document resume so 009 226 /author watson, rose t. · 2014-01-27 · document resume ed 125 949. so...
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DOCUMENT RESUME
ED 125 949 SO 009 226
/AUTHOR Watson, Rose T.TITLE African Educational Systems: A Comparative Approach.
Edu 510.PUB DATE 76NOTE 45p.
.
-EDRS PRICE 5F-$0.83 HC-$2.06 Plus Postage.DESCRIPTORS Bibliographies; Class Activities; *Comparative
Education; Course Objectives; *Developing Nations;*Educational Development; *Educational History;Educational Policy; Educational Practice; EducationalTrends; *Foundations of Education; Higher Education;Resource Materials; Units of Study {Subject Fields)-;World Problems
IDENTIF- RS *Africa
ABSTRACT;This course of study for college studentsiIl-about
e ducational development in tropical Africa, or Africa south of theSahara, exdluding North Aftica and the Republic' of South Africa. Themajor goals of the course.-are to help students gain knowledge aboutthe educational policies.nd praCtices of Africai countries under therule of Belgium, England, France, .and Portugal during the early 20thcentury and to help students understand contemporary trends, issues,and problems of education and dev)41opm'ent in independent Africancountries. The course involves students in critiquing, analyzing, andsummarizing films, slides, journal articles, bo s, and natio andinternational documents. Students also write papers,. ileannotated bibliographies on.pertinent topics.. The course consists ofseven nodules. Each nodule contains an introduction, a list ofstudent goals, a bibliography of print and nonprint instructionalresources, and suggested student activities and projects. Included isa pretest with which to ascertain the student's prior overallknowledge of the African continent. (Author / N)
ls
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1
EDU 510
AFRICAN EDgCATIONAL SYSTEMS:
A COMPARATIVE APPROACH
TABLE OF CONTENTS
1
Page
Introduction 1
Course Design 3
Module I: An Overview of the African Continent. . 7
Module'II: An Historical Surveyof the DevelOpmentof Education in Africa 10
Module III: British Educational Patterns in Countries asBotswana, Swaziland, Kenya, Tanzania,Uganda 12
Module IV: French Educational Policies and Practices inCountries as Central African Republic,Malagly Republic, Senegal, Dahomey, Togo,Upper olta -
. 4
.... Module V: Belgian Educational Policies and Practicesin Central African Countries as 'the-Republicof 2,4* -e, Rwanda and Burundi'
-Moduad VI: Portugubse Educational Policies andPractices in Eas't_and West African Countriesof Mozambique, Angola, Guinea-Bissau,Cape Verde
Module .VII: The Contemporary Educational Thrust 'inModern and Independent Africa
15
18
21
24
.
This is a
INTRODUCTION
course about educational development in Tropical
Africa or Africa South of the Sahara, excluding both North Africa
and the Republic of South Africa. In this course( the student will
be provided an opportunity to become familiat with major. .
teristics, trends and issues of the area under study, as
to education l development. The historical and contemporaty founda-
tions of ed.pcatil in these countries will be examined. A comparative
analysis will be male of the educational policies and practices which
charac- .
they relat
guided the inputs and outputs of the educational delivery
African countries underhe rule of Belgium,'England, France and Portuga
during the early 20th century.
systems of
The major thrust, howel4ila will be focused upon the contempo-
rary trendS, issues and problems o education anddevelopment in
independent African countries. Subaftuently, a cOmparativeAkpzlysis
will be made of the contemporary and c:Oltnial educational systemS.
In l9614 represen tatives from 38 inde ndent African countries
gathered in Addis Ababa, Ethiopia, sponsored byFNESCO to plan the
educational destiny of their countries. This conference was a signi-
ficant landmark in the development of-education in Aftica. ,Since then
significant changes have occured,within the educational'arena in;
independent African countries, ipvolving international, nationaLand
local cooperation and planning.
At the end of this course, each studentwill be able to demonstra. -
the following competencies:
.1. The student will be able to identify 'key regions an
on the African continent.
2. the student will be able to identify major geo -political affilia-. .
. .
tions of th6African punti'ies South of the Sahara.
3. The student will be able to trace the major stages of,educatibnal
developRent'in the countries under study.
d countries
4. The student will be able to identify and interpret socio-
economic an political factors which have shaped the development of
education in the countriesunder study.
5. The student will be able to identify major colonial educational
policies, practices and structures which 'evolved in specified Africane
,
countries under the control of Belgium, England, France and Portugal.
6. The student will be able to identify and analyze major charac-
teristics and implications of the educational crises in'Africa today,. ,
as it relates to the "developing nation concept."
7. The student will be able to identify and interpret major educa-
tional resource inpUts, processes and educational outputs of the%,
educational systeps of the countKieSunder study.
8. 'The student will be able to correlate ,the role of ducation'and.
manpower development in the countries under study.
9. The student will be able to describe andevaluate "alternative
mode" of education, andeducational innovations which are bding
attempted.
10. The student will be able to identify internaional organiza-
tions' and resources involved in the contemporary education/11 'thrust.
11. The student will'be able to demonstratea knowledge of tech-,
niqqes and strategies which must-be brought into play in searching,
sblutions for the world educational crise./ f -
COURSE DESIGN
This course consists of seven modules out of which, each student
must complete fout. Each module consists of one or more tasks which
are the major competencies to be developed. in that unit. the tasks are
followed by one or more enabling activities, designed to assist the
student in accomplishing the task.
