China's educational diplomacy in Africa: a new paradigm of international development cooperation
DOI:
https://doi.org/10.7179/PSRI_2025.47.08Keywords:
SDGs, Educational diplomacy, Development cooperation, 2030 Agenda, ChinaAbstract
To date, the provision of development aid in the field of education has been dominated by traditional actors such as the United Nations or the European Union, whose policies have relied on multilateral approaches focused on institutional strengthening and cooperation with non-governmental organizations. However, in recent years, China’s growing involvement in international cooperation has introduced new paradigms. Its strategy is characterized by a bilateral cooperation model that prioritizes the development of technical capacities and the transfer of specialized knowledge, particularly in vocational and technological training.
Taking this situation as a starting point, this article addresses the growing influence of the Asian giant in the African educational sector, analyzing its role as a key player in international development cooperation. In particular, it examines how the so-called educational diplomacy has become a strategic tool for consolidating China’s presence on the continent.
The analysis explores the motivations behind this educational policy, as well as the benefits and challenges it presents for African nations. Special attention is given to the impact on human capital training and the transfer of technical knowledge. At the same time, the article presents the criticisms raised by this cooperation model, especially regarding the educational autonomy of recipient countries and its potential instrumental nature. The study draws on information gathered from treaties and political documents to help establish the official parameters that guide China’s actions.
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