Analysis

The book provides a study of regionalism in the context of Africa and investigates the various ways in which law can be used to address the particular issues raised by regional schemes across the continent. Given the relatively slow pace and the apparent failure which seem to have characterised regional initiatives in Africa to date, this study is intended to contribute to the search for effective methods to ensure the success of those initiatives. This is conducted through the contemplation of the role that law can play to help achieve the various objectives assigned to regional schemes in the context of the Treaty of Abuja.

The book is centered on the thesis that "Regional Developmentalism is the most suitable conceptual framework to support the effective establishment of an African Economic Community.” The African Economic Community is the continental trading system contemplated by the 1991 Abuja Treaty. Some have argued the African Continental Free Trade Agreement fulfills the free trade integration stage contemplated by the Abuja Treaty.

“Not acceptable at this level”, a professor commented on one of my exam questions that asked students to “[d]escribe the salient features of the Southern African Customs Union (SACU).” This happened in 2017 at the University of Namibia (UNAM) where, until last year, I taught the International Economic Law module, a module pitched at the level of a bachelor honors degree. The professor – an academic from a leading South African university hired to moderate examination papers from UNAM’s Faculty of Law – recommended that I tweak my question as follows: “Discuss the validity of the Southern African Customs Union in the WTO framework”.

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.