**1. Introduction**

According to Oketch [1] general education in all societies, especially university education, is an indispensable tool for national economic growth and development [1]. Experience has shown that if the citizens of a country are not well educated and adequately trained, rapid economic and social development cannot be guaranteed. As we all know, universities are companies that produce and distribute public goods, which is knowledge. The production of knowledge in universities has always been focused on teaching, learning, and research so that university education is considered a large investment that requires a large number of economic resources, so the funds allocated to college education are called long-term investments. There are huge benefits for people and society.

Tikly [2] explored the education is often seen as a transformative role in the sustainable development policy agenda and sustainable development goals of the African continent. However, these assumptions are based on an insufficient critique of the historical role of education in supporting unsustainable development. This article critiques the relationship between African education policy and sustainable development as Africa's position on non-colonial conditions, colonial heritage, and the modern globalization process. In educational policy, education plays a transformative role in sustainable development, and economic, cultural, and political changes must be considered fundamentally to facilitate social and environmental definitions. I insist that a more comprehensive process should be used.

Dibie and Dibie [3] explained the nature of public governance leadership, conflict, and economic development paralysis in selected countries in sub-Saharan Africa. He believes that ineffective political leadership and conflict will affect economic growth and poor social development. Servant leadership and democratic representation are ongoing development processes that can be achieved by participating in the development of the citizens themselves. The dynamics of development and participation at the national and grassroots level should include the exposure of government transformation agents to peace, participatory learning, and role models. This document uses data from primary and secondary sources to analyze issues such as political conflict, peace, leadership, and economic growth. The conceptual framework is structural conflict theory, negative and positive peace theory, frustration attack theory, and physiological theory is based on human desire theory and economic theory. The results of the study show that there is a negative correlation between authoritarian political leadership and economic growth in Africa. In many African countries, there is also a positive relationship between authoritarian political leadership and conflict. This article recommends internal and external mediation and peace education mechanisms to prevent conflicts from spreading or becoming avoidable crises. Therefore, the government, the private sector, and NGOs must work together to free citizens from the cultural and ethnic factors that enslaved them to restore justice and equality. Sub-Saharan African countries have established capacity-building work that can help promote changes in behavior, attitudes, peace, and humanistic paradigms, be peaceful and provide a basis for self-reliance and participation in sustainable development and it shared governance and inclusive democracy.

The United Nations Decade of Education for Sustainable Development is halfway through its milestone. However, the overall impact on educational thinking and practice remains unknown in most parts of the world. Although there are some efforts and initiatives to promote and identify the role of education in the global pursuit of sustainable development, many of these efforts are not yet fully understood and are unknown in most communities around the world. In most of Africa, they can say that they have never seen or heard of a 10-year education for sustainable development. Most institutions, including schools, governments, businesses, civil society, and individuals, do not yet understand or understand the role of education in the pursuit of sustainable development. It argues that the decade has received all the attention in some circles, but this issue has been neglected in

*Public-Private Participation in Funding University Education in Sub-Saharan Africa… DOI: http://dx.doi.org/10.5772/intechopen.99940*

most of Africa's education policies and practices. It calls for more attention to the role of education in sustainable development in Africa and revisits what sustainable development means to Africans elsewhere and in culture. Using this as a starting point, he demanded that he explore more meaningful education and philosophy to address the unique challenges of Africa [4].
