International Journal of Human Research and Social Science Studies

Rigid degree-equivalence regimes in many African states are intended to safeguard academic quality but often operate as non-tariff intellectual barriers, delaying or denying recognition of foreign and online qualifications. This study interrogates the underlying forces that shape these frameworks and estimates their opportunity costs for innovation, digital inclusion, and diaspora knowledge transfer. 

Purpose: Guided by postcolonial theory, knowledge-governance analysis, and digital-equity scholarship, the paper asks: (1) Which design features of African recognition systems most restrict credential portability? (2) How do colonial legacies and centralised bureaucracies mediate those restrictions? (3) What is the differential impact on online learners and returning professionals? (4) Which international models offer practicable reforms? 

Methods: A mixed-methods documentary analysis was conducted on a purposive corpus of 35 policy instruments (96,214 words) issued between January 2019 and April 2025 across seven African jurisdictions and eight supranational bodies. Inductive coding in NVivo 14 identified 126 nodes clustered into policy design, evaluator discretion, digital stance, and diaspora effects; descriptive statistics were generated in Excel 365. Inter-coder reliability (κ = 0.78) ensured analytic rigour. 

Results: Centralised “gatekeeper” boards and opaque criteria extend median processing time for Global-North campus degrees to 84 days (σ = 27) but to 211 days (σ = 55) for online or intra-African credentials, empirically confirming hierarchical bias (P₁). Where statutes omit language on distance education, approval rates are at least 40 percentage points lower (P₃). Scenario modelling projects that maintaining the status quo will leave 17,400 graduates per year in recognition limbo—implying a cumulative GDP loss of US $1.3 billion by 2030. 

Conclusions: Degree-equivalence policies, as presently configured, perpetuate colonial epistemic hierarchies, throttle digital-learning uptake, and squander diaspora human capital. The paper proposes a five-point reform agenda—universal ratification of the Addis Convention, open-data portals, statutory parity for accredited online degrees, fast-track pathways for returnees, and annual performance scorecards—capable of converting equivalence offices from defensive gatekeepers into catalytic knowledge infrastructures aligned with Agenda 2063.

degree equivalency, postcolonial knowledge governance, digital equity, African higher education policy, diaspora brain gain, credential recognition reform, Agenda 2063

