WP212: Demanding more: Does education increase public backing for good governance in Africa – Afrobarometer

Report on the Nexus of Education and Governance in Africa

Investigating the Link Between Education and Public Attitudes

This report analyzes the influence of education on public support for transparent and accountable governance across the African continent. It addresses a notable gap in existing research, which has predominantly focused on Western contexts.

Alignment with Sustainable Development Goals (SDGs)

The findings of this investigation are directly relevant to the achievement of several key Sustainable Development Goals (SDGs).

SDG 16: Peace, Justice and Strong Institutions

The core of this report examines public attitudes toward transparent, accountable, and anti-corrupt governance, which are central tenets of SDG 16. The study provides critical data on citizen demand for the development of effective and accountable institutions (Target 16.6) and the reduction of corruption (Target 16.5).

SDG 4: Quality Education

The primary variable under investigation is education. The report assesses how progress toward inclusive and equitable quality education (SDG 4) serves as a catalyst for strengthening democratic values and institutional integrity, thereby creating a synergistic relationship between the two goals.

Methodology and Scope

Data Source and Period

The analysis is based on comprehensive data collected through:

• Afrobarometer Round 9 surveys
• Fieldwork conducted between late 2021 and mid-2023
• Surveys administered across 39 African countries

Key Findings: The Role of Education in Achieving SDG 16

Correlation Between Education and Support for Good Governance

The results demonstrate a significant and positive relationship between educational attainment and public demand for good governance. This underscores the role of SDG 4 as an enabler for SDG 16.

1. Individual Educational Access: Increased individual access to education is directly associated with greater support for transparent and accountable governance.
2. National Educational Attainment: At a macro level, countries with higher overall educational attainment exhibit stronger public demand for institutional integrity and anti-corruption measures.
3. Support for Anti-Corruption: There is consistent and widespread support among African citizens for efforts to combat corruption, providing a strong social mandate for advancing SDG 16.

Strategic Opportunities for SDG Advancement

Leveraging Education to Strengthen Institutions

The established link between education and governance presents clear opportunities for policy and development initiatives.

• Integrated Policy-Making: Investment in quality education (SDG 4) should be recognized as a strategic tool for fostering a civic culture that demands and sustains the strong institutions targeted by SDG 16.
• Empowering Citizenry: Enhancing educational levels empowers citizens to hold institutions accountable, thereby accelerating progress on anti-corruption and transparency targets within SDG 16.
• Partnerships for Goals (SDG 17): These findings create an opportunity for partnerships between educational bodies, governments, and civil society to develop integrated programs that leverage education to achieve governance reforms.

Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article directly addresses this goal by investigating “how education shapes public attitudes.” It explicitly mentions “greater access to education” and “country-level measures of higher educational attainment” as key variables in its analysis, positioning education as the central theme.

• SDG 16: Peace, Justice and Strong Institutions

  This goal is connected as the primary outcome of interest in the article. The research focuses on how education influences “public attitudes toward transparent and accountable governance” and “support for good governance,” which are fundamental components for building strong, just, and effective institutions as outlined in SDG 16.

What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development.

   • The article’s finding that education increases “support for good governance” demonstrates that education is providing learners with the knowledge and values necessary to promote sustainable development, specifically through the promotion of global citizenship and a culture of accountability, which are key elements of this target.

2. Target 16.5: Substantially reduce corruption and bribery in all their forms.

   • The article connects education to “awareness of anti-corruption efforts.” By fostering public support for accountable governance, education helps create a societal environment that is less tolerant of corruption, thereby contributing to this target.

3. Target 16.6: Develop effective, accountable and transparent institutions at all levels.

   • This target is at the core of the article’s subject matter. The research directly measures public support for “transparent and accountable governance,” which is a prerequisite for the development and sustenance of such institutions.

4. Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels.

   • The study of “public attitudes” using Afrobarometer surveys is a measure of the public’s engagement with governance issues. Increased support for good governance, as the article finds, implies a public demand for more responsive and participatory decision-making processes.

Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Implied Indicator for Target 4.7 and 16.7: Data from public attitude surveys.

   • The article explicitly states it uses “data from Afrobarometer Round 9 surveys” to measure “public attitudes toward transparent and accountable governance.” This survey data serves as a direct, measurable indicator. It functions as a proxy for Indicator 4.7.1 (Extent to which global citizenship education is mainstreamed) by measuring its outcome, and it directly relates to Indicator 16.7.2 (Proportion of population who believe decision-making is inclusive and responsive). The article’s conclusion that education increases support for good governance shows a positive trend in this indicator driven by educational attainment.

2. Implied Indicator for Target 16.6: Measures of public support for good governance.

   • The article’s central metric, “increased support for good governance,” can be used as an indicator to measure progress. This aligns with the spirit of Indicator 16.6.2 (Proportion of the population satisfied with their last experience of public services), as public support for accountable governance is closely linked to perceptions of institutional effectiveness and satisfaction. The Afrobarometer survey provides a quantifiable measure for this support.

Table of SDGs, Targets, and Indicators

Source: afrobarometer.org