< Back African Pre-colonial City-States: Why we need to look back to move forward Heba Elhanafy The African cities we live in today are a result of many years of development, progress, and sometimes distortions. They are a product of colonial powers, poor policies, and ill-capacitated institutions. However, African cities are also shaped by people, cultures, and traditions. The stories of African cities are as old as Africans and their civilizations. For a long time, literature on African cities has concentrated on the post-colonial and colonial periods. It has deprived the world of essential knowledge and understanding of African cities. The lack of research on pre-colonial African cities has created a blind spot in understanding the intricate organizational and governance structure. Those structures resulted in cities that were trade, learning, and culture centers. They had sophisticated urban planning and impressive architecture. Those stories are often overlooked, while the stories of how things went wrong in African cities are frequently highlighted. City-states rose in both West and East Africa. Some evolved into great empires like the Ashanti Empire in West Africa, some controlled trade routes like Zanzibar and Kilwa, and others managed to maintain their anonymity under strong empires like Lagos under the Benin Empire. They also emerged for different reasons. While fertile land and iron mining attracted people to Kano, it was the Indian Ocean trade that shaped most of the East African city-states. Food surplus that was sold and taxed helped form Lagos. While every city-state had its own economic and governance models, which helped in the evolution of those cities, they all have a shared legacy of being indigenous creations sustained by trade, urban agriculture, and a strong connection with rural villages. Those African urban centers were dynamic, complex, diverse, and adapted to each era with different socioeconomic features and governance models. Pre-colonial African City-States were complex, sustainable, and diverse in their structures. City-states in pre-colonial Africa were quite diverse in their formation For instance, cities like Timbuktu and Gao in the Mali Empire grew to serve Saharan trade routes. Timbuktu was divided into different quarters, each serving distinct functions such as trade, education, and residential purposes. The city often established and maintained public routes that facilitated the movement of traders and goods and encouraged more trade. Similarly, the Hausa city-states, such as Kano and Katsina, featured fortified walls and gates, which provided security and controlled access to the city. They included specialized zones for craft production, trade, and residential quarters. Some of those specialized divisions can be seen to this day. On the Swahili east coast, city-states like Kilwa and Mombasa were built with narrow, winding streets that helped to mitigate the coastal heat. Large public spaces and markets facilitated social interaction and trade. The cities used local coral stones in their construction, forming durable and beautiful architectural designs. City growth responded to various purposes: trade, defense, and governance. It reflected a high degree of social and economic organization. Pre-colonial African City-States were centers of trade and economic hubs. Pre-colonial African city-states were vibrant economic hubs. They were often located along trade routes Their location facilitated the exchange of goods, and trade. Cities like Timbuktu and Gao were located along the trans-Saharan trade route. They connected West Africa with North Africa and the Mediterranean. Tax money went into building institutions, mosques, and libraries. The Swahili city-states played a major part in the Indian Ocean trading network. They traded ivory, gold, spices, fabrics, and even slaves. For example, Zanzibar and Kilwa controlled trade between the interior of Africa and the other parts of the Indian Ocean basin. These city-states also did business with Persia, India, China, and the Arabian Peninsula. Immigrants from the Arab Peninsula and Persian merchants went to those cities, thus creating a mixture of cultures between them and native people, leading to the development of the unique Swahili culture. View of Benin City as depicted in the 17th century publication by the Dutch writer Olfert Dapper (2020 © Trustees of the British Museum) Pre-colonial city-states were independent and sovereign Pre-colonial African city-states exhibited a diversity of governance structures. Authorities often governed on the city level, not the nation or the kingdom level. For example, the Yoruba city-states of Ife and Oyo in present-day Nigeria were ruled by their own Oba (king). The Oba governed with the support of councils of chiefs and other titled officials, each responsible for specific administrative functions such as finance, justice, and defense. Government officials collected taxes, regulated trade, and kept security. The Swahili city-states along the East African coast were governed by sultans or sheiks who controlled trade monopolies and diplomatic relations. While the governance systems varied across the city-states, they all maintained independence, were well-governed, and were well-supported by these local indigenous governing structures. Pre-colonial African urban settlements have a long and proud past; some still maintain some pre-colonial structures and organizational patterns till this day A number of those city-states, such as Benin City and Kumasi, were destroyed or absorbed by colonization, but many managed to survive. Lagos survived and expanded and is now the largest city in Africa. Some governance structures managed to survive as well. For example, many Nigerian cities still retain their monarchical rulership in addition to democratically elected leaders. Lagos still recognizes the «Oba» (king) as a monarchical ruler. Benin also has an «Oba», Kano has an «Emir», and Sokoto has a «Sultan». Some of the elements of pre-colonial economies can also be seen in former city-states like the Kurmi Market in Kano. If we skip forward to 2024, the state of African cities is deteriorating. Seventy percent of cities are informal, with limited water, sanitation, and electricity access. While, in general, cities have better access to labor markets than rural areas, most jobs remain unproductive, and wages remain insufficient to meet basic living standards. So, how did African cities go from independent, self-sufficient, and productive cities to the cities we have now? Yes, you guessed it right. European civilization uprooted our urban development progress. European colonization was a shock to African systems in general, but it was even a greater shock to our governance and urban systems. New cities, such as Nairobi and Lusaka, were built from the ground up to serve the newly incoming white population. Those cities were designed around segregation (e.g., till 1947, the native population in Lusaka could not access cities without special passports/ permits). They were also designed around control; colonial governments often took seats in major cities, and those cities were entirely under the control of national-level colonial governments. Colonialism also brought a set of building and design regulations, often copied from European laws. The cities were governed, occupied, and designed for European settler populations. Post-colonial leadership did not change much to the governance systems of African cities. In the fifties and sixties, national governments started gaining independence. Native populations flooded the city, searching for better work opportunities and access to services. But colonial approaches towards cities haven’t changed. The newly rising African elite replaced the white settlers. The poor remained in compounds and increased many folds on top of that. The laws remained unchanged; building regulations and impossible permits kept most newcomers from entering the formal market. Most importantly, in an attempt for the newly found independent national governments to form a tighter grip on their countries, they tightened the grip on cities, and local municipalities remained underfunded and incapacitated. As they stand, African cities need significant policy changes to transform into sustainable, productive human settlements. They also need infrastructure, jobs, and capacity building. The needs of African cities are covered well in all the literature, the press releases, the political statements, and the meetings. The United Nations (UN) projects that the world’s urban population will increase by over 2 billion people by 2050. 90% of Urbanization will happen in African and Asian Cities There are tons of new cities in Africa to absorb that urban growth in conception or under construction. Those projects often lack the knowledge of how our cities used to work. They also lack the idea of what our cities can be like.The best way to move forward is by looking at the past and realizing how sustainable, pragmatic, productive, and independent pre-colonial city-states were. If there is a clear lesson from reading into the history of these city-states, it is how a certain level of autonomy over the economics and governance gave room for them to rise and be self-sustaining. View of Benin City as depicted in the 17th century publication by the Dutch writer Olfert Dapper (2020 © Trustees of the British Museum) Previous Next