A vide range of instructional` resources have been.identified
and assembled which will afford the student flexibility and creativity. .
_in accomplishing the tasks. Instructional resources include: .films,. .4,
. . ,
slides, microfilms, journal and periodical ai-ticles, national and.
International documents as well as books from the general collection.g . ,
,SPecific instructional resources will be listed for each wodule.
Students will also haye access to a more comprehensive referencerlistin
which has been Prepared by the professor.
Only one.textbook will be required: Iowan, O'Connell, Scanlon,..
Education and Nation Building in Africa. New York, Praeger Publishers,
GRADING
'Effective fall quarter, 1975, the Board of Regents (BORY for
the State University System {SUS approved an A,.B, C, D, NC grading
system for Florida International University. Accordingly, the followin
method will be useet;_determine each student's letter grade for this4course:
or
N.,
A-work;,..To receive the letter grade of A in this course, a, student
I
1
must do the following:
1...Comgete all tasks in the coujse syllabus to'thesatisfaction of the professor, and maintain an A .
average.
2. Atteneall classes, eXcept for excused absencA due.tdemergenbies, and participate inclass activities )triddiscussions. o.
- 3 -'
3. ReceiveB or better on a.final.project assig ned and/orapproved by the professor.
B-work: To receive the letter grade,61-B in this course, a student
ti
must do the following
1. Complete all tasks in the course syllabus to thesatisfaptionof the professor and maintain a B average.
2. Same as t2 :on pa e 3.
C-Work: To receive the letter grade of 'C in this course, a student
must do the following:* .....,--
1. Complete all'. tasks.
in the course syllabus to the satis-faction of the professor and maintain at least a C average
2. Same as f2 on page' 3,.
D-work: Td receive the letter grade of D, a student will carry out
step one at a marginal level'of performance.
Any student who fails to attain the level of perforthance
necessary'to receive one of the above letter grades by the end of the
quarter, will be given an NC grade, unless the student, on his own
initiative, makes arrangements with the professor to extend the time
for completion:
74
'be"a
C
GENERAL INFORMATION FOR STUDENTS ENROLLED IN COURSESIN GENERAL PROFESSIONAL EDUCATION MIXO-ANP
ADMINIStRATIOa AND SUPERVISION (EDA)
9
The Division of General Professional Eaucation and EducationalAdministration'wishes,to advise students of certain expectations' andproceutires within poti'iseP of thd Division. These are general guidelinesSpecific expectations and procedures are Sp* f^rth id t.:-... .ourse outlin4_
A. Regarding written papers
1. Write your name, coarse number, module and title, instructor, anddate on 'title page.
2.r Separate tasks or parts of tasks with heading.
3. Do'not take material verbatim from sources unless material is. placed in quotes and footnoted. Unless material is shown as a
quotation, the assumption is that the mas-erisl isin your ownwords. References to authors and quotations should be footnoted:"
4. The instructor reserves the right, to question students orallyabout their papers to see if they fully understand what they haveut down on paper.
5. A bibliography should be placed at the end of the paper shc' ;ing'the sources ,used for, the paper.-
6. 'The assumption is made that more than the assigned texts will beused as sources for papers.
.7. Attention should ba given to correct English usage-- grarnnar andk spelling. Papers should be proof-read before turning in. Minor
-errors in typing will be ignored.
3. Students must successfully complete all tasks.to earn credit forthe course. Students are expected to make evety effort to completeall course requirements during the quarter in which they aye .\registered.
9. Unless the instructorspeeifically announces that reports may bedone by persons working together, the instructor assumes thatpapers are the work of the individual whose name appe#rs on it whenturned in. Papert'are expected to be the original work of theindividual. In the case of reports permitted by more than onepersons, the name of all persons participating in the report mustappear on the paper.
10. The same paper is not acceptable to fulfill assignments in morethan one course.
-5-
41,
11. Papers which are not claimed by students who _havetpassed a courseqwill be retained by a professpr,for one uarter after which time
thpy may be destroyed. .
B. Regarding incomplete:work
1. Students Who earn IN (Incomplete) in a course are expected tocomplete that course with the instructor in whoele course he/sheearned the IN. This applies to part-time, adjunct instructorsas well as regular faculty. Students must complete work.for acourse no later than the end of the quarter following the quarter
. in which they were enrolled. Faculty will give attention toincomplete work after currently enrolled student needs are met.
I
4
I
I ' ti
ii
5
-6-
9
MODULE I'
An Overview of the African Continent
'.
INTRODUCTION. / ,
Africa is a huge continent, measuring 5000 miles on a straight
line from east to west and approximately the same distance from North
.
--to South. To give a clearer indication of the ,size; the land area of,
the United 'States, .Western Europe, India and.China,could b4 fitted into
the land area of Africa.4
The coun ies,vary extremely in terms of topography, climatex
people, language,cultures, natural resources. The estimated popula-
tion of about 260 million people is made up of frob 800-1000 ethnic
groups, which range in size from about 5 million porqons to just a few
hundred. There are 800 or mote distinct languages.in Africa, some of
which have their own dialects. In this module, the student will become
conversant about,the African continent in general.
GOALS. 1
1. The student will gain an understapding of the diversities,
complexities and 'commonalities to be fOund on the African Continent.
2. The student will gain an awareness of the( varied socio- .
political afid'cultural concepts under which education evolved in
specific countries under study, with particular attention to religions,
ethnic and linguistic factors.
