fees, and tuition fees, allowing the winners to devote themselves fully to scientific research.
Selection criteria for donor services
Institution-building to lead the continent through grants begins at an early stage, as the selection and evaluation process depends on many criteria related to the target of the host country. Countries or institutions determine the scope of recipient countries based on their geopolitical or economic priorities.
A paper published in the British Journal of Political Science by the University of Cambridge shows that support and aid programs, including education grants, are designed to consolidate influence on specific countries or governments.
A paper co-authored by Lia Xie, a Chinese policy and industry expert, shows that more students in countries participating in the Belt and Road Initiative receive scholarships than non-participating countries, and Beijing allocates an additional 10,000 scholarship places to Belt and Road countries each year through the Silk Road Scholarship program.
The allocation of scholarships and academic majors is often tied to the strategic interests of the donor. A paper published on the National Library of Medicine website states that Chinese scholarships primarily focus on science, technology, engineering, and mathematics (STEM).
This approach not only helps address the critical shortage of engineers and researchers in Africa but also represents a strategic investment by China to ensure that Africa has a qualified workforce familiar with Chinese standards and technologies, thereby promoting long-term dependence on Beijing.
A report published on the People’s Daily website said that China is undertaking a construction project in Africa to improve the skilled workforce, citing several examples of the relationship between vocational education and Chinese companies doing business in Africa.
The report cited Djibouti students’ participation in a railway operations skills development program that will join a Chinese-built network of electrified trains between Djibouti and Ethiopia, and similar projects in other countries, such as Zambia’s ICT program.
Bridge of dominance
Donor countries describe returning graduates as “bridges” between their home countries and their study abroad countries. These graduates not only help to pass on the experience and knowledge gained, but also often fit into the development models and ideological approaches of donor countries, covering many aspects such as academic, professional and political.
The French Foreign Ministry’s website describes Paris’s educational diplomacy, saying the scholarship programs are designed to “train future political, economic and scientific elites.” The Attraction Strategy is coordinated by the European Ministry, the Ministry of Foreign Affairs and the Ministry of Higher Education and Research through close cooperation at the highest level.
Cultivating culturally aligned talent can achieve multiple goals for donors. They continue to speak French or Chinese, ensuring that these countries remain indispensable partners while also contributing to the sustainable development of graduates’ countries within specific cultural influences, such as French-speaking countries.
Seyi Abimbola, an associate professor at the University of Sydney, collaborated with others to write a research article based on interviews with graduates from several African countries who have studied in Australia, concluding that Canberra’s scholarships for African students have the potential to spread Australia’s influence, and the education these returning students receive also contributes to the development of their country. The article recommends increasing investment in international scholarships to better train returning researchers so that they can influence the development of their countries and maintain Australia’s influence.
Alumni network
In this context, the “alumni network” has become one of the most important channels for maintaining communication between returning graduates and donor countries. These networks are established and supported through a range of tools and channels. For example, the French alumni network, managed by Paris, has more than 600,000 members. The network’s website points to a variety of means of ensuring the continuity of France’s relationship with the sector, such as supporting partnerships, providing employment opportunities, and organizing events and conferences.
In an article, U.S. Navy Commander Jonathan Alström explained how Washington is using educational exchange platforms, noting that the Fulbright program attracts 4,000 international students a year and has a “significant impact” on Africa. The article uses Ghana as an example, and the country’s Fulbright program alumni include many former presidents, prime ministers, academics and other high-profile figures.
Former Ethiopian President Muratu Teshome (2013-2018), one of the most prominent figures in promoting the development of Ethiopia’s relations with China, completed his university studies in China. During his tenure, Chinese companies participated in strengthening Ethiopia’s transportation and industrial infrastructure. In an interview with China Global Television, Teshome described the relationship between the two countries as “a comprehensive strategic partnership should be maintained under any circumstances.”
A study from the United Kingdom shows that Canberra uses scholarship programs in Africa to enhance its diplomatic influence, as the ongoing relationship between Australia and graduates is crucial for enhancing diplomatic influence, especially when graduates hold leadership positions in government.
Even if graduates do not join the government, they can contribute to shaping public opinion or the private sector in a way that is in line with foreign interests. A study published on the ResearchGate website on “The Role of China’s Soft Power in Africa” provides an example of how Chinese engineering graduates may be more willing to use Huawei products in their own companies, which reinforces China’s digital dominance on the continent.
brain drain
Many African scholars have harshly criticized the far-reaching impact of foreign funding on African countries, most notably exacerbating the continent’s brain drain and dismantling its research community. This has exacerbated the need for external aid and support, putting the country under pressure from donors.
Some reports show that around 70,000 tech professionals leave Africa each year, casting a shadow over important industries such as healthcare, education, and technology. Other data show that more than a third of African students say they plan to leave the continent after completing their studies to look for better opportunities abroad.
The severity of this migration problem is accentuated by the fact that the African Capacity-building Foundation, a subsidiary of the African Union, has pointed out in some of its estimates that there is a serious shortage of researchers, innovators and qualified personnel in highly sensitive fields. The continent urgently needs more than 8 million doctors and experts, more than 4 million engineers, more than 1 million researchers, and nearly 70,000 scientists and agricultural researchers to fill the talent gap.
African scholars have also criticized foreign scholarship systems for failing to develop themselves or meet local needs, instead serving the interests of donor countries. They point out that one of its most dangerous consequences is the vicious cycle of structural dependence, where weak local education leads to increased demand for foreign scholarship.
Increased demand leads to brain drain, dampening the incentive of African governments to develop educational institutions, leading to increased weaknesses in these institutions, thereby exacerbating the need for external aid and ultimately hindering Africa’s ability to build a self-sufficient education system.