Academic literature on the topic 'Political participation – Namibia'

In early 2004, 29% of Namibian Members of Parliament were women, putting Namibia fourth in continental Africa and seventeenth worldwide in terms of women's representation in a national legislature. This article sets out to determine how such a high percentage of women has been elected to the National Assembly in Namibia since independence. It suggests that electoral gains have been achieved through a combination of factors: the use of a closed list proportional representation electoral system and voluntary quotas on the part of political parties at the national level, sustained pressure over the past three to five years from a nascent women's movement influenced by the global women's movement, and the active participation of women inside and outside the country in a protracted and violent struggle for independence that was only attained in 1990. The first two factors confirm past experience and accumulated knowledge on the significance of choice of electoral system and use of quotas, and the importance of women's organisations to elected women's legislative agendas and success. The last factor deviates from experience, and from a literature that suggests that women's active participation in political struggles has not always translated into tangible gains for women.

Numerous empirical research studies posit that social capital has a positive influence on peoples’ political participation. Studies conducted in developed western democracies have revealed that social capital strengthens democratic institutions by impacting both the quantity and quality of citizens’ political participation. However, in the developing democracies of Africa, the effects of social capital on political participation remain under-researched. This paper aims to empirically examine whether the interrelation between social capital and political participation holds true in the developing democracies of Africa. By operationalising the concept of social capital as membership in civic associations, this paper examines the influence of social capital on peoples’ voting participation in three Southern African countries, viz. Botswana, Namibia and Zambia. Using data from the sixth round of the Afrobarometer Survey, this study found that social capital was strongly linked to voting participation in these countries.

AbstractThis article examines two closely related themes: the triangle of tradition, capital and the state; and resistance to neotraditional leadership and local activism for democracy. I investigate an uprising in the Topnaar Traditional Authority in the Erongo region of Namibia by young community activists who aimed to promote democracy in their community in a context of manifold accusations of self-enrichment and corruption against the neotraditional leadership. The article demonstrates that the corporatization of tradition is a double-edged sword: neotraditional leaders expand their local power towards their subjects in the short term, but it often produces severe conflict that may result in the delegitimization of neotraditional authority in the long run. However, the Topnaar youth uprising and quest for democracy was less about challenging neotraditional authority per se and more about replacing the incumbents as well as obtaining a fair share of political power. It resulted from the perception that the neotraditional-cum-corporate ventures no longer served the cause of a common good; this, in turn, contradicted the general ideal of equality among the Topnaar. The corporatization of tradition thus generated local grievances and stimulated demands for democratic participation. Since the uprising gained at least some of its momentum from my research on neotraditional authority, I also reflect on my role.

Purpose – In recent years, the concept of corporate social responsibility (CSR) has gained recognition and importance in both business and political settings. While considerable research has been conducted on CSR in developed countries, the extant literature on CSR in Sub-Saharan Africa (SSA) is scant and CSR is seen in terms of philanthropy. This paper aims to examine CSR from a broader perspective and in particular to identify the factors that hinder and promote CSR activities in SSA using the Smit (2009) CSR Value Chain Model. Design/methodology/approach – This paper is based on data obtained from a survey conducted by GTZ (now GIZ) on factors promoting and hindering CSR in SSA. The study surveyed 85 companies from six countries, namely; South Africa, Ghana, Kenya, Malawi, Mozambique and Namibia. The study essentially examined the internal and external CSR environments of the companies in the participating countries. Findings – The study revealed that there are nine key promoting and hindering factors of CSR for businesses in SSA. These include: leadership and governance, policy framework, project management, monitoring, evaluation and reporting, stakeholder engagement, staff engagement, government, funding and beneficiation. The study recommends a systemic and context-sensitive approach that relies on the potential of organisations and communities to design and implement their own solution within global frameworks in order to further develop CSR in the region. Research limitations/implications – There are a number of limitations in this study. First, this study did not include any informants from the responding organisations’ stakeholder groups, but relied mainly on information obtained from single respondents from organisations. Further research should include responses from other stakeholder groups. Practical implications – To promote or achieve the successful implementation of CSR and broaden its scope within the region beyond its current focus on philanthropy, managers must build bridges with their stakeholders through both formal and informal dialogues and engagement practices. Additionally, firms may enhance and maximise both social and economic value created when managers link their CSR activities to areas that improve firms’ long-term competitive potential by collectively and systematically applying their distinctive strengths to such activities in accordance with the value chain model. Originality/value – The finding in this study is novel and adds an important contribution to the developing CSR literature in the SSA region.

Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children. 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The role of the school among youth in Nelemnoe (Yakutia). Sibirica, 4(1), 63–73. https://doi.org/10.1080/13617360500070731 Dick, W., & Carey, L. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education. Ecclestone, K. (2012). From emotional and psychological well-being to character education: Challenging policy discourses of behavioural science and “vulnerability.” Research Papers in Education, 27(4), 463–480. https://doi.org/10.1080/02671522.2012.690241 Fleer, M., & Hedegaard, M. (2010). Children’s development as participation in everyday practices across different institutions. Mind, Culture, and Activity, 17(2), 149–168. https://doi.org/10.1080/10749030903222760 Goodman, J. F. (2019). Searching for character and the role of schools. Ethics and Education, 14(1), 15–35. https://doi.org/10.1080/17449642.2018.1537989 Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7(1), 117–136. https://doi.org/10.1017/S0954579400006374 Hanna, W. (2014). A Reggio-Inspired Music Atelier: Opening the Door Between Visual Arts and Music. Early Childhood Education Journal, 42(4), 287–294. https://doi.org/10.1007/s10643-013-0610-9 Harahap, N., Kahar, I. A., & Nasution, L. H. (2018). Preservation of lullabies songs in forming character based on local wisdom. International Journal of Linguistics, Literature and Culture, 5(1), 32–42. https://doi.org/10.21744/ijllc.v5n1.479 Hariswari, K. P., & Iswidayanti, S. (2019). Catharsis : Journal of Arts Education Gending Rare : Its Potential As A Character Education Media Based on Local Authority in Denpasar City. 8(3), 352–362. Hariyadi, S., Tamalene, M. N., & Hariyono, A. (2019). Ethnopedagogy of the osing tribe folk song: exploration and formation of biology learning character. Biosfer, 12(2), 258–276. https://doi.org/10.21009/biosferjpb.v12n2.258-276 Hendrix, R. E., Palmer, K. Z., Tashis, N., & Winner, M. G. (2013). The incredible flexible you: A social thinking curriculum for the preschool and the early elementary years. San Jose: CA: Think Social. Herliyana, & Rosmiati. (2018). Developing the Nationalism Character of Young Learners by Using Songs and Traditional Dances of Indonesia. Proceedings of the International Conference on the Roles of Parents in Shaping Children’s Characters (ICECED), 287–292. Hidayati, I., Handini, M. C., & Karnadi. (2018). Character education on Dendang saluang ( Traditional song Minangkabau ) in Nagari Saribu Rumah. International Journal of Advanced Education and Research, 3(3), 01–05. Ilari, B. (2018). Scaramouche Goes to Preschool: The Complex Matrix of Young Children’s Everyday Music. Early Childhood Education Journal, 46(1), 0. https://doi.org/10.1007/s10643-017-0842-1 Jeynes, W. H. (2019). A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes. Education and Urban Society, 51(1), 33–71. https://doi.org/10.1177/0013124517747681 Kotsonis, A. (2020). What can we learn from Plato about intellectual character education? Educational Philosophy and Theory, 52(3), 251–260. https://doi.org/10.1080/00131857.2019.1631157 Kurniawati, Y., Pranoto, S., & Hong, J. J. (2014). Developing Early Childhood’s Character Through Javanesenese Traditional Game. Indonesian Journal of Early Childhood Education Studies, 3(1), 68–72. https://doi.org/10.15294/ijeces.v3i1.9477 Lee, A. (2016). Implementing character education program through music and integrated activities in early childhood settings in Taiwan. International Journal of Music Education, 34(3), 340–351. https://doi.org/10.1177/0255761414563195 Lee, G. L. (2013). Re-emphasizing Character Education in Early Childhood Programs: Korean Children’s Experiences. Childhood Education, 89(5), 315–322. https://doi.org/10.1080/00094056.2013.830907 Lickona, T., Schaps, E., & Lewis, C. (2007). CEP ’ s of Effective Character Education Effective Character Education : Character Education Partnership. Mang, E. (2005). The referent of children’s early songs. Music Education Research, 7(1), 3–20. https://doi.org/10.1080/14613800500041796 Mans, M. (2002). Playing The Music- Comparing Perfomance of Children’s Song and dance in Traditional and Contemporary Namibian Education. In The Arts in Children’s Live (pp. 71–86). Netherlands: Kluwer Academic Publishers. Marshall, P. J., Bouquet, C. A., Thomas, A. L., & Shipley, T. F. (2010). Motor contagion in young children: Exploring social influences on perception-action coupling. Neural Networks, 23(8–9), 1017–1025. https://doi.org/10.1016/j.neunet.2010.07.007 MENTERI PENDIDIKAN NASIONAL. STANDAR PENDIDIKAN ANAK USIA DINI. , PERATURAN MENTERI PENDIDIKAN NASIONAL REPUBLIK INDONESIA NOMOR § (2009). Mullen, G. (2017). More Than Words: Using Nursery Rhymes and Songs to Support Domains of Child Development. Journal of Childhood Studies, 42(2), 42. https://doi.org/10.18357/jcs.v42i2.17841 Mutema, F. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Nakashima, D., Prott, L., & Bridgewater, P. (2000). Tapping Into the World’s Wisdom. UNESCO Sources, 1–24. Nyota, S., & Mapara, J. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chávez, M., & Solís, J. (2007). Children’s development of cultural repertoires through participation in everyday routines and practices. Handbook of socialization (In J. E. G). New York: Guilford Press. Selasih, N. N., & Sudarsana, I. K. (2018). Education Based On Ethnopedagogy In Maintaining And Conserving The Local Wisdom: A Literature Study. Jurnal Ilmiah Peuradeun, 6(2), 293–306. Sizer, T. R., & Sizer, N. F. (1999). The students are watching: Schools and the moral contract. Boston: Beacon. Smeyers, P., Smith, R., & Standish, P. (2010). The therapy of education: Philosophy, happiness and personal growth. Basingstoke: Palgrave Macmillan. Sukoyo, J. (2016). The Development of Javanesenese Songs Containing Character Values as a Learning Medium of Early Childhood Education. Widyaparwa, 44(1), 1–9. Yang, L. H., Kleinman, A., Link, B. G., Phelan, J. C., Lee, S., & Good, B. (2007). Culture and stigma: Adding moral experience to stigma theory. Social Science and Medicine, 64(7), 1524–1535. https://doi.org/10.1016/j.socscimed.2006.11.013 Zeidler, Dana L; Keefer, M. (2003). the Role of Moral Reasoning on Socioscientific Issues and.