TASK 1.1
The ittden't will sketch and .label on an oUtlihe map of Africa
the following regions and sub-divisions: North Africa, Africa Sout=h
of the Sahara, East Africa, West Africa, South WeeE.Africa and South
Africa. \,
10
-7-
TASK.1.2 4
The student will select twp.African countries, SoUth of the
Sahara, excluding South Africa. The countries, selected must have been
under the influence of Belgium, England; Frahce or Portdgal. In not
more than 5 pages, the student will:% ea. define the geographical, boundaries iof,each .country serected.
b. describe the people, the land.the natural resources,
the economy. ,
c. identify major historical factors of the selected countries
including European involvement..
d. describe the present governmental ,sytotem of selected countrie
INSTRUCTIVAL RESOURCES.
a. Aria - A Study of the-Land, People, Culture and Present
1
Day Political and Cultural History.
b. African Continent Tropical 'Region
c.. African Continent - Southern Region
2. Slides - Angola, Mazambique, and Rhodesia, taken by the
profesSor.4
3. Outline map.
4. Kimble, George, Tropical Africa. New York, The Twentie-th'
Century, Fund, 1960, V. 2. %
5. Paden and Soja, The African Experience. Evarlton, korth-t.
western University Press, 1970.,
6.. Hailey, Lord William,. An African Survey. London, New York
Oxford University PresS; 1957. ,
7. National Basic Intelligence Factbook, WAshingtonD. C.,
Library Of Congress,1975
8. International Yearbook of Education, UNESCO.
,
/
9. World Survey'of gducstion, INESCO.
10. Background NoteS, Department of State.\
11. Sasnett, Mortena Tenney, Educational Systems, of Africa.,
Berkeley, University of California Press, -1967:,
12. Comprehensive Reference List.
ENTRY.LEVEL.
No special -requirement.
C.
I
1-
12
MODULE II.
An Historical Survey of the Development of
Education in Africa
INTRODUCTION.
Africa has had a long and impressive history, hairing compiled
a long listing of accomplishments and contributions to human history.
In Africa, as in other: parts of.the world,
most people have traditionally acquired tEeir skills, knowledge and
attitudes from institutions other than formal schools. .Education for
life was part of the community life of the tribe in which the young
generation was prepared for its role in society, 'through organized
patterns and. systematic instruction.
Western education was introduced on the African continent as a
. part of the missionary enterprise. This period began around 1450.
Missionaries maintained a strategic role in education until the end of
the 19th century.
GOAL.
The student will become familiar With the historical development
of education in Africa South of the Sahara; and the introduction of
western education.
TASK '2.1
The student'wili select one.of the two, countries Selected in
Module I.for in- depth study, and trace the development pf education in
that country in respect to-the 'following: (Not more than five pagei.)
a. describe ancient African accomplishments of the region.
b. explain traditional forms of education of the selected
Country..
c. describe the introductiod of western education.
d. critique the educational delivery system at tce end,of
World War I.
INSTRUCTIONAL.RESOURCgS.
1. Film - Di. Leaky, and the Dawn of Man, Encyclopedia
Britannica Films.
2. Film - Negro Kingdoms of Africa's Golded Abe, Atlantis
Productions, 894 Sheffield Place, Thousand Oaks, Calif. 913§
3. Clark, Leon E., The African Past and the Coming of the
-European. New York, Praegek Publishers, 1970:
4. Sciplon, David G., Tradition's of African Education.
New York, Bureau of Publications, 1964.
5. Battle, Vincent, History of African' Education. New York
Columbia Univeisity Center For Education in Africa
Publications.
6. Makulu, H. F., Education, Development and Nation Building
in Independent Africa. London, SCM Press Ltd.,'1971.
7. Educational Development in Africa, 3 vols. 1969. (UNESCO)
Unipub-
;- 8; Comprehensive Reference List.
h./
.1
2
. MODULE
British Educ9ional Policies and PracticeIjn Countries
/as Botswana, Swaziland, Kenya, Tanzania, Uganda-
INTRODUCTION.
After World War I the League of Nations engendered great
international interest in the problems of Colonial education, thus
forcing the European countries in question to review their educational
activities. Pressure on missions to provide.edudation was becoming
greater. Rumblings aboUtthe disinterested attitude of the European
governments, in African education were heard in Africa, Europe
and America. The-question of the obligation Of the government to
take responsibility for edticatioR was being .discussed. Confusion
as to the aims ofd African education was'apparent.
An appeal was made by the Foreign Missions Board of North. .
America to the Phelps Stokes Fund, (the body in America which planned
and carried out educational activities for AMerican blacks). A
commission was named composed of American, British and African educa-
tors who visited the educational institutions of West Africa. Their
repoFt confirmed the criticisms of the missionaries aie!' government
officers regarding the curricula organisation and administration of
African schools. -
In England in 1923, the British Colonial Office appointed an
Advisory Committee, on Native Education in Briti'sh' Tropical African
Dependencies. The function of this Committee was to advise the Secre-
tary of State for the Colonies on the development ot education in
Africa.
The Committee published its recommendations in 1925 in a memo7
iandum entitled: "Education Policy in British Tropical Africa.'
13
-12-
GOALS.4 f
1. The student will have an understanding of the educational_cli-
mate ifi the British African countries under study, during late 19th
and early 20th centuries.
2. The student will become familiar with key commissions, review
panels and legislation during early 20th century which had a direct
bearing upon the de'velopment of educational policies and practices
\\s,,in British Tropical Africa.
3. The student will understand the nature of the educational crises
en entered at independence by the countries under study.