< Back La Voie-x des femmes: Révéler l’économie informelle dans l’espace public Manel ben hassouna De Lomé à Tunis, les femmes dans l’espace public sont les gardiennes majoritaires d’une économie de la survie qui s’approprient les « communs » urbains, ce qui permet d’entretenir, parfois d’aménager et de transformer des espaces, rues souvent délaissées par le politique et récupérées au service de besoins fondamentaux; sociaux et économiques. On vous partage un retour d’expérience qui nous vient du grand Tunis, fruit d’un projet associatif d’accompagnement de 10 femmes boulangères de la cité Aicha, située dans la commune de Mourouj au Sud du grand Tunis, des actions déployées en deux phases. Le projet porté par les femmes boulangères du quartier et les membres de l’association DAAME propose une approche collaborative des aménagements autour des espaces productifs, identitaires, présents de façon informelle dans les espaces publics d’un quartier en transformation. L’objectif principal du projet étant de co-fabriquer des espaces de travail dignes pour faire ville autrement, avec et pour les femmes boulangères. L’aventure humaine à l’issue de cette démarche a été très riche mais nombreux ont été les obstacles et les freins au déploiement du projet mettant à l’épreuve les ambitions de l’association, sa capacité d’accompagnement et sa volonté de répondre à l’ensemble des besoins des femmes boulangères de la cité Aichae. C’est ainsi le récit de 4 années de convergence des luttes issues de rencontres entre des citoyens, des professionnels de la ville, la collectivité, des étudiants, les usagers et utilisateurs de la rue rebaptisée par les porteurs du projet « La voie -x des femmes » Un contexte urbain, des usagers, des besoins et des défis Le grand Tunis est une agglomération, assemblage d’une mosaïque sociale disparate et reflet d’une forte ségrégation spatiale. Selon Abdelala Bounouh docteur en géographie et planification urbaine, une croissance urbaine dès le début des années 70 et plusieurs vagues de politiques de réhabilitation urbaine ont forgé le visage actuel de la ville et de ses périphéries. La Commune de Mourouj est le fruit des politiques publiques qui tendent à accompagner cette explosion urbaine en lotissant des parcelles d’habitation qui répondent à des besoins de logements abordables au détriment de terres agricoles fertiles (arboriculture et maraîchage). Des fonciers sous tension qui se transforment de façon formelle et informelle et qui accueillent diverses formes d’improvisations et appropriations de l’espace public La commune rassemble un ensemble de quartiers stratégiquement implantés dans un bassin économique et industriel à fort rayonnement sur le grand Tunis. On y trouve plusieurs polarités économiques stratégiques comme le marché du gros, à quelques minutes de notre site, mais aussi un tissu économique dit de proximité qui répond aux besoins et services quotidiens des habitants du quartier. Les femmes boulangères au cœur du projet que nous souhaitons vous partager sont à la base de cette économie de proximité qui profite aussi d’une clientèle venue de loin pour le marché de gros. Léa Lambert membre de l’association DAAME depuis 2022 et co-organisatrice du chantier de la phase 2 in situ, nous raconte : « Ces femmes produisent du pain traditionnel dans des fours en terre en argile. Elles sont organisées autour d’une rue à cheval entre la commune de Mourouj et la commune de Ben Arous. Ces femmes sont voisines, elles vivent dans le même quartier mais sont séparées par une frontière administrative bien réelle. Chacune d’entre elles a construit un petit atelier en face de sa maison, dans laquelle elle vit avec sa famille, juste de l’autre côté de la route … » La rue est donc devenue, par l’usage, une continuité de «chez elles». On y observe des espaces en autogestion avec des ateliers de fortune implantés en bordure de route et qui abritent cette activité nourricière souvent essentielle aux foyers : « Sur l’un, c’est une bâche en plastique qui fait office de toiture, sur l’autre c’est un assortiment de planches de bois, le tout calciné et noirci au rythme de l’allumage des fours…» Anciens ateliers sur le domaine public. Ateliers-abris initiaux fait de réemploi de différents matériaux : bâches en plastique supports en bois et autres matériaux composites. El Mourouj, Cité Aicha, 2022, Copyright Rachid Ben Attallah. Ces femmes travailleuses de l’économie informelle, occupent illégalement l’espace publique. Elles sont régulièrement stigmatisées par les habitants du quartier, menacées d’expulsion, ou mises en danger par la structure fébrile des ateliers qui semblent proche de s’écrouler. Pourtant, lors du mois de Ramadan, les clients font la queue par dizaines devant chacun des ateliers. Juste avant la rupture du jeûne, les fours tournent à plein régime et un grand nombre de Tunisois font plusieurs kilomètres pour venir acheter leurs « khobs tabouna » - nom que porte un Pain ancestral cuit dans des fours en terre nommé « Tabouna » , à la Cité Aicha. » La voix de la révolution sociale tunisienne a été portée dans sa genèse par un marchand de rue, nommé Mohamed Bouazizi, représentant de cette économie informelle, de cette énergie de la débrouillardise en quête d’un gagne-pain, de dignité, de reconnaissance et de protection dans une société qui la marginalise et qui l’évoque à travers ces nuisances et sa précarité. Les membres de la jeune association, guidés par la ligne directrice de leur engagement, à savoir l’accompagnement des femmes qui pratiquent une activité professionnelle sur les limites de l’espace public, ont répondu présent quand la municipalité a porté à leur attention cette organisation humaine et configuration spatiale identitaire. Au-delà de penser des abris il était question de penser des espaces à multiples-usages ; une rue qui répond à la chronotopie des différents besoins, des différents usages : « s’abriter, faire du pain dans des fours en terre, prendre le temps de se rencontrer, végétaliser, s’asseoir, faire son jardin potager, stocker du bois, vendre du pain etc. » . Très vite le projet va prendre une dimension urbaine, au-delà des ateliers c’est les interphases avec la rue, avec le voisinage, avec les espaces de circulation qu’il a fallu définir et aménager. La genèse du projet est issue de la rencontre entre les femmes de la cité Aicha, les agents de la municipalité et la fondatrice de l’association Daame, Chiraz Gafsia nous raconte : « Au commencement, c’est une initiative municipale, dès 2018, portée par une envie de donner un meilleur cadre de vie aux femmes de la cité Aicha, de mieux les intégrer au quartier. Une initiative inspirée par la démarche de co-construction de l’association DAAME à Hay Hllel, projet financé par un fond du CCFD - Terre Solidaire et qui avait pour Objectif l’accompagnement des femmes potières dans la création d’espaces de travail dignes à Hay Hllel. » L’association a immédiatement répondu présente et a partagé son intérêt à accompagner à la fois la municipalité et les femmes dans la définition des besoins, l’écriture d’un projet, la recherche de financements et sa mise en œuvre. A partir du moment où l’association a répondu à un appel à financement avec ce projet, l’Institut Français de Tunis a accordé sa confiance à DAAME avec un fond qui a permis de lancer les activités et le partenariat avec la municipalité de Mourouj. Dès les premiers échanges, l’association a sensibilisé la municipalité à l’importance de définir un cadre légal dans lequel s’inscrit la collaboration avec l’accord des femmes. Une convention qui associe la municipalité et l’association DAAME, un cadre qui s’inscrit dans la décentralisation en cours. Comme l’indique Chiraz Gafsia : « Il nous a fallu une année pour nous accorder et signer ce document clé qui a permis de légitimer les actions et les accompagnements de l’association aux yeux des représentants de l’État décentralisé, des habitants et des autorités y compris la police. Il ne faut pas oublier que nos actions avaient aussi pour impact de légaliser une activité du secteur informel – dite illégale, par des aménagements d’espace public qui aideraient à reconnaître le rôle des femmes dans le quartier, et l’importance du savoir-faire dont elles sont les ambassadrices… » . Parmi les attentes envers la municipalité, les membres de l’association évoquent la délivrance des autorisations d’occupation des ateliers- lieux de travail ouvert sur l’espace public et la reconnaissance du statut d’artisane de ces femmes par l’état décentralisé, ce qui leur donnerait sur le long terme accès à des droit sociaux. Malheureusement la fragilité de la municipalité à l’époque n’a pas permis à l’association d’obtenir des autorisations d’occupation pour l’ensemble des dix ateliers, la municipalité a préféré faire un accord au cas par cas, au fur et à mesure de la livraison des ateliers affectés, « un conditionnement qui a limité l’impact de notre approche…» constate Chiraz Gafsia. Selon la convention de partenariat, la municipalité devait jouer un rôle de partenaire de tous les instants, être présente et engagée dans toutes les phases du projet y compris le chantier et ce pour: Le nettoyage des emprises du projet avant le démarrage des opérations, pour les activités en lien avec l’aménagement des trottoirs en fournissant des pavés autobloquants et en veillant aux respect de la gestion des eaux pluviales. L’élagage des arbres et haies vives sur les limites séparatives (Public/Privé). Par ailleurs, l’équipe de DAAME a beaucoup insisté, dès le démarrage sur la part pédagogique et le rôle central de médiateur que devait jouer la municipalité dans les rapports avec les voisins privés-promoteurs. Selon Chiraz Gafisa : « La municipalité a joué son rôle dans la première phase mais a été beaucoup moins présente dans la deuxième… Au total, nous avons connu 4 vagues de référents côté municipalité, entre la première phase et la deuxième : équipe initiale, dissolution des conseils municipaux, représentations par intérim, nouvelles nominations et donc nouvelle équipe… Il est évident que cette configuration nous a fortement ralenti, fragilisé et a causé beaucoup d’allers-retours pour assurer le suivi et reconstruire à nouveau des liens de confiance avec chaque nouvelle équipe. Une configuration qui a aussi allongée les temps de validation et qui a occasionnée des retards dans la planification initiale et avec cet étalement dans le temps, une forte inflation dans le budget estimatif de départ…» Réunion publique. Co construction du projet avec les femmes artisanes. El Mourouj, Cité Aicha, 2022, Copyright DAAME. Réunion publique. Courte description: Co construction du projet avec les femmes artisanes. El Mourouj, Cité Aicha, 2022, Copyright DAAME. Côté méthodologie, les membres de l’association ont structuré le travail autour de cinq temps forts. Un premier temps où il a été question d’aller à la rencontre des femmes de la cité Aicha et d’identifier 15 boulangères qui travaillent dans la rue sur les deux emprises administratives coté Ben Arous et Mourouj (observation, construction de la relation de confiance, accompagnement dans les temps de production du pain, diagnostic de l’existant, aller à la rencontre de la rue de ces usagers et utilisateurs et comprendre leurs rapports avec l’activité des boulangères etc.). Le second temps est ainsi parallèle au premier et concerne la rencontre de l’équipe projet avec les services municipaux, pour construire une relation de confiance et co-écrit le cadre partenarial ; finalement seule une municipalité s’est engagée dans le projet. Dans un troisième temps il a été question de déployer des échanges et des outils de Co-conception du projet avec les parties prenantes : maquette, tracés au sol, supports graphiques et échanges sur les plans et montages. Le quatrième temps a été consacré au montage d’une équipe chantier avec une volonté d’impliquer des artisans et des ressources locales (le grand Tunis) voir du quartier quand cela est possible. Et enfin un cinquième temps pour le lancement d’un chantier participatif - école avec implication des parties prenantes, y compris les partenaires municipaux et financiers. Chantier participatif. Les habitants du quartier participent activement au chantier. El Mourouj, Cité Aicha, 2022, Copyright Rachid Ben Attallah. Ce sont des moments fédérateurs qui ont révélé des vocations chez les proches des boulangères et autres curieux du quartier qui sont venus prêter main forte ou apprendre à construire avec des techniques innovantes comme la mise en œuvre des bancs en BTC ou en SuperAdobe. Dans la phase 2, le partenariat avec l’École Nationale d’Architecture d’Urbanisme (ENAU) nous a permis d’impliquer les élèves de l’école dans le cadre d’un atelier thématique, directement sur le chantier ; une rencontre qui a marqué les esprits et le projet avec une valeur pédagogique et des liens humains forts dans la mémoire de la rue et de ces usagers. Des impacts et appropriations observées Aujourd’hui, sur le commun urbain de la voix-e des femmes, une transformation physique est notable ; 4 ateliers et 4 espaces publics ont fait l’objet d’aménagements, de mobiliers urbains et d’espaces paysagers. Bien loin de l’objectif de départ, l’association a dû s’adapter et faire avec les différentes contraintes et freins. Un des impacts observés sur le site depuis la réalisation de la première et la deuxième phase du projet est l’augmentation du nombre de femmes artisanes du quartier sur la voix particulièrement coté Ben Arous (l’association estime une augmentation de plus de 50%). Les aménagements ont donc, en partie, participé à la dynamique économique du secteur en créant un engouement et une certaine sécurisation qui a été favorable à la création de nouveaux emplois avec une perspective possible d’une couverture sociale pour les femmes boulangères et leurs familles. Un nouveau lieu de travail. Évolution du module atelier-abris issue de la 2ème phase du projet. El Mourouj, Cité Aicha, 2024, Copyright DAAME. Le revenu des femmes demeure stable avec un pain qui coûte plus cher à la vente en raison de l’inflation (1dinars en 2025 contre 800milimes en 2023-2024), des ventes qui s’alternent entre un minimum de 100 pains par jours jusqu’à 600 pains dans les temps fort du mois de Ramadan. Des conditions de production et de vente que les boulangères définissent comme : « dignes avec un regard agréablement surpris des clients qui peuvent prendre le temps de discuter, de consommer un thé à l’abri de l’atelier…» . Des appropriations remarquables, des structures des ateliers sont observables sur le site mais aussi et surtout une privatisation des espaces paysagers qui les prolongent : « Les femmes boulangères coté Mourouj ne sont pas dans le partage, c’est une limite notable, les espaces publics qui prolongent les ateliers ont été clôturés et aménagés pour des fins privatifs, une action avec un effet domino qui exprime à la fois un besoin et une crainte du voisin, du vandalisme, qui nous questionne…» Jardin potager sur le domaine public. Privatisation des interfaces des ateliers sur le domaine public au profit de jardins potagers pour des usages communautaires. El Mourouj, Cité Aicha, 2025, Copyright Rachid Ben Attallah. Faika Bejaoui de l’association Daame nous partage ces réflexions suite à notre visite commune sur terrain « Maintenant il y a une grande confiance entre nous et les femmes… Elles nous expriment plus leur avis qu’au départ, mais comment les aider à mieux vivre ensemble à travers le projet ? » Faika Bejaoui se pose la question à la vue des jardins potagers clôturés qui fleurissent ici et là sur le bord de la rue entre les ateliers. Des transformations qui s’étalent sur les espaces citoyens intermédiaires avec une municipalité qui ne joue pas son rôle de modérateur et de gardien des communs. « C’est très individualiste coté Mourouj, il n’y a pas de lien fort entre les femmes, si c’était à refaire on commencerait toujours par les ateliers mais il faut en parallèle accompagner une organisation des femmes et par la suite assurer un suivi des ateliers après la livraison du projet, pour ajuster en fonction de l’intelligence collective des usages et écrire une sorte de charte qui conditionne les occupations des ateliers pour éviter les dérives… Formes d’appropriations des nouveaux ateliers. Aménagements et adaptations des nouveaux ateliers par les femmes boulangères. El Mourouj, Cité Aicha, 2025, Copyright DAAME. Faika B. finit par conclure : « qu’il est aussi important d’observer les appropriations et extensions qui se sont opérées autour du projet, loin des fantasmes projetés d’un espace public utile et ouvert à tous, il est clairement question pour les femmes d’avoir une forme d’intimité dans le public, n’en déplaise aux co-concepteurs que nous sommes (rire) » Un espace à elles, dont l’accès est possible sous certaines conditions et dont les limites nécessitent une matérialisation claire. Concernant ces ajustements après mise en œuvre, Salouha femme boulangère nous partage son retour d’expérience « il faut vraiment pouvoir fermer et ouvrir l’atelier, pour que les jeunes du quartiers ne viennent pas boire ici… pour que personne ne casse la Tabouna et le matériel et surtout pour se protéger du vent de la pluie et du soleil qui rend notre travail insupportable l’été » m’expliquent Salouha à l’abri de son atelier, 35 degré à l’ombre, il est 11h du matin à Mourouj au mois de juin, des températures anormales pour la saison et des conditions qui vont empirer dans les prochains mois. Des évolutions nécessaires et des perspectives possibles pour la suite « Cette article tombe bien, car il nous permet de faire le bilan, de prendre de la distance pour mieux faire, dans les éventuelles phases à venir » Affirme Faika.B Les droits sociaux pour les femmes de la cité Aicha représentent un objectif important à réaliser dans la projection à venir des activités de l’association sur le site (certaines femmes ont déjà fait la démarche à ce jour, d’autres pas…). L’association a par ailleurs identifié des perspectives d’appui possible coté ministère de la femme pour poursuivre la marche en avant et accompagner les femmes vers une reconnaissance de leur statut d’artisane et de leurs droits. Sur les 15 femmes identifiées au départ, uniquement 10 femmes ont bénéficié d’un travail d’accompagnement pour repenser leurs espaces de travail. Sur ces 10 femmes, uniquement 4 femmes ont bénéficié de la construction d’un atelier attitré pour chacune, un nombre bien en dessous des projections de l’association mais qui s’explique par un contexte politique complexe (obstacles et difficultés avec les municipalités et les limites de leurs gouvernances). Toutefois, la rue et le quartier ont vu une réelle transformation suite au projet avec des structures remarquables qui accompagnent les usages et usagers existants et qui donnent une place centrale à la rue et à ces dynamiques dans la vie du quartier avec au centre les femmes et leur savoir-faire. Les nombreuses appropriations sont une forme de réussite du projet à intégrer au processus de création des espaces à venir, un suivi de ces transformations aide les accompagnateurs concepteurs à faire évoluer les aménagements et à les améliorer. Selon les membres de l’association, le retour positif du bailleur et l’expression de son souhait pour continuer à soutenir l’association dans le déploiement du projet les encourage dans le développement d’une troisième phase qui intégrera les questionnements autour des actions passés et des appropriations présentes ainsi que les limites structurelles internes ou encore les limites de gouvernance déjà rencontrées. Echanges, suivi et évaluation. Comment préparer l’avenir en partant des retours d’usages des artisanes. El Mourouj, Cité Aicha, 2025, Copyright DAAME. Entre échecs et réussites le projet se veut le porte-voix d’un espace public collaboratif, vivant et inclusif Dans sa phase expérimentale en cours, ce projet permet d’observer comment ce type d’intervention peut jouer un rôle dans la légitimation de la place de la femme dans l’espace public, dans la participation à la reconquête de sa dignité, en rendant visible, et en valorisant sa pratique professionnelle trop longtemps stigmatisée. Cela passe aussi par la reconnaissance de son statut d’artisane, offrant de nouvelles perspectives d’organisation collective et de protection sociale. C’est un objectif qui nécessite une plus grande implication de l’association en partenariat avec l’État. Le projet a été ainsi un formidable laboratoire d’observation des dynamiques du genre, des improvisations et appropriations qui questionnent les parties prenantes sur leurs impacts réels et sur les méthodes d’accompagnement des acteurs de cette économie essentielle et vulnérable à la fois. La capitalisation sur ce type d’intervention est précieuse pour donner de nouvelles définitions des espaces publics inclusifs sur notre continent. Ces derniers se situent ainsi à la croisée d’un processus évolutif où le suivi et l’ajustement des aménagements font partie intégrante de la vie d’un projet urbain à haute valeur humaine. Jardin potager sur le domaine public. Privatisation des interfaces des ateliers sur le domaine public au profit de jardins potagers pour des usages familiales. El Mourouj, Cité Aicha, 2025, Copyright DAAME. La version complète African Cities Magazine 6 Download the full article here manel-ain-magazine-african_cities_magazine_6_francais-20260118 .pdf Download PDF • 6.08MB Previous Next

