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Africa needs fresh thinking on its leadership and governance challenges, particularly when it comes to the disconnects between traditional leadership models and governance structures within the modern state. In this open access book, Kofi Anani finds ways forward through the Blended Representation Principle (BRP), which stipulates that power be shared between leaders selected on the basis of Western-democratic ideals and leaders chosen on the basis of traditional African norms and conventions. Drawing on his research and professional experience, Anani shows how incorporating the BRP into African leadership and governance thinking would encourage more voluntary public participation in politics, guarantee transparency and accountability in decision-making, particularly when it comes to the use of public resources, and ultimately encourage more public confidence in leaders. Anani also provides concrete suggestions for how to achieve all this, not through quick fixes, but rather through educational campaigns directed at public officials and through new communities of learning and practice designed to champion the BRP in villages, schools, workplaces, places of worship, and other social organizations. This book is a must-read for all scholars and students of postcolonial governance and leadership, and it is of keen interest to anyone concerned with how Western-style state-making might ultimately find a balance with other, indigenous modes of social organization. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Bloomsbury Open Collections Library Collective.
This collection of essays examines various aspects of leadership from several disciplinary perspectives.
An important feature of Ghanaian tertiary education is the foundational African Studies Programme which was initiated in the early 1960s. Unfortunately hardly any readers exist which bring together a body of knowledge on the themes, issues and debates which inform and animate research and teaching in African Studies particularly on the African continent. This becomes even more important when we consider the need for knowledge on Africa that is not Eurocentric or sensationalised, but driven from internal understandings of life and prospects in Africa. Dominant representations and perceptions of Africa usually depict a continent in crisis. Rather than buying into external representations of Africa, with its 'lacks' and aspirations for Western modernities, we insist that African scholars in particular should be in the forefront of promoting understanding of the pluri-lingual, overlapping, and dense reality of life and developments on the continent, to produce relevant and usable knowledge. Continuing and renewed interest in Africa's resources, including the land mass, economy, minerals, visual arts and performance cultures, as well as bio-medical knowledge and products, by old and new geopolitical players, obliges African scholars to transcend disciplinary boundaries and to work with each other to advance knowledge and uses of those resources in the interests of Africa's people.
Indexes the Times, Sunday times and magazine, Times literary supplement, Times educational supplement, Times educational supplement Scotland, and the Times higher education supplement.
Employees exit an organization with 80% of the knowledge they have acquired without transferring it to others. This colossal loss of intellectual assets is even more in terms of parent to child legacy transfer. Several factors may have contributed to this immense generational memory loss. First, the knowledge seekers do not know what to do on how to influence the knowledge sources to share their skills and experiences and may not even understand the characteristics of the knowledge they intend to access from the knowledge sources. Second, these intellectual assets such as skills and experiences they intend to access give the knowledge sources their comparative advantage in the society and worst still, they are not on the pages of procedures or other documented format, but mainly domicile in the heads of the possessors and hence not visible to others. Third, people also regard their skills and experiences as invaluable intellectual assets and hence do not want to easily share it with others. These are some of the constraints knowledge seekers face, whether in an organization or the society while trying to access the information they require in creating value in their respective domains. Eventually, the legacies transferred to the knowledge seekers fall short of what would have been transferred if the knowledge seeker knows otherwise. This book bridges this gap by providing a strategic and systematic approach on how a knowledge seeker may apply social interaction variables and its hierarchical effect on knowledge transfer to influence a knowledge source to share his or her intellectual assets that he or she might not ordinarily be willing to share with any knowledge seeker.