TASk-43.1
The student will critique the Phelps Stokes Commission Report
emphasizing the ramifications of the Commission's findings upon the
development of education in the British African countries under study.
TASK 3:2
The student will analyze the major Commission Reports," Review
lnels and Legislation which` influenced the development of educational
policy in British Africa during early 20th century. In so doing,e
a. the student will summarize the Advisory Committee's Report
on Native Education in British Tr4ical African Dependencies
1925;%
b. the student will analyze the Nuffi-Ad Foundation and the
Colonial Office Report oft".thedtmmission of Afridan Education
c. the student will analyze the,Asquith Comrp!i issoReport
its role in the development of higher education.
d. the student will summarize the Colonial Development and
Welfare Act.
e. .the student will analyze the Report of the Cambridge
Cpference-on Education.
16-13-
4 a
TASK 3..3
The student will analyze the educational system of the country
selected in Module II. Groups will be formed to make a comparative
analysis of the 4 systems under study, using the following criteria:-
a. educational philosophy,
b. 'policy,
c. organizational structure
d. external and internal forces affecting the educational
0 -delivery systems.
Group7presentations will be made. Creativity is encouraged.
INSTRUCTIONAL RESOURCES.
1. Cowen, O'Connell, Scanlon-, Education and Nati n Building
in Africa. Washington, Praeger Publishers, 196 ;401. 3-45.
-2. Scanlon, David, Traditions of African Education. Newyork,
Bureau'of Public.ations, 1964, PP. 90-118.
3. UNESCO's International Yearbook of Education and Statistical
Yearbook..
4. Sasnett, Mortena Tenney, Educational Systems of Africa.1
Berkeley, University:of Califoihia Press, 1967.
5. World Survey of Education, UNESCO.
6. Sloan; Ruth..c, The Educated Afiican,.A Country-by-Country-,
Survey of Educational Development in Africa. New York,
Praeger Publishing Company, 1962. 1.
7. Makula, H. F., Education, Development and Nation Building*
in Independent Africa. London, SCM Press Ltd., 1971.
8. Educational Developmeht 1n'Africa, 3 Vols., 1969, UNESCO, U
9. Comprehensive Reference List
ENZRY LEVEL.
No special requirement.
C fir
pt. -L-ipro-
/ ?9`"*--
MODULE IVLE
.t.p French Educational Policies and Practices in Countries as The
Central African Republic, Gabon, The Congo Republic,0 .
Senegal, Dahomey, Togo, Upper Volta, Chad'
INTRODUCTION.
There was no uniform edutational policy in the French Africah
territories, prior to 1903, when a general plan of education was drawn
Educational policy aimed at establishing French culture in Africa.
The school system was modelled)in content and method after
Metropolitan France. There was little attemnt to adapt methods or-
curriculum to the needP or conditions of the territories.
One of the clearest statements of French educational policy in
Africa is found in a document entitled, "The Organization of Public4
Education in French Equatorial Africa," issued in 1925 by the Governor
General,
In this module, we will review and critique the Conferences,
and legislation which had a direct relationship tO'educaiional develop-
ment in the French African territories from the end of World War I
to'the.earlx 1960's (independente).
GOALS.- , ...--- W -
/1. The student will develop an understanding of the eauca4onal
climate in the French African countries under study, during late 19th
and early 20th centuries.,
2. The student will become familiar with review panels, conferences
and legislation during early 20th century which had a direct bearing,
upon the development of educational policies and practices in French
Africa.
3.. The student will understand the nature of the educational crises
encountered at.independence by the countries under study.
TASK 4..111
The.student will'critique the Phelps Stokes Commission Report,
emphasi zing the ramifications of the Commi'ssion's\findings upon the
development of education in the French African countries under study..
TASK 4.2
The-student will analyze the major review pane ls, conferences
and legislation which influenced the development of educational policy
in French Africa during early. 20th century.. In so. doing,
a. the student will summarize the Circular Number 8 concerning
the Organizgtion of -Public Education - 1-925
b. the student will critique the Educational Report of the
Committee for Modernization of Overseas Territories
c. the student will analyze the Brazakille Co nference- 1944
d. critique other relevant data.
TASK,4.3
The student will analyze the educational system of the country
selected in Module II. Groups will be formed to make comparative
analyses of the four (4) systems 9tder study, using the following
criteria:
a. educational philosophy
b. educationaI:policx
ex.c. organi al stricture
d. external and internal forges affecting the educational
delivery systemsof the country under sttdy;
Class presentations will be merle. Creativity is encouraged.
INSTRUCTIONAL RESOURCES.,
.A;., 1. Cowen, O'Connel, Scanlon, Education and Nation Building
in Africa. Washingtqn, Praeger Publishers, 1965, PP. 3-45.
, 2. Scanlon, David, Traditions of African Education. New York,
Bureau of Publicatiofis, 1964; P. 90-118.
-16-'19 dr
3. UNESCO's Internatioanl Yearbook Qf Education and Statistical "I
Yearbook.
4. Sabnett, Mortena Tenney, Edudationkl Systems of Africa.
.
5. World Survey of Education. UNESCO.
6. Sloan, Ruth C.,`The Educated Afilcan, A 'Country-by -Country
Berkeley, University of California Press, 1967.
. :
7. Mak , LOP., Education', Development aid Nation Building
in Independent Africa. LondonOSCM Press Ltd., 1971.
