Homecoming: The Journey of China-Trained African Professionals

China has emerged as a leading destination for African students, attracting a growing number of Africans seeking diverse educational and training opportunities. The Chinese government’s initiatives, including the pledge to provide 50,000 scholarships in 2018 and 60,000 training places for African women and youth in 2024 at the Forum on China-Africa Cooperation (FOCAC), have significantly increased the accessibility and appeal of Chinese education and training programs. These efforts have contributed to the growing number of Africans pursuing higher education and professional development opportunities in China. As a result, a substantial number of Africans have pursued further education in China, while others have participated in capacity-building programs targeted at African youth and African professionals, consequently fostering their broader understanding of Chinese culture and practices.

The increasing number of African students studying in China and engaging with the Chinese language and culture clearly indicates the growing influence of Chinese soft power on the continent.

Given China’s prominence as a destination for African students, the Afro-Sino Centre of International Relations (ASCIR), in collaboration with China-trained Ghanaian Professionals, organized a webinar series highlighting the experiences of China-trained African Professionals. The series delves into both shared and divergent perspectives on life in China and their transition back to the continent after their studies.

Experiences in China

When asked why they chose China, many of the professionals indicated that it was not their initial preference but rather an alternative, influenced by the availability of Chinese government scholarships.

Many of the professionals engaged had no exposure to China or the Chinese culture before studying there. This is highlighted by some shared experiences of the culture shock upon arrival in China. Hence, immersing ourselves in the Chinese language and culture was necessary to facilitate integration and communication with other international students. Mandarin often became the lingua franca among international students in China, especially when English was not widely spoken among them.

Regarding integration into the Chinese education system, some professionals reported a greater focus on local students than international students, primarily due to language barriers. This challenge persisted despite lectures being conducted in English. Additionally, some faced the hurdle of lectures being delivered entirely in Mandarin despite them having no prior knowledge of the language. To address these issues, universities implement measures such as offering Mandarin language classes to facilitate language immersion.

A significant aspect of settling into life in China, as highlighted by Dr S.K. Frimpong, was the invaluable role played by the African community. National associations like the National Union of Ghanaian Students (NUGS China) and similar organizations in various cities organized workshops and conferences to connect Ghanaians and other African students. These associations provided crucial support to newly arrived African students, assisting with Mandarin language, cultural orientation, and organizing social events. Their efforts contributed significantly to creating a welcoming and supportive environment for Africans in China, making it feel like a home away from home.

Differences Between Chinese and Western Education

A Ugandan professional, Joel Odota, noted that international students in China are subject to stricter work restrictions compared to Western countries, where working for a specific number of hours is often permitted. Additionally, unlike Western countries, where pathways to employment and citizenship may exist for international students after completing their studies, China does not offer such opportunities. As a result, most African students are compelled to return to their home countries upon graduation due to visa restrictions.

Transitioning Back Home

The professionals shared their various journeys and perspectives regarding returning home and integrating into the job market after their education. Several emphasized the importance of proficiency in the Chinese language, particularly in the corporate environment, given the growing presence of Chinese companies on the continent. While one professional, Ifeoma Anaekwe from Nigeria, touched on her colleagues attributing her career advancement in a Chinese company to her language proficiency rather than hard work, another didn’t view having language skills as a decisive factor to be fully accepted into a Chinese company, but merely serving as a bridge between the Chinese and the locals as a translator.

Some of the challenges identified by the professionals on their return home include negative perceptions of Chinese education and qualifications. This is apparent when one of the professionals, Naazia Ibrahim, mentioned concealing their Chinese experiences on their CV and replacing them with Ghanaian or Western experiences due to concerns about potential employment discrimination. This fear was further validated by Dr. Lucy Anning’s research survey in Ghana, which revealed that while 70.7% of graduates returned home in 2018, only 20% in the medical field found employment. The remaining 50.7% remained unemployed. This raises questions about whether the high unemployment rate among students graduating from China is attributable to perceptions of Chinese education certificates, a mismatch between educational fields and employment opportunities, or other factors.

Lessons/Moving Forward  

Addressing the challenges faced by the professionals moving forward, in a bid to tackle unemployment and perceptions, Samuel Ogyiri Sackey, a China-trained Ghanaian professional, pointed out the need to get professionals back home involved in businesses and professional activities outsourced to the Chinese. He highlighted the fact that China-trained African professionals often possess comparable or possibly superior qualifications owing to having other experiences outside of China.

There has been an acknowledgment of the shift in perceptions recently, as evidenced by the number of people exploring further education in China and the number currently in China for further education. The visibility and success of many China-trained African Professionals in their respective fields have also contributed to this shift. Additionally, the organization of information workshops by China-trained African Professional groups has played a vital role in disseminating information and sharing experiences, further shaping perceptions of Chinese education.

Furthermore, Dr. Yao Yevenyo Ziggah underscored the importance of postgraduate African students in China identifying the needs of the industry or academic sector before selecting their study program or area of specialization. He highlighted the increasing competition within the job market at home, particularly in saturated sectors, and pointed out the need for students studying in China to acquire knowledge and skills that address the specific gaps and needs of their national contexts.

Conclusion

To conclude, it is clear from the experiences shared that there has been a notable change in perceptions of Chinese education, evident in the number of Africans choosing to study in China. There is strong cooperation between China and Africa in education and capacity-building, highlighted by the various initiatives in the FOCAC action plan. With the increasing cooperation, it is critical that various capacity-building and education programs meet the job market needs in Africa. This ensures that African students and professionals are trained in relevant fields to contribute to their home country’s development goals. African governments additionally need to develop strategies to effectively leverage the expertise of China-trained African professionals to ensure they become valuable resources in their countries. These measures would undoubtedly address the challenge of unemployment some professionals face on their return home.

Source: https://chinaglobalsouth.com/analysis/homecoming-the-journey-of-china-trained-african-professionals/