< Back Education in architecture, planning and design in Africa: Challenges and vision for more sustainable and resilient African cities Architectural education in Africa needs a shift. This involves integrating local social, cultural, and environmental considerations. The current Western-centric curricula are critiqued and a more holistic approach is advocated. Interviews with academics and researchers highlight the gap between traditional grid-pattern city planning and the actual needs of African communities. The importance of community engagement and understanding local contexts is stressed. Students are encouraged to explore African architectural heritage, engage with diverse perspectives, and adopt bottom-up approaches. This will help graduates build sustainable and resilient cities that address the unique challenges and opportunities in African urban environments. MARK OLWENY, Architect, Educator, Senior Lecturer in Architecture, School of Architecture and the Built Environment, University of Lincoln, Research Associate Professor, Faculty of the Built Environment, Uganda Martyrs University. Experienced Senior Architect with a demonstrated history of working in developing countries. Skilled in Environmental Design, Sustainable Architecture, Urban Design and Architectural Education. Strong administrator, Doctorate in Philosophy (PhD) focused in Architecture from Cardiff University / Prifysgol Caerdydd. I believe a new direction for architecture and planning education should begin with a more holistic approach Unfortunately, architectural and planning curricula on the continent are still largely based on the western approach. Thus, much of what is taught and what is considered important in the curricula comes from outside rather than within the continent. Moreover, if you look at some of the old schools that came into being around independence in Kenya, Ghana, Nigeria, and more recently in Zimbabwe, etc., their objectives have been to train people to produce buildings that celebrate the aspirations of these independent states. The result is seen in the architecture and layout of our cities where what is perceived to be a ‘good city’ is one that is planned in a grid pattern, with streets primarily for cars, which has absolutely nothing to do with how people actually use space in the African context. Consider the fact that most people don’t drive. For them, to get from A to B the distance should be as short as possible. I don’t need space for four or at times six cars, I need comfortable space for people to walk. So if we start thinking about people first, the way our spaces are designed and laid out will be very different. But a lot of the current approaches to architecture and planning are car oriented despite only 5% of people using cities actually drives. So once we adopt this idea of planning from a physical entity, we automatically exclude people. But when you look at it from a people’s perspective, one of the things you don’t do in planning is produce a map. In South Sudan, there have been a series of proposals for Juba that are in the shape of animals. Although these may seem appropriate on a plan, this ignores the reality that these are not visible or apparent for the users as people experience urban spaces when they are within them, and not from the sky. Some schools, and mainly the newer ones, manage to break away from this paradigm. But most of them still remain in this way of thinking where man is put aside in architectural and urban designs. This is also the case in private schools that do not find it lucrative to detach themselves from the classical teaching methods. Personally, I believe a new direction for architecture and planning education should begin with a more holistic approach, one that compels students to appreciate specific social, cultural and environmental issues. Here education could take a leaf from landscape architecture education. Landscape architecture education and the profession engage with social and cultural issues in ways that architecture and planning do not. Landscape architecture asks questions, like, what is the meaning of a place? Why do people do it this way? How can we make it work? Rather than saying, well, this looks horrible, let’s just tear it down or start from scratch. Juba city Southern Sudan, Photo source: Google earth “We need to adapt the teaching to the local context. It may not produce the high architecture that we see in the world, but it will meet the local needs..” I will focus on the case of Anglophone Africa, on architectural education specifically and address three aspects: how were the schools of architecture created, who teaches in them and what were their objectives? There are parallels with planning, which I will include when I can. As far as their creation is concerned, by far the majority of architecture schools came into existence just after independence (outside South Africa, these are Ahmadu Bello University, University of Nairobi and University of Khartoum). While the initial goal was to provide skilled labour to replace expatriate staff, the desire by the newly independent states to showcase their aspirations, and demonstrate their position internationally, it was not long before educational endeavours were steered toward fulfilling these objectives, geared toward national prestige through iconic - an ideological imperative. Now, for the teachers in these schools. Initially, it was necessary to rely on foreign staff, for a number of reasons, but primarily the schools were following an international curriculum that needed staff that could deliver it satisfactorily. These instructors largely came from Western Europe (generally former colonisers countries), as well as the Soviet Union, the United States and to a lesser extent India). . While this has served to allow the development of divergent currents of thought, there has been little in-depth interrogation of the appropriateness of these curricula and pedagogical approaches. The most obvious example I can cite here are many history and theory courses, which still rely heavily on a chronological approach heavily biased toward European architectural and planning endeavours. You have to ask yourself, is the knowledge content, and approaches to architecture and urbanism we teach fit for-purpose? and in many cases the answer is no. There is a need for us to scrutinise what we teach and how we teach it. What exactly are we doing? What is the purpose of architecture and planning education now? Do we want to produce replicas of cities and buildings in Europe and North America? Or do we want to help improve the conditions of people?The situation on the ground and the needs are completely different. We need to adapt the teaching to the local context. It may not produce the ‘high’ architecture, but it will meet the local needs. Uganda for example is a very hilly country. But many plans (both planning and architectural) ignore this fact. Why does this happen? In some aspects the training is not context specific; it seems to reinforce the notion that the site (and people) should adapt to suit the designs, and not the other way around. So we need to do better than that and think, how do we compel the next generation of urban planners and architects to be cognisant of and respond to the local situation, understanding that and work with it as a basis for developing appropriate spaces that work for people. When you look at, for example, the most common building typology in Uganda today, it is the same as that designed during colonial times for single men. These «boys’ quarters» because at that time in many parts of Africa, there was a need for workers, usually young men who came to town to work, and were granted temporary residency. To prevent them bringing their families, they were provided with minimal accommodation with small rooms that barely accommodated one person, with shared toilet facilities, and no kitchens... Now more than 60 years after independence, we still build the same way. So if after all these years and all the architects and urban planners trained, why is it that there has not been any change? I believe this is because as architects and planners we have failed to impact on the general population, and continue to train subsequent generations to ignore the needs of the majority. Uganda-Development Photo source: Wikimedio commons “Students are unfortunately taught to prepare to make the next tallest building, rather than getting them to understand the sense of the place…” The way architecture and urban planning training is delivered on the continent has indeed an impact on African cities. On the positive side it can create functional spaces where people have decent environments to live, work and recreate. But on the negative side, I think things are often done out of context. Take housing for example, this is often developed and planned in isolation of socio-economic realities, an approach that reduces the question of ‘low-income’ housing to the provision of the proverbial four walls and a roof. Consequently, we often see such housing developed far away from the centre of cities. These are a distance away from economic and employment opportunities - the reason people migrated to the cities’ areas in the first place. Oddly enough, this was a problem that was seen in the US, UK and Australia during the 1960s, so why are we building the same mistakes in 2020? We have to rethink our approach, taking note that some of what is still taught is obsolete, and in many cases was not actually based on the realities experienced within the context within which it is taught. Back to the housing question, the lack of housing and the burgeoning slums, squatter and informal settlements close to the city centres are a result of a larger question. It comes to human dignity and the value of humanity. By paying a salary that is barely enough to live on, workers are compelled to seek the most convenient accommodation as close to their place of work as is practically possible. No one wants to spend all their salary and time commuting. So as we can see, architecture and planning is not just about physical infrastructure, it is much wider. These are the links that are often not presented as part of the educational process, which often exists in silos. Many countries in Africa are characterized by their macrocephaly. In Uganda, for example, as soon as you leave Kampala, there is literally nothing going on in the small towns. Some time ago there was not even a supermarket outside Kampala. Everything happened in the capital. Now, with decentralization, things could be better, but it is important to provide the secondary towns and the countryside with adequate facilities and infrastructure to limit the pressure on the big urban centers and to strengthen the links between the cities and the countryside. Currently, getting a national identity card, or a driving licence requires a trip to the capital Kampala. This is not at all practical, neither is it contributing to the idea of decentralisation. Now, in terms of education, I prefer to use education, rather than training as I believe education is a core element of higher university education. While there are elements of training within architecture and planning education, it is important that students acknowledge that their role goes beyond merely fulfilling narrowly defined objectives of individual