Survey-of Educational Development in Africa. New York,
Praeger Publishing Comioany, 19124
8. Educational Development in Aftic#, 3 Vols., 1969, UNESCO., U
CoMprehensive Reference List'
ENTRY LEVEL.
.-NO special requirement..
20
-17-
Al:
MODULE V
BelgiapiEducational Policies and PSactices in Cotintries'as'the.
Republic of Zaire, Rwanda.and Burundi
INTRODUCTION.
Official Belgian recognition of education began in'190, when
Leopole II signed a concordat with the Vatican. Under the terms of the.
Concordat, Catholic schools were granted a privileged position and
received government subsidies for providing educational services.
Protestant missions were permitted to operate but received no financial
assistance from the government until 1948.
The basic 'characteristics of Belgian policy were its strong
utilitarian bias and its eRphasis upon primary education\and attempts
were made to adapt the education to the African milieu.
Like Britain and France, Belgium reviewed its educational policy
in Africa after World War I, and issued` an official report on new policy
directions entitled "The Establishment of Subsidized Private Education
for Natives." The report emphasized that the Belgian system of educa-
tion could not be transferred to the Congo and that a new school system
'would have to be devised.
GOALS.
1. , The student will develop an understanding of the educational
climate in the Belgian African countries under study, during late
19th and early 20th century.
2. The student will become familiar'withrreviewpanels, conferences
and legislation during the early 20th century which had a direct
bearing upon the development of.educationarpolicies and practices in
Belgian Africa.A.
.
3. .The student will underttand thenature orthe educational .
.4.8^I
crises encountered at independence by. the country under 'study..
4
21
a
TASK 5.1
The student will critique the Phelps Stokes Commission Report,
tiemphasizing the ramifications of the Cbmmissionis findings uipon'the
development of education,in the Belgian African countries under study.
TASK 5,2
The strent will analyze' the major review panels, conferences
and legislations' which influenced the devellament of educational policy
,in Belgian Africa during early 20th century. In so doing,
a. the student will analyze the Concordat signed by Leopold II,
grant ing a privileged position'to Catholic Schools, which
'received government subsidies to provide Native Education
in 1906.
ID: the student will critique the Off,icial Report issued
by Belgium which reviewed its edticational policy in Africa
after World Wat II.
c. the student will summarize the 1948 Report entitled,
"Establishment of Subsidized Private Education for Natives."
d. critique other relevant data.
TASK 5.3
The student will analyze the educational system ,of the, country
selected in Module II. Groups will be formed-to make comparative
analyses of the four (4) systems under study, using the following
criteria:
. a. educational philosophy
b. educational policy
c. organizational structure
d. external and internal forces affecting the educational
delivery systems of the country under study.
Class presentations will be made. Creativity is encouraged.
22-19-
'- INSTRUCTIONAL RESOURCES..
1, Cowen, O'Connell Scanlon, Education and Nation Building
in Africa. Washington, Praeger Publishers, .1965; PP. 3-45.
2. Scanlon, David, Traditions of African Education. Nek York,.
r.Bueau of Publ.ications, .1964, PP. 90-118.
3. UNESCO'S International Yearbook of Education and Statistical
Yearbook. '
a
4. Sasnett, Mortena Tenney, Educational Systems of Africa.4
Berkeley, University of California Press, 1967:
5. World'Survey of Education, UNESCO.
6. Sloan, Ruth, C., The Educated African, A Country-by-Country
Survey of Educational Development in Africa: New York,
Praeger Publishing Company, 19.62.
7. Makula, H. F., Education, Development and Nation Building
in Independent Africa. London, SCM Press Ltd., 1971.
8. Educational Development in Africa, 3 Vols., 1969,,UNESCO,Unip
9. Comprehensive Reference List
ENTRY LEVEL.
No special requirement.
-
I-
-20-
23
1
.
MODULE VI-
Portuguese Educational Policies and Practices in East and West
African'Cbuntries as Mozambique, Angola, Guinea-Bissau,
Cape Verde, Sao Tome
The Portuguese educational policy in the African territories
has been part of a wider policy of integrating the territories into
metropolitan Portugal. Schools have been utilized as a vehicle for
introducing Africans to the Portuguese langUage, culture and Catholic
religion. The aim of the educational, system has not been to train
Africans for self governthent, but to become nationals of Portugal.
The first specific government provision for education in the
overseas provinces was authorized by dedfees of 1845 and 1869.
After 500 years of Portuguese African rule,_ with the policy of
assimilation, the literacy rate in the Portuguese territories is ex-
tremely, low. Portugal'is finally being forced out of Africa. Guinea-
Bissau and Mozambique became independent in 1974. Angola, the larger
and richer colony, in natural resources, is slated for independence on
No7iember 11, 1975.
poms. .
1. The student will development an unerstanding Of the education
climate 41 the Portuguese African countries under study., during late
19th and early 20th century.
2. The student will become familiar with review panels, conferences
and legislation during early 20th. century which had a direct bearing'
upon the development of.educational policies and practices_in P94tUguese
Africa. .
3. The student will understand the nature of the educational crises
to be encountered at independence by the countries under study.
24
-21-
_.- TASK 6.1
The
emphasizing
student will critigue'the Phelps Stokes Commission Report,
the Amifications of the Commission's findings upon the
development of education in the Portuguese African countries under
study.