Workshop fatigue is a colloquialism to describe apathy towards facilitated discussions that, in interventions designed to build partnerships, tends to be viewed as somewhat inevitable. To challenge this assumption, this article theorises fatigue as a subtle form of resistance. Evidence is based on qualitative research as part of a climate change collaboration, with a focus on a methodology called ‘transformative scenario planning’. The author combines Goffman, Scott and Pratt to analyse interactions between facilitators, researchers and stakeholders in meetings and workshops. Historical representations of scientific endeavours are contrasted with performances of participation in Namibia, India and Botswana. The article concludes that anticipating workshop fatigue could be an accessible way to surface power relations in inherently unequal international partnerships, and bring a sociological sensibility to transdisciplinary climate change research.

In 2013, Namibia’s ruling party, the South West Africa People’s Organisation (SWAPO), amended its constitution to implement the 50/50 gender policy. This policy required equal representation of men and women in all its leadership structures and in its representation in institutions such as the National Assembly. The party had been zigzagging on this policy it had adopted at its 2002 congress. Four years since the implementation of SWAPO’s 50/50, an analysis of the impact of this policy in the National Assembly paints a troubling picture. At the level of substance by looking at parliamentary motions tabled, we find that SWAPO’s 50/50 policy in the National Assembly – which resulted in increased number of women in the legislature - did not lead to meaningful agenda setting in favour of women political participation. This article reflects critically on the gender policy in the 6th parliament’s National Assembly, which is the principal law-making and policy-setting arm of parliament with a view to assess whether there have been successes in facilitating women empowerment and participation in a meaningful way.