1. African Continental Qualifications Framework (ACQF). (2024). National Qualifications Framework Survey 2024: Synthesis Report. https://acqf.africa/news/nqf-survey-2024-published
2. African Development Bank. (2022, December 2). Diaspora’s remittances, investment and expertise vital for Africa’s future growth, say participants at African Development Bank Forum. https://www.afdb.org/en/news-and-events/press-releases/diasporas-remittances-investment-and-expertise-vital-africas-future-growth-say-participants-african-development-bank-forum-57024
3. African Union Commission. (2024). Decade of accelerated implementation: Second ten-year implementation plan of Agenda 2063 (2024-2033). Addis Ababa: AUC. https://au.int/sites/default/files/newsevents/workingdocuments/43517-wd-Agenda_2063_STYIP_Feb_2024_Launch_Version.pdf?utm_source=chatgpt.com
4. Augustine of Hippo. (1998/2004). The city of God (H. Bettenson, Trans.). Penguin Classics. (Original work published ca. 426). https://www.amazon.com/City-Penguin-Classics-Augustine-Hippo/dp/0140448942
5. Council for Higher Education Accreditation / CHEA International Quality Group. (2021). Corruption in Higher Education: Global Study 2017-2021. https://www.chea.org/sites/default/files/pdf/CHEA_Corruption-Report-Final-underlines.pdf
6. ENIC-NARIC. (2021). Recognition of foreign qualifications in Europe and beyond: Annual report. European Network of Information Centres in the European Region. Retrieved May 17, 2025, from https://www.enic-naric.net
7. Federal Ministry of Information and National Orientation [FMINO]. (2024, July 31). FG reaffirms integrity of academic credentials from diaspora accredited institutions [Press release]. Government of Nigeria. https://fmino.gov.ng/fg-reaffirms-integrity-of-academic-credentials-from-diaspora-accredited-institutions/
8. Foucault, M. (1972). The archaeology of knowledge (A. M. Sheridan Smith, Trans.). Pantheon. https://archive.org/details/the_archeology_of_knowledge
9. Francis. (2020). Fratelli Tutti: Encyclical letter on fraternity and social friendship. Libreria Editrice Vaticana. https://www.libreriaeditricevaticana.va/en/encyclical-letters/531-fratelli-tutti.html
10. McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276–282. https://pubmed.ncbi.nlm.nih.gov/23092060/
11. IAU. (2021). Global survey on internationalization of higher education. International Association of Universities. Retrieved May 17, 2025, from https://www.iau-aiu.net
12. International Telecommunication Union. [ITU]. (2024). Measuring digital development: Facts and figures 2024. International Telecommunication Union. https://www.itu.int/en/ITU-D/Statistics/pages/facts/default.aspx
13. International Organization for Migration [IOM]. (2021). MIDA: Migration for development in Africa. International Organization for Migration. Retrieved May 17, 2025, from https://www.iom.int
14. International Organization for Migration [IOM]. (2023). Connecting Diaspora for Development (CD4D): Program Overview and Results. Migration Knowledge. https://www.migrantknowledge.org/cd4d
15. Kenya National Qualifications Authority. (n.d.). Certificate of Qualifications Equivalence (CoQE). Kenya NQF. Retrieved 17 May 2025, from https://knqa.go.ke/service/certificate-of-qualifications-equivalence 
16. Kigotho, W. (2024, February 15). Higher education confirmed as pillar in AU’s 2024-33 development plan.University World News. https://www.universityworldnews.com/post.php?story=20240214180743685
17. KNQA. (n.d.). Certificate of Qualifications Equivalence (CoQE). Kenya National Qualifications Authority. Retrieved May 17, 2025, from https://knqa.go.ke/service/certificate-of-qualifications-equivalence
18. National Accreditation Board. [NAB]. (n.d.). CEMS: Certificate Evaluation Management System. National Accreditation Board. Retrieved June 24, 2025, from https://cems.nab.gov.gh/
19. National Universities Commission. [NCU Nigeria]. (2023). Monday bulletin: 16 October 2023. https://www.nuc.edu.ng/wp-content/uploads/2023/10/16th-October-2023-MB_compressed.pdf?
20. Mbonyinshuti, J. d. A. (2022, January 20). Outcry as PhDs from US-based institution are withdrawn. University World News. https://www.universityworldnews.com/post.php?story=20220119080248799
21. Mignolo, W. D. (2009). Epistemic disobedience, independent thought and decolonial freedom. Theory, Culture & Society, 26(7–8), 159–181. https://doi.org/10.1177/0263276409349275
22. Mosenda, J. (2025, April 24). Tanzanians who studied abroad may soon find it easier to land jobs at home. The Citizen. https://www.thecitizen.co.tz/tanzania/news/national/tanzanians-who-studied-abroad-may-soon-find-it-easier-to-land-jobs-at-home-5014604? 
23. Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097 