TASK 6.2
The student will analyze the major forces Which shaped the
educational policy in the Portuguese Colonies during late 19th,and
early 20th century. In so doing,
a. the student will summarize the major decrees authorizing
the.government to make provisions for education.
b. the student will describe the role of the Catholic Church
in providing education for African population.
c. 'the student will analyze the role of the protestant
missions in providing education for the African population.
d. the stu
!c
nt will critigUe other relevant data..
TASK 6.3
The student will analyze the educational system of the country
selected in Module-II. Groups will be formed to,make comparative analys
of the.four (4) systems under study, using the following criteria:
a. educational philosophy
b. 'educational policy
c. organizational structure
d. external and internal forces affecting the educational
delivery systems of the country under study.
Class presentations will be made. Creativity is encouraged.
INSTRUCTIONAL RESOURCES.
1. Samuels, Michael Anthony,.Education in Angola, 1878-1914.
New York Teachers, College Press; 1970.
R-22-
25
2. Duffy, James, Portuguese Africa. Capabridgel. Harvard
University Press, 1959.
3. Abshire and Samuels, Portuguese Africa, A Handbook.'. .
New York, Praeger Publishers, 1969.
4. Duffy, James, Portugal in Africa. Cambridge, Harvard
University Press, 1962.4
5. Sloan, Ruth"C The Educated African, A Country-by-Country-.
Survey of Educational Developbent in Africa. New York,
Praeger Publishing Company, 1902.
6. Sasnett, Mortena Tenney, Educational Systems of Africa.
Berkeley, University of California Press, 1967.
7. World Survey of Education, UNESCO.
Et. UNESCO's International.Yearbook of Education and
4 Statistical,Yearbook.
9. Comprehensive Reference List.
ENTRY LEVEL.
No special requiremenA.74
26
4D
MODULE VII,
The Contemporary Educational Thrust in Modern
and Independent Africa
INTRODUCTION.
Independent African states today, have embarked on education and
development plans calculated to increase their standards of living.
These plans aim At increasing productivity in agriculture, forestry
products, animal husbandry, minerals, establishing secondary as well
as heavy industry, and at increasing the volume of trade.
The critical problem of Africa's economic development lies
in the training of sufficient numbers of people who possess the
specialized skills and competencies necessary'for building and opera-
ting a modern nation.
Since the Conference of African States, held in Addis Ababa,
Ethiopia,in May, 1961, the educational philosophy of contemporary
Africa is that education must be geare4 to manpower needs and nation
building. To quote Dr. K. A. Busia, an African educator from Ghana
in jis book, Purposeful Education For Africa:
"It is apparent that what Africa'is seeking is A philosophy ofeducation that has a total view of man and society; one that isrooted in the past, but,is also attuned to the revolution ofour times, taking account of the transformations now in processand the new perspectives stretching before us. Education-must pass on the heritage of the past, cope with the present,and prepare for the future."
GOALS. -
1. The student will gain an understanding of the new philosophies
of education inindependent African nations.
2. The student will recognize the sifnificance,of educatioh to all
_aspects of national development.
3. The student will become familiar with alternative modes of
education and educational innovations which are being attempted in
, independent African countries under study.
-24-
27
7
4
4. The student will become aware'of some of the crucial educa-
tional oiobiems-and issues.
5. The student will understand the strategy of educational planning.
6. The student will become familiar with the role of international
organizations and personnel in assisting Africa to meet its developmen a
goals.
7. The student will be able to make broad projections as to the
future trends of education in Africa:
TASK 7.1
The student will write a paper (10-15 pages) desdribing the
various components of the contemporary educational thrust in the county'
selected in Module II, or another country may be selected. The edtta-
tional system will be described in relation
toc:ana. the educational administration and organization
b. the school system in terms of:
(1) Primary education
(2) Secondary eduCation
(3-Y-VOcational education
(4) Higher education
(5) Technical education
c. a projection of future educational trends
".,TASK 7.2
The student will choose four of the topics listed below or\
another topic chosen by the student and approved by the professor. The
student will make an annotated bibliography and critiquebof an article
or chapter in a book on the subject. An acceptable format must be
used for this activity. Two of the annotations must be presented'
orally in class, to be evaluated in terms of its clarity.and the student.
ability to interpret facts and figures..
.-25- 28 '
SUGGESTED TOPICS
Education and training for rural development
The education of women
3. Non-formal education
4. Higher education in Africa
5. Programmed Instruction
6.
7.
8.
9.
Educational.innoations
Adult education
Planning and organizing adult literacy
The role of international
and development
10. The role of international
(1
systems
1/. Teacher training
12.. Special problems_ in education in Tropical Africa
13.7' The role of research in educational planning and development
14. Regional educational councils
15, The role of the organization of African unity ifi educational
programs
organizations in educational planning
personnel in educational-deiilFery
ti
development
16. The economic commission for Africa and education
17. The West African Council for Teacher Education
18. The Histern Council of the Association for Tegier Education in Africa.
19. Educational projections
20. The United Stites and educational development in Alitoa.
INSTRUCTIONAL RESOURCES.-
1. Outline of A Plan for African Educational Development.
UNESCO, 1961
2. Comprehensive Reference List.
' 29
-26-
(
; . 08
sf
EAST AFRICA
'..zr Country. & Capital
EMPIRE OF ETHIOPIIA1`;IAddis Ababa'X:--7
''REPUBLIC OF KENYA,..,.Nairobi
'REPUBLIC OF SOMALIA 246,135.1Mogasdiscio
FRENCH SOMALILAND 8,494-;:Djibouti
*Conquered
FRENCHSOMALILIAND
Area (sq. miles) Est. Population
400,000
by Italy in 1935-36,
224,960
REPUBLIC OF THE'SUDAN
Khgrtoum I967,500
. THE UNITED REPUBLIC OF* ANZANIADar es Salaam
Formerly :Republic ofof Tanganyika (Dar es Salaam}
%:and Zanzibar' .