projects, to include an appreciation of the consequences of these actions. If you look at Zanzibar, the old city - Stone Town, is among the most visited places in Tanzania. This is not because it has new glass and steel clad buildings or wide multilane roads. It is because it is at a human scale in a number of ways. It is a pedestrian environment with narrow streets, but with spaces where people can sit and talk. The soul of the community keeps it alive. The street itself is a channel of information. And that information can travel long distances because every time you walk down the street, greet people, stop, talk to them they will tell you a story. So it’s strange that we assumed that cities should be so new and glitzy. And that’s what students are unfortunately taught, to prepare to make the next tallest building, rather than getting them to understand that the way people use spaces and how they engage with the environment, is what makes the difference. Photo by Javi Lorbada on Unsplash “Adapted curricula to build more inclusive, resilient and sustainable cities in Africa…” The starting point would be thinking about the people, their climatic, cultural, social context, etc. If you start from the climate for example, the solution in Botswana can certainly not be the same solution that you have in Uganda or, in South Sudan, because these are very different situations and climates. We teach students about what is happening in the rest of the world, but very little about what is happening in the local areas. There is limited literature on the architecture of African context, so we need to write and tell the stories of and from Africa, while criticizing the things that don’t work. We are often reluctant to criticize things, just because somebody put a lot of money into it, whether it works or not. Unless we start having deep, meaningful, frank discussions about our context, we’re going to continually go down a path that doesn’t help us to build sustainably and resiliently. When you look at many urban centers across much of sub-Saharan Africa, we find an informal sector that is actually larger than the formal sector. The people who work in this grey economy are rarely if ever included in design discourse, effectively marginalised from what is perceived to be a desired future. Without an appreciation of their needs, this marginalization is set to continue with these issues brought into the mainstream of teaching and practice. In the university I work with in Uganda, the Uganda Martyrs University, we are taking students out of the classroom, to talk to the communities. For example right now, a student is working to understand how people live and how they engage in their daily activities. This bottom up approach is critical in ensuring any proposals are embedded within the community, and not cosmetic. One of the things I think is also important is to take some of the architecture schools out of the major urban areas, figuratively and practically, to get a feel for the communities and their needs. When you look at the Kwame Nkrumah University of Science and Technology in Ghana, the Copperbelt University in Zambia, and the University of Science and Technology in Zimbabwe, these are all located in secondary cities, and where the first architecture schools in these three countries were situated. This deliberate move ensures that the link between education and the lived experiences of a large proportion of the population could be better addressed. This was also the rationale for the location of the architecture school at the Uganda Martyrs University at the university’s main campus at Nkozi.. This certainly has a big impact on the shape of the education and the students that go there. So, it’s about basic things like understanding what our needs are, beyond just shelter from the elements? How do we make our urban centers work better for people? How do we make them work better in the context? Should we continue building wider roads, yet the real need is for more and efficient public transport networks? Uganda Martyrs University “Make friends, talk to people who come from different backgrounds, who have different life experiences, and travel as much as possible…” I think the very first piece of advice I would give is to be open to learning. Be open to new ideas and to constantly question preconceived ideas you may have. Beyond that, you have to understand that whatever education you get, whether it’s architecture, landscape architecture, or urban planning, it’s only education to help you start your career, it’s not the end of your education, which should continue throughout your life. This is what differentiates training from education. I also believe that students should try as much as possible to draw on their own experiences, and understand that their experience is just an individual experience, in the midst of millions of other people’s experiences. To be able to design for other people, it is important to understand and appreciate why we do things a particular way, and that this is not how millions of other people do it (for a host of different reasons). Often, I think we approach things from the perspective that our experience is the only valid one, and presume other people’s experiences and views are equal to ours. This is a consequence of the socialization process of education. For many students their experiences are narrowly defined, limiting their exposure to the diversity of experiences of others. A poingient expression of this can be found in Musa Okwonga’s memoir, ‘One of Them’. The outcomes of educational systems that derive students from a narrow group of students cannot truly address the issues of broader society. Indeed even today, some schools of architecture have intakes comprising students from a handful of secondary schools, it would be impossible for this group of students to appreciate the value of different opinions as they have never really been exposed to difference. And so my advice in this context is to make friends outside of that very narrow circle. Talk to people who come from different backgrounds, who have different life experiences, if possible, travel as much as possible whether it’s inside or outside your region or country. Many students and even professionals do not know the richness of their own country in terms of architectural and urban heritage. Knowing one’s history, heritage and environment can contribute to a better understanding of place, and space. We had great cities in Africa 300 or 400 years ago. You have Benin City in Nigeria, you have Congo City in what is now the Democratic Republic of Congo. We have Great Zimbabwe, and Bigo in Uganda ... so there are great cities that exist that we don’t hear about. Taking an interest in and learning about these early endeavours would greatly contribute to design explorations, not only in terms of form and materials, but also in terms of our ideation. Those are the key lessons I would like some people to understand. A drawing by a British officer representing the city of Benin before its destruction by the British army in 1897, wikimedia PHILIPPA NYAKATO TUMUBWEINEE, Architects; Senior lecturer and Head of School at Architecture Planning and Geomatics, University of Cape Town. She was awarded her PhD at the School of Higher Education Studies, University of the Free State. Tumubweinee’s commitment to architectural education has developed through her involvement as an external examiner for MProf and BHons students in Architecture at the University of Pretoria and Namibia University of Science and Technology “School of Architecture, Planning and Geomatics” The current School of Architecture, Planning and Geomatics (APG) at University of Cape Town (UCT) is the result of two mergers. The first merger took place in 1985 between the then School of Architecture and the Department of City and Regional Planning, and the second merger took place in 2002 between the School of Architecture and Planning and the Department of Geomatics. The School’s primary purpose is to produce professionals who can deal competently and creatively with the development and conservation of the built and natural environment by imagining alternative, more just and inclusive urban futures. The School of Architecture, Planning and Geomatics (APG) has a current enrolment of 667 students, 227 are registered for postgraduate degrees; of these 22 students are registered for PhDs. APG offers programmes which lead to the following qualifications: Bachelor of Architectural Studies (BAS); Bachelor of Science in Geomatics; Bachelor of Architectural Studies (Honours); Bachelor of Science (Honours) in Geographical Information Systems; Bachelor of City Planning (Honours); Bachelor of Landscape Architecture (Honours); Master of Architecture (Professional); Master of City and Regional Planning; Master of Landscape Architecture; Master of Urban Design; Master of Philosophy (MPhil) in Conservation of the Built Environment; Master of Philosophy (MPhil) in Southern Urbanism; and Opportunities to study for research-based MPhils and Doctor of Philosophy degrees. APG is located within the Faculty of Engineering and the Built Environment (EBE). Professor Alison Lewis (from the Department of Chemical Engineering) was elected as the Dean of the Faculty in 2015, and she remains in the position. All Departments and Schools within EBE offer degrees accredited by professional councils/ institutes. Processes of accreditation are recognised and supported in the Faculty and the University. EBE comprises five Departments (Construction Economics and Management; Civil Engineering; Chemical Engineering; Mechanical Engineering; and Electrical Engineering) and one School (the School of Architecture, Planning and Geomatics). In accordance with 2021 data, EBE has an enrolment of 4,452 students, of whom 1,116 are registered for postgraduate qualifications and 262 are PhD students. EBE comprises 429 academic staff and 173 professional, administrative and support staff. The Faculty has 20 active research groups, 7 SARChI chairs, 58 NRF rated staff and R220 million in research income. The undergraduate Bachelor of Architectural Studies (BAS) Programme within the School of Architecture, Planning and Geomatics (APG) provides a foundational design-oriented education from which streaming can occur into a range of postgraduate degree programmes, including the Bachelor of Architectural Studies (Honours), the Bachelor of City Planning (Honours) (linked to the Masters of City and Regional Planning) and the Bachelor of Landscape Architecture (Honours) (linked to the Masters of Landscape Architecture). These Honours level qualifications allow students to apply for the one-year Master of Urban Design (MUD) degree, a one-year MPhil specialising in the Conservation of the Built Environment and a research-based MPhil. APG also offers opportunities to register for a PhD. Furthermore, the African Centre for Cities (ACC) facilitates a coursework and dissertation MPhil on Southern Urbanism and some of these students take electives in the Planning Honours Programme. A planning stream was introduced into the undergraduate Geomatics Programme cluster in 2004. Several degree programmes in the School are recognised by professional Councils. The Masters of Architecture (Prof) degree is recognised by the South African Council for the Architectural Profession (SACAP). In addition to SACPLAN accreditation, the Planning Programme is accredited by the Royal Town Planning Institute (RTPI) ( http://www.rtpi.org.uk/ ). The combined Bachelor of Landscape Architecture (Honours) and Masters of Landscape Architecture Programme is accredited by the South African Council for the Landscape Architectural Profession (SACLAP). The MPhils are non-professional and non-accredited research degrees. “The way we educate our urban professionals on the wider continent and in South Africa is being challenged” This is not because what we teach is not good, it is because it has become increasingly difficult, within a set and structured curriculum, to address the constantly shifting dynamic nature of the urban environments we live in. Within this changing context we, as urban professionals, find ourselves confronted with how to advance appropriate theories and practices to develop a holistic understanding of the urban environment across multiple and growing disciplines and interests. This difficulty is evident in the schism between what is needed and what is done. It translates as a break between how we as academic institutions develop and train the next generation of urban professionals and the realities of the multiplicity of fundamental tools and tactics that are required to develop and implement policies and governance systems that effectively deliver for people. In part the schism stems from theories and practices that are borrowed from other times, other places and other cultures. As institutions we repackage and retrofit these theories and practices without always addressing the underlying complexities of our urban complexities and place-based realties. This calls for a “rogue” approach in the way that we train urban professionals who can contribute meaningfully in African urban environments and respond to, address and embrace a continually shifting context. This approach to training urban professionals could develop a form of urbanism that consolidates political, social, cultural and economic capital with the natural & built environment in order to bring together a conceptualisation of place and people as part of a complex world. “Rather than provide a clear ‘vision of African cities of tomorrow’, it is vital that academic institutions together with other urban professionals and civil society collectively experiment and speculate as to what an African city should look like…” The African urban terrain is complex, and because it is complex questions of sustainability, resilience, and technological development in any African city can only be speculative. This provides fertile ground from which urban professionals, and the institutions in which they are trained, can explore and experiment with alternate realities and solutions to address a variety of underlying concerns. These include climate change and resilience, significant socio-spatial inequality and poverty (tied often to colonial spatial planning), and a significant demographic youth bulge in African cities. Rather than provide a clear ‘vision’, it is vital that academic institutions together with other urban professionals and civil society collectively experiment and speculate as to what an African city should look like. For if we cannot creatively conceive of it within the specificities and peculiarities of our context, we cannot build it. In APG we aim to develop urban professionals across all programmes who can radically reshape the urban environment at all levels. This extends to, but is not limited to: 1) how we can creatively plan, design and develop our cities, towns and their neighbourhoods; 2) how we can creatively integrate combined thinking across the broadest range of disciplines involved in the urban environment – physical, socio-cultural, economic, public health, food, governance etc; 3) how can we creatively lead and manage policies and planning in the system at all levels of civil society and government. MANLIO MICHIELETTO, Dean of the School of Architecture and Built Environment (SABE) at the College of Science and Technology (CST) University of Rwanda (UR ). Manlio Michieletto is an Italian Architect graduated in 2007 from the IUAV University of Venice,and earned a PhD in Architectural Composition in 2010 from the IUAV School of Doctorate. After different academic and professional experiences in Europe (Italy and Germany) and Africa (Burkina Faso andD. R. Congo), he has since 2016 became the dean of SABE. “School of Architecture and Built Environment (SABE)..” The School of Architecture and Built Environment (SABE) started in 2009 as a faculty of architecture in the former Kigali Institute of Technology. In 2014, the government decided to unify all scattered institutes in one unique public university that is called University of Rwanda, and the Faculty of architecture became the School of Architecture and Built Environment. SABE is one of the five schools comprising the College of Science and Technology that is one of the nine colleges of the University of Rwanda. SABE is in a very inspiring compound designed by the French architect Patrick Schweitzer and our students have the opportunity to be trained in this amazing architectural artifact. The building’s aim is to be intended as an open book for students through the utilisation of different materials, construction techniques, details etc. Furthermore, it’s a passive building with no use of mechanical installation. SABE has around 1000 students and four departments (Department of Architecture, Department of construction management, Department of estate management and valuation, and the Department of geography and urban planning). These are for undergraduate programs, but we also have a post graduate program in MSc IN GEO-INFORMATION SCIENCE FOR ENVIRONMENT AND SUSTAINABLE DEVELOPMENT and we are working with partners from Europe to set up a master in architecture that will start in 2023. These programs are supervised by around 40 staff members, including junior staff, senior staff, Professor, associate professor, senior lecturer, lecturer, assistant lecturer and tutorial assistant. School of Architecture and Built Environment, Photo source SABE “We have to significantly improve the offer in terms of education to give to young people the chance to study and be actors of changes in their communities and countries…” I do think the way education in architecture and planning is made have an impact on african cities now and in the future. However, to have a positive impact, it is fundamental to establish more schools or faculties of architecture and urban studies in Africa. We can not have or continue to have countries with just one Institute or School of Architecture, urban planning, etc. To meet African cities’ challenges and turn them into opportunities, we must increase the education offered in Architecture, urban planning, and other urban studies not just in quantity, but also in quality. So, when we talk about the impact, we have first to significantly improve the offer in terms of education to give to young people the chance to study and be actors of changes in their communities and countries. African cities are a bit wider as a concept, so we cannot compare Ouagadougou with Lagos or Lome with Kinshasa, etc. I think for training in architecture in Africa, the undergraduate students have to be trained as any other students over the world, then, specialize themself through for example, postgraduate programs on the local context. At SABE, we try to introduce in the existing curricula the analysis and the study of the local context, to train students able -after an undergraduate degree, to appropriately manage a project in the local context. African cities are very different in shape, in size, etc. So, African students have to learn critical methods that enable them to have a holistic overview of the context. They have to be able to build a critical point of view, train their eyes to understand the context, identify problems and find the appropriate solutions. “At SABE there is a constant relationship between teaching activities and local context…” Lectures are normally based on tropical architecture and urban design, that means the architecture adapted to the local environment and context. We also teach students history of architecture and theory of architecture including the relationship between the city, and the built environment. So students move from universal theories of architecture and urban planning to theories of African cities, from tropical villages to African architecture. We also use resources to equip our students with theoretical and practical knowledge like books on African cities, UN-Habitat rules and principles, and the Green Council buildings rules that the Rwandan government established for the construction of green buildings in Rwanda. So, for us at SABE there is a constant relationship between teaching activities and local context. For example, in the Department of Geography, urban planning, students always have practical workshops on the local context, with the local community involved, population, local stakeholders etc. We also have summer workshops that are targeting real issues or challenges in kigali to not only have students adapted to the local context, but also to the local market. Furthermore, during their training, our students have to do professional internships for the fourth and fifth year. All these help them to be adapted to market needs. We have been asked by our university to move to a problem based learning teaching system, which means that all our modules, especially for assessment and final examination, have to be based on problem based learning or a challenge driven education. So we have the theoretical part of the module, and then a practical one based