24. Odhiambo, W. (2023, April 13). Students left frustrated by uneven harmonisation process. University World News. https://www.universityworldnews.com/post.php?story=20230319161720387
25. Partech Partners. (2025). Africa Tech Venture Capital Report 2024. https://partechpartners.com/africa-reports/2024-africa-tech-venture-capital-report 
26. Portulans Institute. (2024). Network Readiness Index 2024: Country profiles and global rankings. https://networkreadinessindex.org
27. QSR International. (2024). NVivo (Version 14) [Computer software]. https://www.qsrinternational.com/
28. Rumyantseva, N. (2024). Taxonomy of corruption in higher education. International Journal of Educational Development, 98, 102772. https://doi.org/10.1016/j.ijedudev.2024.102772 
29. Salau, G. (2024, May 12). Why mushroom universities across borders are attractive, despite Nigeria’s huge undersubscribed private institutions. The Guardian Nigeria. https://guardian.ng/sunday-magazine/newsfeature/why-mushroom-universities-across-borders-are-attractive-despite-nigerias-huge-undersubscribed-private-institutions/
30. SAQA (South African Qualifications Authority). (n.d.). Foreign qualifications evaluation and comparison services. Retrieved May 17, 2025, from https://www.saqa.org.za/services/saqa-foreign-quals/ 
31. Sen, A. (1999). Development as freedom. Oxford University Press. http://www.c3l.uni-oldenburg.de/cde/OMDE625/Sen/Sen-intro.pdf 
32. Sen, S. (2025, April 9). Foreign degrees to be recognised in India if entry criteria, course structure match local norms. The Indian Express. Retrieved May 17, 2025, from https://indianexpress.com
33. Skjerven, S. A. (2025, March 26). How regional and global conventions work together for students. University World News. https://www.universityworldnews.com/post.php?story=20250325085221268
34. Sullivan, A. (2002). Bourdieu and Education: How Useful Is Bourdieu’s Theory for Researchers? The Netherlands’ Journal of Social Sciences, 38, 144-166.https://www.researchgate.net/publication/283919595_Bourdieu_and_Education_How_useful_is_Bourdieu%27s_theory_for_researchers 
35. Tanzania Commission for Universities. [TCU]. (2021). Annual audit report 2020–2021. https://www.tcu.go.tz/sites/default/files/file_uploads/2024-11/ANNUAL%20AUDIT%20REPORT%202020_2021.pdf
36. The Habari Network. (2024, March 22). African diaspora remittances hit $54 billion: Where is the knowledge capital? https://thehabarinetwork.com/african-diaspora-remittances
37. The Indian Express. (2025, April 25). Degrees from foreign universities, including online courses, will be recognised in India: UGC. https://indianexpress.com
38. Trines, S. (2023, October 9). The state of intraregional student mobility in Sub-Saharan Africa: Prospects for greater regionalization? World Education News + Reviews. https://wenr.wes.org/2023/10/intraregional-student-mobility-in-sub-saharan-africa? 
39. UNESCO. (2022, September 20). Network launched for the recognition of higher education qualifications in Africa. https://www.unesco.org/en/articles/network-launched-recognition-higher-education-qualifications-africa
40. UNESCO. (2024, December 11). Shaping Africa’s future: UNESCO forum calls for transformative higher education and regional collaboration. https://www.unesco.org/en/articles/shaping-africas-future-unesco-forum-calls-transformative-higher-education-and-regional-collaboration
41. UNESCO. (2024b). Higher education regional conventions. UNESCO. Retrieved June 24, 2025, from https://www.unesco.org/en/higher-education/conventions
42. UNESCO. (2025). Priority Africa: Flagship Programme 1 – Campus Africa (Higher Education). https://www.unesco.org/en/africa-flagship-programmes
43. UNESCO. (2025, April 28). Closing the digital divide for women and girls in Africa through education. UNESCO. https://www.unesco.org/en/gender-equality/education/digital-divide
44. UNESCO. (n.d.). Higher education regional conventions. Retrieved [date], from https://www.unesco.org/en/higher-education/conventions 
45. UNESCO Institute for Statistics. (2023). Tertiary gross enrolment ratio, Sub-Saharan Africa (Indicator SE.TER.ENRR). Retrieved May 2025, from https://uis.unesco.org
46. World Bank. (2020). Migration and remittance data. World Bank. Retrieved May 17, 2025, from https://www.worldbank.org
47. World Bank. (2024). Global Education Statistics: Recognition Dataset.https://datatopics.worldbank.org/education/
48. World Economic Forum. (2024, March 14). How tapping the power of the global Black economy can boost Africa’s innovation and prosperity. https://www.weforum.org/stories/2024/03/global-black-economy-africa-innovation-prosperity/ 
49. WENR (World Education Services). (2023). Physicians per 1,000 People [Chart]. In S. Trines, “The State of Intraregional Student Mobility in SSA.” Retrieved on 17 May 2025, from https://wenr.wes.org/wpcontent/uploads/2023/10/0923-WENR-Intraregional-Mobility-Graphic-1-V2.png