(Zanzibar Town)
- UGANDA
independence Datesor Political Status
KENYA
TANZANIA
Official .
Language .
22,000,000 About 2,000 -years* English
but liberated by British forces in 1941)
8,676,000 12. December 1963 English
2,400,000 1 July 1960
81,000 French Overseas FrenchTerritory
12,831,000 1 January 1956 English
English &Italian
Merged: Apr. 26;1964 EnglishChanged name: Oct.T, 1964
22,688 9,538,000 (9 December 1961)
640 c' 165,253. (10-December 1963)
93,981 . 6,845,000 9 October 1962 English
31
I "7
'"" !
;
MAURITANIA
SENEGAL
GUINEA
S
FRENCH - SPEAKING
WEST AFRICA
UPPER VOLTA
DAHOMEY
CAMEROON
IVORY COASTT
Country & Capital Area (sq. miles) Est. Population Independence Dates Officiali or Political Status Language
. 4,900,000REPUBLIC OF MALIBamako A
ISLAMIC REPUBLICOF MAURITANIA ,NouakchonREPUBLIC OF NIGERNiamey
REPUBLIC OF SENEGALDakar
REPUBLIC OF TOGOLome
REPUBLIC OF UPPER' VOLTA
Ouagadougou
FEDERAL REPUBLICOF CAMEROUNYaounde
REPUBLIC OF DAHOMEYPorto Novo
REPUBLIC OF GUINEAConakry
REPUBLIC OF IVORYCOASTAbidjan .
465,050
491,300
459,180
76,084
22,002
113,100
193,681
44:685
98,8654'-
127,520
22 September 1960
1,000,000 28 November 1960(Remained WithihFrench community)".
2,900,000 3 August 1960(Entente country)'
3,100,000 20 August 1960
1,000,000 28 November 1960
4,400,000 5 August 1960(Entente country)
4,800.000 1 January 1960(Remained withinFrench community)
2,050,000 1 August 1960(Entente country)
3,000,000 2 October 1958
3,400,000 7 August 1960(Entente country)
32
French
French'
French
French
French
French
S.
ENQLISH - SPEAKINGWEST AFRICA
GAMBIA
SIERRA LEONE
LIBERIA
GHANA
Country & Capital
NIGERIA
Area (sq. miles) Est. Population Independence Dates Officialor Political Status tanguage
THE GAMBIA 4,011 316,000 18 Feb. 1965 English
Bathurst
REPUBLIC OF GHANA 92,100 7,148,000 6 March 1957 English
Accra : i ...
REPUBLIC OF LIBERIA 42,990 1,290,000 26 July 1847 English
Monrovia
FEDERATION OF :356,669 35,952,000 1 October 1960' English
NIGERIA1-agcl
SIERRA LEONE 27,925 2,260,000 27 April 1961 .English
Freetown
ids
44
3a
ENGLISH - SPgA1C1NGWEST AFRICA
GAMBIA
SIERRA LEONE
LIBERIA
GHANA.
NIGERIA
Country & Capital Area (sq. miles) Est. Population Independence Dates Officialor Political Status Language
THE GAMBIA'Bathurst
REPUBLIC OF GHANAAccra . .
REPUBLIC OF. LIBERIA'Monrovia
FEDERATION OFNIGERIALagos
SIERRA LEONEFreetown1---,-
4,1
4;011 316,000 18 Feb. 1965 English
92,100 7,148,000 6 March 1957 English
42,990...
1,290,000 26 July 1847 English
356,669 35.952.000 .1 October 1960 English
27,925 2,260,000 27 April 1961 English
34.
NORTH AFRICA
r
Country & Capital
DEMOCRATIC & POPULARREPUBLIC OF ALGERIAAlgiers1.
KINGDOM OF LIBYA13eyda (formerly:Tripoli and Benghazi)
.KINGDOM OF MOROCCORabat
REPUBLIC OF TUNISIATunis
UNITED ARAB REPUBLIC 35 .:,
MOROCCO
TUNISIA
ALGER!
,
Area (sq. miles) Est. Popplafion Independence Datesor Political Status
OfficialLariguage
952,198
680,000r .
.
171,305
83,362, ,
11,020,000
1,244,000-
(:13,320,0001
. 4,300,000
5 July.1962
24 December 1951
2 March 1958 -
20 March 1956
Arabic &French
Arabic &,English
Arar:nhicc&French
Arabic &French
FERNANDO POO.
t Country & Capital
11-SPANISH GUINEA/Santa Isabel de4<t .
Fernando Poo4'2,- .
IFNISidi Ifni
P.&=
SPANISH SAHARAEl-Aaiun
747:
I
Area (sq. miles)., .
Est. Population Independence Date'sor Political Status
10,825 244,g74 Two Spanish provinces,. ) Rio Muni & Fernando Poo,
. jointly administered
580 49,889 Spanish province
102,681 23,793 Spanish province .
i
OfficialLanguage
Spanish ,
Spanish
-Spanish
--:,
36
CAPE VERDE IS
GUINEA
PORTUGUESE AFRICA
XCountry-& Capital
PRINCIPE SAO TOME,
Area (sq. miles)
ANGOLA.