on a real problem that students may identify in their context. The students work in groups to propose a solution to a real problem, starting from problem identification to an adapted solution. “I see the future of African cities in the past…” First of all, we have to be conscious of our past. The African city is rich in history and heritage that have shaped its evolution over time. This ancestral African city has always been smart and sustainable. It is therefore important to go back to this history and heritage to build the African city and not to import models from elsewhere. The second important thing in this context of rapid growth and urbanization is to train local actors who understand the context. It is a question of training city actors (architects, urban planners, designers, etc.) at the local level with local knowledge and know-how because they know their history, they have grown up in these cities and are the best able to understand the problems and to provide solutions. Another fundamental aspect to take into account for the African sustainable city is the political will. We can see that the great cities throughout the world were mostly built by political vision. Therefore, in Africa, it is important that the leaders draw a shared vision of the sustainable city and take the necessary means to achieve the objectives of the sustainable city. “Be committed and passionate about what they are doing…” My advice for young students is to really be committed and passionate about what they are doing, because it is the only way to achieve good results, in all aspects of their life. MOUSSA DEMBELE, Malian Architect graduated in architecture from Xinghua University in China. He worked as an architect for 4 years in Singapore, then obtained his doctorate from the Kyoto Institute of Technology in Japan. After teaching for several years in Japan and China, he opened an architectural office in Mali before being appointed in 2015 as the General Manager of EAMAU. “Tell us about the African School of Architecture and Urbanism…” The African School of Architecture and Urban Planning (EAMAU) is an inter-state institution that brings together 8 countries of the UEMOA (Benin, Burkina Faso, Côte d’Ivoire, Guinea Bissau, Mali, Niger, Senegal, Togo) and the 6 countries of the CEMAC (Cameroon, Central African Republic, Congo, Gabon, Equatorial Guinea, Chad). It was created under the will of the heads of state in order to train young people to face the urbanization of African cities in 1975. In view of the challenges facing African cities in terms of urbanization, it can be said that this vision of member states through EAMAU is more than salutary in order to meet the challenges posed by the rapid urban growth of the continent by training local actors on urban issues. To this end, EAMAU trains architects, urban planners, and urban managers through Bachelor’s, Master’s, and Doctoral training cycles. The training courses are both theoretical and practical and lead the learners to the professional-grade after 5 years of study. The training method equips them with tools that enable them to practice the profession in an operational manner in different African countries, particularly with field training courses throughout the training program. African School of Architecture and Urbanism, Photo by G2L-PHOTOGRAPHY “It is crucial to train professionals capable of facing the challenges of the continent in terms of urban development…” With more than 1400 high-level graduates, who continue to shape the political, economic, and cultural landscape in African countries, EAMAU is an institution that is constantly adapting to best meet the challenges of the continent. Indeed, we have moved from the great canons of education in architecture and urban planning to the Bachelor’s Degree Master’s Doctorate (LMD) system in 2010. In addition, the diplomas of EAMAU have been accredited by the African and Malagasy Council for Education (CAMES), and our institution has been for the occasion retained as a reference school for the training of architects and urbanists. It is, therefore, necessary to adapt constantly to produce professionals capable of facing the challenges of the continent in terms of urban development. As we can see, the continent is experiencing rapid urban growth, and many factors are influencing this growth, so it must be directed and controlled so that cities are spaces of well-being, inclusion, social peace, economic prosperity, and offer a healthy and preserved living environment. This is why we put a particular emphasis on providing our learners with key and contextual tools through our training to achieve these objectives. “Train professionals able to respond to global issues…” EAMAU today has a scope that extends beyond the member countries by training actors from the whole continent and the rest of the world. This is how we keep an open mind on the world, by adapting and innovating, to train professionals able to respond to global issues related to digital development, climate issues, environmental protection, etc. However, we make it a point to ensure that our students have this understanding, the very expression and specificity of Africa in the training. It is in this context that our students do fieldwork each year to diagnose problems in African cities, and these problems are transcribed into concrete and local solutions through projects. Thus, the projects proposed by the students are the result of a concrete and pragmatic approach to research in order to respond specifically to the challenges of African cities. The teaching methods within our institution converge towards excellence through the international character of the students, the transversality of the teachings, and the projects that are developed by the learners. This is so that the school is at the service of the States for the development of our countries. It is in this context that we develop training that can lead to projects that will allow States to modernize their development and economic take-off. We have introduced in this context a very important phase which is research. Today no institution, no field can develop without research and in our context this research component allows us to address in-depth the issue of African architectural and urban heritage. Africa is endowed with an immense heritage that can be considered open-air museums. The question is what can we draw from this heritage to build more sustainable and resilient cities? It is with a view to answering these questions that we are developing the research aspect in order to effectively produce reflections that contribute to setting up human settlements adapted to the African context. For the history of cities and civilizations millennia African abounds in examples in terms of sustainability, and resilience through the use of local materials, functional organization of spaces, waste management, environmental preservation, etc. The approach here is through research to draw from this rich heritage to develop modern solutions adapted to the social, cultural, economic, and geographical context of our cities. “Students and young professionals across the continent have the mission of build more sustainable and resilient cities in Africa…” We think that the objective for graduates should not only be to work in architecture or urban planning agencies, but to get involved in the high levels of administration, banking institutions, international organizations because they have the resources to do so. It is for them to be a force of proposal, not to evolve in a vacuum, to inform themselves, to travel to build more sustainable and resilient cities in Africa. Previous Next

We invite researchers, practitioners, organizations, and urban actors to contribute to the special issue of African Cities Magazine (Issue 7), dedicated to financing african cities. African Cities Magazine Issue 7 African Cities Magazine, published by the Africa Innovation Network, is a distinguished platform dedicated to showcasing transformative urban development across Africa. Its mission is to highlight the beauty, diversity, challenges, and opportunities of African cities today, while envisioning the cities of tomorrow. What is the content of this seventh edition? Special feature: Financing cities in Africa Africa is experiencing one of the fastest urbanization processes in the world. Cities are expanding at an unprecedented pace, driven by demographic growth, rural-urban migration, and evolving economic dynamics. By 2050, more than half of the continent’s population will live in urban areas, intensifying the demand for infrastructure, housing, services, and public spaces. Yet, this rapid urban growth is unfolding in a context marked by limited fiscal capacity, fragmented governance, and significant investment gaps. In this context, financing African cities has become a critical challenge. Traditional funding models—often reliant on public budgets and external aid—are no longer sufficient to meet the scale and complexity of urban needs. There is an urgent need to explore innovative, inclusive, and sustainable financing mechanisms capable of supporting the development of resilient and equitable cities. This special feature of African Cities Magazine (Issue 7) is dedicated to addressing a central question: How can African cities be financed? We invite researchers, practitioners, institutions, and urban stakeholders to contribute to this reflection by sharing insights, experiences, and forward-looking perspectives. The objective is first to unpack the current landscape of urban finance in Africa . Contributions may examine existing financing mechanisms, such as municipal revenues, public-private partnerships, land value capture, or international funding, and analyze their effectiveness, limitations, and adaptability to local contexts. Understanding how cities currently mobilize and allocate financial resources is key to identifying structural bottlenecks and opportunities for reform. Secondly, this issue seeks to explore innovative financing approaches that can better respond to the realities of African urbanization . This includes alternative models such as community-based financing, digital finance solutions, climate finance, impact investment, and blended finance mechanisms. Particular attention will be given to how these tools can enhance inclusivity, support informal economies, and strengthen local governance capacities. Finally, the special feature will highlight concrete case studies and practical experiences from across the continent . These contributions