Analysis

With regards to the Southern African Trade Law subject, works of African scholars constitute the majority of the prescribed reading materials. The examination questions are also reflective of developments around regionalism in Southern Africa, with hypotheticals on how member states can navigate trade rules and obligations. In going forward, I intend to implement a number of approaches in enhancing the pedagogy of international economic law.

My teaching style is as conversational as possible: while providing an introduction through lecture style, class generally turns into a hybrid between lecture and debate between myself and the students, but also among the students. I regularly divided students up into groups with specific tasks (such as taking on particular viewpoints or positions within negotiations), which they had to develop among themselves and then present arguments to the group as a whole.

By infusing international economic law curriculum both with doctrinal and policy-based critical analysis future African legal experts will not only understand what the rules of international economic law are but also be able to challenge the assumptions and biases of those rules that work to the determinate of their respective states. While encouraging black-letter law teaching it should also be a requirement for students to take non-doctrinal international economic law courses.

Regional agreements and caselaw are studied, and books by African scholars are on the recommended reading list. Approximately seventy students are registered for L583 in any given year. It runs over two semesters (August - May). I did the course as an undergraduate student at the university. I then went on to specialise in IEL in my graduate studies. Doing further research on IEL, as well as attending conferences and trainings, assisted to continually update my knowledge so that I could improve my teaching.

Afronomicslaw.org invited submissions on the teaching of international economic law, (IEL), in Africa to reflect on a number of questions. We asked the contributors to reflect on these questions: What materials did you use to teach? What teaching style did you adopt? Did you center Africa or make the materials relevant to an African context in the materials you used and if so how? For example, did you use of African case studies; or use African-specific materials (e.g. books, articles, cases, treaties)? Was the class required? How many enrolled in the class? How did you determine grades in the class? Did class participation count towards the grade? Did you have prior background in the area when you first taught the course e.g. in your graduate school education, in your research and scholarship, in practice? How would you say the students received the course? Did they find it interesting, relevant, or indifferent?

The call for an open, rules-based approach to investment facilitation at the multilateral level is informed by a tipping point in the international investment arena. As discussed below, this paradigm shift and various precedental challenges have made it imperative to seek international investment policy coherence.

In this blog post I will consider policy initiatives for tackling the issue of illicit flow of funds out of African countries and the implications of these activities on investment and trade in the context of the AfCFTA. Combating Illicit Financial Flows has been a difficult task for African countries and, the best approach to tackle this endemic problem may be to develop and implement comprehensive mechanisms that will encourage the disclosure of these illegal activities in a timely manner. Such disclosure can best be realized by the adoption of a regional whistleblower protection directive.

Many mainstream discussions on African regional integration focus on the role of the executive, bureaucrats and state institutions (hereafter referred to as state-actors) in facilitating regional integration. While state-actors play crucial roles in enabling regional integration from a “top-down” perspective, concentration on these state-actors inadvertently means that less focus is paid to the non-state actors involved in the process. This article explains that while state-actors do facilitate regional integration from a top-down perspective, non-state actors have the potential to (and in some cases, already do) facilitate regional integration using a “bottom-up” approach.

Developmental statism differs from the R4I model insofar as the economic activities of foreign state firms, as opposed to local state firms, drive R4I dealings. This should concern policy makers because of what an externally driven agenda implies for the long-term development of host states.

Noting the different levels of economic development amongst AfCFTA State Parties, this post intends to shed light on implementation of Annex 4 to the benefit of all. This is in part due to the fact that the TFA steers away from the ‘one size fits all’ approach and instead introduces new, unique and innovative features to facilitate Members’ integration into the global value networks. Furthermore, I contend that the features discussed could serve as a model to further elaborate on Special and Differential Treatment (SDT) as a guiding principle within the context of trade facilitation measures.