Est. Population
M ZAMBIQUE
Independence Dotesor &Utica) Status
OfficialLanguage
:ANGOLAJ.uanda
CAPE VERDE ISLANDS
i a
PORTUGUESE GUINEA,.,Bissau
MOZAMBIQUEtourenco Marques .
SAO TOME and PRINCIPESao Torn
481,351 4,840,719 November 1975 Portuguese
1 1,557 _201,549 Portuguese overseasrovince
Portuguese
13,948 544,184 Portuguese overseasprovince
Portuguese
297,731 July 1975 Portuguese6,482,000
.
372 63,676 Portuguese overseasprovince'
Portuguese
I4
1....!
.10
SOUTHERN AFRICA
Country & Capital
BOTSWANAGaberones
Formerly: Bechuanaland (Mafeking,
C
MALAGASNREPUBLIC
SOUTH - WESTAFRICA
SOUTH AFRICA
Area (sq. miles) Est. Population
275,000
KINGDOM OF LESOTHOMaseru
Formerly: Basutoland (Maseru)
MALAGASY REPUBLIC 227,900
11,716
(Madagascar)Tananarive
REPUBLIC OF SOUTHAFRICACapetown (parliamentary)Pretoria (adminigrative)
TH-WEST -AFRICA 317,887indhoek
6,705
SWAZILAND
LESOTHO-ct,
fndependence Dates Official. or Political Status Language
542,000 30 September 1966 English, 4"
:y658,000 30 September, 1966 Engliih
64000,000 26 June.1660
. 472,685 -16,122,000
SWAZILANDMbabane (Moabine)
38
554,000
280,260
31 May 1910
F-Y Malagasy.
English
Republic of South EnglisWerfdAfrica mandate Afrikaans
: British Protbctorate EngliihIndependenCe notLater than 1969
t -4
Country & Capital Area (sq. miles) Est. Population
CENTRAL AFRICA
-6
CONGO,(Leopoldville)
S
UNDI
ALAILKI
RH SIA
- I.
Independence Dates Official
or POlitical Status Language
KINGDOM OF BURUNDIUsumbura
DEMOCRATIC REPUBLIC,OF THE CONGO
MALAWIZomba (Planto Lilongwe)
RHODESIASalisburyFormerly :3 .
10,747
905,378
49,17/to move/Formerly: Nyasaland (Zomba)
150,333
Southern Rhodesia (Salisbury)
REPUBLIC OF RWANDA 10,169
19*ZAMBIA
-LusakaNorthern Rhodesia (Lusaka)
290;323
2,750,000. 7 July 1962
15,000,000 30 June 1960
2,890,000
3,849,000
2,694,749
3,600,000 23 October 1964
6 July 1964
November 1965--
-1 -July 1$62
French
French
English
English
me
English
.39
Prof. Pose Watson
FLORIDA iim'pzdeliplaL UNIVERSiFY
Nam
Enu 510Afiicaxi Educational Systems: A COmparati Approach
General Facts About AfricaPre - Test
This exercise is designed as a learning Instrucment for th student and as ari aid for
the Instructor in ascertaining the student's prior overall knowledge of the African
Continent. NO grade will-be assignedto.this exercise.
Directions - Write true or false, fill inthe blanks or c the correct answers.
i. Africa is the second largest continent' in the world. T,or F
2 There are more than 40 African countries with menberships the United
Nation. T or F
3. Over 800ocal languages are spoken on the African continen Tor F
4. Over 342,000,000 people live in Africa. This Continent r
population among the continents of the world. T o
5. The names of three African 7Paders are
1
third in
. Angola became independent in the year
7.
8.
9.
10.
was a former Belgian colony.F.
British colonies.
French colonies.
Portuguese colonies.
were former.
were former
were former
11. Algeria is a country in Africa located South of the Sahara.- T or.F'
12. Nigeria has apopulation of about 64 million, the largest in Afrida.
13. The concept of Pan-Africanism supports the Unity of-dil: Black people.
14. The Continent of Africa is considered to be in the Third World.
. t.
15. The O11J (Organization of Afridan Unity) was formed in 1963 to promote
cooperation in sciving cull= African problems. .' ,T1 or F
4
T or
T or
T or F
16. South Africa does not belong to the Organization of Aitican Unity. T or
17. The Republic of Ghana was called the Gold Coast & Tbgaand before-independence
was gained in 1957. T or F
EDU 510Pre -Test Naze
18. Negritude is a literary movement which first developed in french speaking_West. Africa in reaction to the French Colonial Policy of attempting to'assimilate Africans into French culture. Tor F .
,
L9. Ian Smith led the Wait minority government to declare unilateral independence
. in. Northern Rhodesea. Tor F
20. Timbuktu was the namajobf an And.ent African learning center. T or F
21. Dt. Antonio Nebo is a leader of (1) Angola(2) Kenya(3) Ghana
22,,Woich of the following Countries is located in West. Africa?
. (1) Algeria (2) bzambique
(3) Nigeria' (A) Uganda
23. After the'Civil. War, many baumarslaves left the United States and returned to
. which one of these African Countries?
(1J Liberia,(3) Egypt
(2) *Dahorey, .
' (4) Tanzania
24. African countries are among the greatest: producers of gold and diamonds,in the
. world. Tor F"
25, Itnich of the following countries i S
(1) Nozalrblqm(3) Sierra Leone
located in East Africa?
(2) Uganda(4) Anlola
Prof
. Ros
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