will showcase how cities, institutions, and communities are experimenting with new financial instruments, governance arrangements, and partnerships to fund urban development projects. Lessons learned from these initiatives will help inform scalable and context-sensitive solutions. By bringing together diverse perspectives, this issue aims to contribute to a deeper understanding of urban finance challenges and opportunities in Africa, while providing actionable insights for policymakers, urban planners, investors, and civil society actors. Ultimately, it seeks to foster new pathways toward financing cities that are more inclusive, resilient, and sustainable. We welcome contributions from academics, practitioners, organizations, and urban actors engaged in financing urban development in Africa. Share your research, experiences, and ideas to help shape this essential conversation on the future of African cities. Portrait and interviews This section spotlights visionary individuals and organizations driving urban innovation for more sustainable and resilient African cities. It features urban planners, architects, engineers, artists, and innovators developing transformative solutions, alongside companies, research institutions, and design firms pioneering change. Through in-depth interviews and profiles, this segment highlights the leaders shaping Africa’s urban future. Urban Planning & Innovation How can African cities become more inclusive, resilient, and sustainable while enhancing the quality of life for all citizens? This section explores best practices in urban planning, featuring groundbreaking development projects, governance frameworks, local initiatives, and research that integrate innovative solutions to foster sustainable urban transformation across the continent. Architecture & Innovation Architecture serves as the structural and cultural backbone of cities. This section showcases cutting-edge architectural solutions addressing key urban challenges such as climate change adaptation, affordable housing, and social inclusion. It highlights innovative design practices, sustainable building projects, and emerging architectural techniques that enhance urban living while preserving Africa’s unique identity. African Architecture & Urban Heritage With its rich architectural heritage, Africa is home to centuries-old building techniques that continue to shape modern design. This section highlights traditional architecture, heritage conservation, and contemporary projects inspired by traditional African construction methods. It explores both preserved and endangered heritage sites, emphasizing the role of restoration, adaptive reuse, and cultural identity in contemporary urban development. Cities Pixels and Colors Cities are living canvases, reflecting the diversity, culture, and innovation of their inhabitants. This section celebrates the visual identity of African cities through photography, digital art, paintings, sketches, sculptures, and illustrations. By merging urban aesthetics and creative expression, Cities, Pixels & Colours captures the vibrancy and uniqueness of Africa’s urban landscapes, offering a visual narrative of city life. What type of contributions are we expecting ? We welcome two types of articles: Research Articles and Project Articles. Research articles A research article for African Cities Magazine is a cross-disciplinary scholarly work that presents original research findings related to African cities. These articles contribute to the advancement of knowledge by exploring key urban challenges, proposing innovative solutions, and engaging with contemporary debates on city development in Africa. These articles must offer new perspectives on urban transformation in Africa, bridging theory and practice. They should be well-researched, evidence-based, and insightful, making them valuable to urban planners, architects, policymakers, and researchers engaged in shaping African cities. Authors should follow the submission model provided in the attached concept note. Research must be well-structured, analytically rigorous, and align with the thematic focus of African Cities Magazine. Each research article should follow a clear and structured format, with a maximum length of 2,000 words, including: Abstract (max 250 words) – Summarizes the research, objectives, and key findings. Argument (max 1000 words) – Develops the core research question, theoretical framework, and methodology. Discussion (max 1000 words) – Analyzes results, implications, and contributions to urban studies. Conclusion (max 250 words) – Highlights key takeaways and future research directions. References – Properly cited sources to support the research. The deadline for submitting research articles is 30 June 2026. Project articles A project article for African Cities Magazine is a detailed, structured presentation of a real-world initiative that has positively transformed urban spaces in Africa. These articles showcase best practices, innovative approaches, and successful case studies that contribute to sustainable, inclusive, and resilient cities. They highlight impactful projects that can inspire other cities, planners, and policymakers by sharing valuable lessons, challenges, and solutions. Each project should introduce creative methodologies to address urban challenges, demonstrate measurable community impact, and serve as a scalable best practice. Submissions must align with the magazine’s key themes, emphasizing transformative urban innovations. Each project article should be a maximum of 2,000 words and follow a clear five-part structure: Abstract (250 words max) - Brief introduction to the project: What is it about? What problem does it address? Project Rationale (500 words max) - Context and background: What urban issue led to the creation of this project? The needs and challenges it aims to solve, The stakeholders involved. Project Approach (500 words max) - Detailed methodology: How was the project developed and implemented? The innovative strategies used, Key partnerships and collaboration efforts, etc. Project Impact (500 words max) - How has the project improved urban life? (Sustainability, inclusivity, resilience, economic benefits, etc.), Data, statistics, or testimonials showing its effectiveness, Any challenges faced and lessons learned. Conclusion (250 words max) - Final reflections on the project’s success and limitations, Potential for replication in other cities, Future developments or expansions planned. References – Any supporting research, reports, or sources that validate the project's success. The deadline for submitting project articles is 30 June 2026. Key Dates & Process Call for Contributions (1 April – 30 April 2026) The call for contributions opens on 1st April, inviting researchers, practitioners, and urban professionals to submit tentative abstracts and titles for their proposed articles. At this stage, authors have the flexibility to refine and modify their content later in the process. Abstract Review & Selection (1 May – 8 May 2026) Between 1 May and 8 May, submitted abstracts will undergo an initial review by the scientific committee, assessing their relevance, originality, and alignment with the theme of the magazine. Authors will be notified of the acceptance or rejection of their abstracts by 10 May. Full Article Submission (30 June 2026) Authors with accepted abstracts must submit their full articles by 30 June. These submissions must be made through the African cities magazine website. The submission link will be shared with the authors. Every submission must follow this process. Peer Review Process (1 July – 15 August 2026) From 1 July to 15 August, the scientific committee will conduct a detailed review of the submitted articles. The submissions will be subject to a rigorous peer review process to ensure quality, coherence, and academic relevance. Reviewers will provide feedback, comments, and recommendations for revisions. Notification of Accepted Articles (22 August 2026) Authors will be notified of the final selection of articles on 22 August. Articles requiring revisions must be updated based on the reviewers’ comments. Submission of Final Revised Articles (12 September 2026) Authors must submit their final, corrected versions incorporating reviewers' feedback by 12 September. This ensures the quality and rigor of all published contributions. Editing and Layout (15 September – 17 October 2026) Once finalized, articles will undergo professional editing and layout formatting between 15 September and 17 October to prepare the magazine for publication. Official Publication (31 October 2026) The African Cities Magazine edition 6 will be officially published on 31 October on Africa Innovation Network website, making it available to urban researchers, practitioners, policymakers, and the broader public. Submission of tentative abstracts and titles for the African Cities Magazine 7 We are pleased to announce the commencement of the 7th edition of the African Cities Magazine. Share your interest in submitting an article by filling out the form below. Together, let's foster meaningful discourse and drive positive change in our urban landscapes. First name* Last name* Organization/institution Contact email* In which section do you want to submit an article?* Special feature: Financing cities in Africa Urban planning innovation Architecture Innovation African Architecture and Urban Heritage Cities Pixels and Colors What type of article do you want to submit ?* Project article Research article Research articles: These are articles that take a transversal approach to one or more subjects and they correspond to one of 4 categories: Urban planning innovation; Architecture and innovation; Africa’s architecture and urban heritage; and Cities pixels and colors. Project articles: These are articles that present an inspiring projects with a high impact in one of the 4 categories: Urban planning innovation Architecture and innovation; Africa’s architecture and urban heritage; Heading of your article (tentative)* The title of your article. This doesn’t need to be the final one. You will be able to change it during the final submission. Your article abstract (Tentative) This is the very beginning of your research article, that provides an overview of the topic that is to be described in greater detail in the final article. In this section you should provide your article statement; this is simply a summary of what you’re setting out to demonstrate in your article. Submit

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