Thesis (MPhil (Sustainable Development Planning and Management))--University of Stellenbosch, 2005.
This study evaluates community participation in the Huidare Informal Settlement (HDIS) as a case study. The hypothesis is that the breach of trust between the previous community leaders of the HDIS and the current community members has an effect on community participation in issues affecting them and their community today. The research methodology employed is explained as well as the policy context for community participation both on an international level and in Namibia, is reviewed. The legislation on community participation that has been enforced by the City of Windhoek contradicts what happened in the HDIS. The possibility will be investigated as to whether these policy documents of the City of Windhoek are only another form of tokenism.

Thesis (MEd) -- Stellenbosch University, 2005.
ENGLISH ABSTRACT: One of the major features of educational transformation in Namibia revolves around the democratisation of education. However, despite various endeavours by the government to transform the education system in an effort to provide quality education, there remain many challenges to the delivery of urgently needed quality education. This thesis seeks to explore how democratic education can possibly contribute towards eliminating identified challenges. My contention is that the promulgation of the education policy document "Toward Education for All" of 1993 was meant to bring about changes in the Namibian education system. However, the promulgation of this policy does not imply the effective implementation thereof.
AFRIKAANSE OPSOMMING: Een van die belangrikste kenmerke van onderwystransformasie in Namibie is die demokratisering van die onderwys. Ten spyte van verskeie pogings deur die regering om die onderwysstelsel te transformeer in 'n poging om gehalteonderwys te verseker, is daar steeds baie uitdagings met betrekking tot die lewering van dringend nodige gehalteonderwys. Hierdie tesis ondersoek hoe demokratiese onderwys moontlik daartoe kan bydra om die uitdagings soos gerdentifiseer die hoof te bied. Die skrywer is daarvan oortuig dat daar met die bekendmaking van die onderwysbeleidsdokument, Toward Education for All (1993), bedoel word om veranderinge in die Namibiese onderwysstelsel teweeg te bring. Die openbaarmaking van hierdie beleid impliseer egter nie die effektiewe implementering daarvan nie.

This dissertation examines the democratic participation in the formulation of the communal land policy in Namibia. The degree to which Government institutions allow public participation, cooperation with other sectors within government, and cooperate with other stakeholders such as Non-Governmental Organisations, is examined. Data were collected using questionnaires and interviews and literature research. The analysis of data integrated both qualitative and quantitative methodologies. Chapter One describes the background to the study, focusing on the history of democratic participation and land policies in Namibia. The literature review in Chapter Two gives a review of the relevant literature that exists on democracy, democratic participation and policymaking. Chapter Three provides a theoretical framework where the most important issues regarding policies relating to communal land were introduced. Chapter Four identified the tools and processes of conducting the study. Three regions in Namibia namely, Oshikoto, Hardap and Otjozondjupa were randomly selected to participate in this study. The findings of the study are discussed in Chapter Five and Chapter Six concludes the study. The study concluded that democratic participation in the formulation of the communal land policy in Namibia is very low. The major challenges that remain are to encourage public and inter-sectoral debate and to improve the ability of the relevant stakeholders to support development in Namibia and to clarify Namibia’s vision for democratic public participation.
Public Administration & Management
M. Tech. (Public Administration and Management)

This study explores the shifting roles of teacher unions in pre-and post-independence Namibia, against the backdrop of a changing political context. My aim was to understand the roles of teacher unions both before and after independence in Namibia, and to explain how they changed in the different political contexts. To do so, I examined the teacher union roles in three distinct phases, namely pre-independence, immediately post-independence, taking in the period from 1990 to 1999, and the last decade, from 2000 up until today. In approaching the research questions, I worked on the assumption that understanding and explaining the roles of teacher unions in pre- and post-independence Namibia could best be achieved by interacting with participants who were or had been involved in education and the teacher unions in Namibia. I argued that their experiences would be important in constructing knowledge on the unions, particularly regarding their roles before and after independence. I chose a narrative design for the study, because it allowed me to interact with the participants to gain deeper meanings from their individual perspectives. Narrative design was appropriate to this research, because it also allowed me to trace the way events in education mirrored those in the national political arena, and to explain why particular tendencies emerged. I used the information collected during the interviews and document analysis as the data for the study. Four themes emerged regarding the roles of teacher unions in the contexts of pre- and post-independence Namibia, around which I conceptualized the study. These were the shifting historic roles of these unions in Namibia, the institutional frameworks and modalities for union participation, the contextual factors relating to the roles of the unions, and the changed roles of the unions in contemporary Namibia. The findings of the study suggested, firstly, that teacher unions play different roles in different political contexts, and that these roles are shaped by contextual factors. Secondly, the research established that the unions in the post-independence contexts did not necessarily have a vision of a labour-driven process of radical strategic change, as postulated by the theory of strategic unionism. Instead, the findings suggest that teacher unions in contemporary Namibia are influenced and shaped by the broader political and social factors of a new hierarchical political culture, by political and economic middle-class aspirations, and by undefined party-government-teacher union relationships. I conclude the study by suggesting an expansion of the concept of strategic unionism to include the nuances of political and economic contexts and aspirations.
Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted

The purpose of this study was to evaluate and examine governance structures and practices and service delivery to provide comprehensive understanding of governance and service delivery situation at sub-national levels in Namibia. Public service agencies are presumed to lack good governance practices which adversely affect service delivery. It was argued that good governance practices improve public service performance and ultimately enhances service delivery. Furthermore, the study noted that the delivery of basic services such as potable water, health, education, electricity and proper road communication can augment the living standard of the people. Various public service reforms undertaken by the Government of Republic of Namibia since independence in 1990 explain government’s resolve to good governance and improved service delivery. Consequently, workable relationship between government and citizens is needed to realise national development plans and Vision 2030. The study used the Oshana Region case study in order to determine whether governance practices have bearing on service delivery at sub-national levels in Namibia. Qualitative research approach was utilised and qualitative data were collected in addition to rigorous literature review and analysis. Scientifically, gathered information suggested that good governance practices are certainly fundamental to service delivery and subsequently improve people’s living standard particularly those residing in rural areas. The study found that the Namibian government exercised good governance practices and provided basic services to citizens. Nonetheless, inappropriate governance practices by some public institutions delay service delivery. The study concluded that while poor governance and ineffective service delivery are considerable challenges faced by public service, they are not insurmountable. The thesis acknowledged a significant progress made by creating governance structures at sub-national levels to provide and accelerate the delivery of essential services to citizens in Namibia. Notwithstanding the above, more still need to be done to improve the socio-economic welfare of Namibian people. Therefore, the research recommended that the Government of Republic of Namibia ought to provide sufficient resources and promote public participation to address the needs and aspirations of the citizens particularly the previously marginalised people in rural areas. Moreover, sub-national governance structures should be strengthened and essential government functions and services be devolved.
Public Administration and Management
D. (Public Administration)

Namibia was under colonizing and apartheid rule for more than a century. In 1990, the country declared its independence, and since that time, great strides have been made in linking its rural communities into a national communications Grid that was previously inaccessible to them, often leapfrogging traditional landline telephone technologies with universal cell phone service. In addition, one newspaper, The Namibian, has been innovatively using newer communications technologies to maintain its historic role of nation-building. This chapter showcases how SMS via cell phone and a traditional national newspaper has a sense of national identity that transcends geographic distances and a legacy of economic/political barriers. The cell phone messages made it possible for the rural communities who have been left out of discussion relating to issues of development to be included. Although the study unveiled 11% of their participation as opposed to 30% of the rural populace, this is a step forward bearing in mind that the rural areas have a history of being passively involved in everything that is being done. They have been, and continue to some great extent to be content to receive decisions made for them by outsiders including political leaders. Mobile phones have come as empowerment for them. Like the old slogan, “information is power,” this chapter illustrates that the lives of some rural area dwellers have improved a result of a technological gadget, the mobile phone.

The concluding chapter revisits the main hypotheses regarding women’s experiences as aspirants, candidates, and legislators. Complemented by tables summarizing key findings, the chapter identifies where and how the book’s studies of Benin, Burkina Faso, Ghana, Kenya, Malawi, Namibia, Uganda, and Zambia either uphold or contradict hypotheses from the existing literature. Building on this summary, the chapter presents an agenda for future research on women’s political participation in African countries focused on the importance of financial constraints for women’s candidacies, the role of violence in shaping women’s political options, and the impact women in power have on gendered institutions. The book ends on an optimistic note, arguing that despite these barriers, the case studies clearly demonstrate that women are adept at securing a place for themselves, and asserting their voice, in local and national politics.

This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.