Education is so of import in any given society. For this ground. it forms a major portion of any government’s programs. The programs that any authorities wants to implement as respects their instruction system is determined by bing policies. Factors which influence preparation of policies form the topic of this treatment. For orderly presentation. the essay is divided into three chapters viz. the debut. the chief organic structure and decision.
The debut gives definitions of cardinal footings used in the essay every bit good as conceptual frame work. the chief organic structure lineations and discusses major factors which influenced instruction policies in African states after accomplishing their independency and in conclusion the decision draws a sum-up of the essay. 1. 1 Statement of essay intent This essay aims at discoursing the factors which influenced instruction policies in African state...
s after their accomplishment of independency.
The essay will sketch these factors and subsequently give a elaborate treatment of each factor. 1. 2 Definitions of footings In order to do this treatment meaningful. it is imperative that definitions of cardinal footings that are involved are done. The cardinal footings involved in the treatment are instruction. policy and independency. The definitions of the footings are as given below Education.
Harmonizing to the United Nations Education. Scientific and Culture Organisation ( 1975:1 ) . instruction is defined as “organised and sustained communicating designed to convey about learning” Thus instruction in this context involves a womb-to-tomb procedure by which an person is incorporated into the group and made capable of acting in the ways expected by the society for an person of a peculiar age. sex or position. Education can take topographic poin
officially. non officially and informally. However. in this context the accent is on formal instruction.
Policy A policy is defined as a deliberate program of action which is put in topographic point to steer determinations and accomplish intended outcomes. Policies differ from regulations or Torahs. Rules or Torahs are established to oblige or forbid certain behaviors while policies guide actions towards desired ends. This treatment. nevertheless. focal points on instruction policies. Bartlett and Burton ( 2012:134 ) . specify an instruction policy as the “rafts of Torahs and enterprises that determine the form and operation of educational systems at both national and local degrees. Therefore. instruction policies give way to the operation of an instruction system.
Independence This is defined as the freedom from being governed or ruled by another state. African states in this treatment acquired the freedom to govern themselves from colonial mast 1. 3 Conceptual Framework Blackmore ( 1999 ) . provinces that there are three theoretical accounts of policy doing viz. popular engagement. edict and deputation theoretical accounts. This treatment will mention to these three theoretical accounts in sketching and discoursing the factors which influenced instruction policies in African states after accomplishing their independency. These theoretical accounts are discussed in item below. ( a ) Popular Engagement Policy doing theoretical account.
( B ) In this theoretical account. everybody is given an chance to lend to the preparation of policies. Peoples in African states were given chances to do suggestions on alterations to do to the instruction system. For illustration. Zambia’s educational reforms of 1977. ( degree Celsius ) Decree Policy Making Model In this theoretical account. the caput of province makes dictums on
the way to be followed in a given instruction system. ( vitamin D ) Deputation Policy Making Model This involves naming a committee to reexamine the instruction system of a given state. For illustration the Onide Commission was appointed to reexamine the instruction system of Kenya in 1963.
Policies are made with regard to the findings of the committee. Chapter TWO 2. 0 Main Body This chapter lineations and discusses the major factors that influenced instruction policies in African states after accomplishing independency. These factors are as given and discussed below. Education for Economic Development The consideration given to education as an of import vehicle for economic development is one of the factors which influenced instruction policies in African states after accomplishing independency. Investing in formal instruction was considered as an indispensable stipulation for economic growing.
African states learnt lessons from developed states that a high basic platform of instruction was a accelerator to rapid economic development. There was a belief among developing states that the modernization. industrialization and wealth of developed states were the direct effect of their educational systems. Coombs ( 1970 ) argues that during the 1960s instruction in developing states was regarded as a kind of rational barm which would ferment and transform pre industrial societies by advancing cognition. accomplishments and attitudes which were favorable to economic and societal development.
Therefore. instruction policies in African states after the accomplishment of independency were directed at advancing instruction pro vision enlargement in order to accomplish meaningful development. In fact an statement is advanced by Anderson ( 1965 ) . that analysis of grounds from major developed states such as Britain. France. United States of America and
Russia that in general footings. a thresh clasp male literacy rate of 40 per centum was required before at that place be any important take off of economic development.
To this terminal. African states directed their policies on instruction after achieving independency towards increased entree to instruction in order to make the needed thresh clasp of literacy. Therefore. in the 1950s and 1960s. demand and programs for investing in formal instruction by African states increased. Education was regarded to be a chief arm in accomplishing economic growing. To this terminal rapid quantitative enlargement of the instruction system became the order of the twenty-four hours in freshly independent African states. Man power Shortages.
After achieving independency. African states were confronted with deficit of work force in assorted sectors of the economic system. As a consequence of this scenario. they experienced economic stagnancy. Man power deficits were to a great extent felt in proficient and managerial Fieldss. Therefore. instruction policies in most African states were directed towards deciding the adult male power deficits experienced. This state of affairs was apparent from what obtained in Kenya. As Eshiwani ( 1993:26 ) . observes ‘’at independency in 1963. Kenya found herself with a high deficit of skilled work force to run the economic system.
In order to work out this job. a committee was appointed to rede the authorities on the preparation and reading of national educational policies. ” Therefore. it can be stated that adult male power planning in freshly independent states of Africa gave a way to the preparation of instruction policies. Consequently. the authoritiess of freshly independent states of Africa saw it paramount to spread out the instruction systems
of their states in order to bring forth more alumnuss from the instruction system that would make full the work force spreads which were experienced in assorted sectors of the economic system.
Most proficient and managerial occupations at independency in most African states were occupied by aliens. Therefore. the purpose of most African authoritiess was to decolonize the instruction systems. bring forth more end product from secondary and higher instruction so that manpower to take part in national development could be realised. Fafunwa ( 1974 ) . Contends that instruction development in African states like Nigeria was treated as a national exigency for the ground of controling work force deficits in important countries of the economic system.
In order to run into the demands of work force in assorted sectors of the economic system. the policies of African states after independency were directed at increasing school registrations. particularly at the station primary degree. Rapid enlargement of secondary and higher instruction was considered as a pre necessity for sustainable economic growing. Enhancing instruction as a basic human right Newly independent African states were confronted with a undertaking of supplying to every child their basic. indispensable right to instruction.
The sort instruction that was to be provided was supposed to be relevant to the kid in his or her African scene. For this ground. most freshly African states had monolithic capital and perennial budgets towards the funding of primary instruction for all. The proviso of instruction particularly at simple degree to citizens of freshly independent African states was prompted by the 1948 Universal Declaration of Human Rights in which instruction is enshrined as a basic human right. As Bishop (
1989:1 ) . posits. “Everyone has the right to instruction.
Education shall be free at least in the simple and cardinal phases. Elementary instruction shall be mandatory. Technical and professional instruction shall be made by and large available and higher instruction shall be every bit accessible to all on the footing of virtue. ”Therefore. from the foregoing. freshly independent African states were compelled to supply instruction particularly primary instruction on the evidences of human justness and equity. The freshly independent African states were supposed to see primary instruction as the birth right of every kid.
This was due to the fact that instruction was seen as an effectual manner to give all kids irrespective of sex or household background an equal start in life. Furthermore. the leading of freshly independent African states considered instruction to be the great equalizer that would assist to contract the broad disparities which were evident in conditions of life in rural and urban communities. Before the attainment of independency. instruction in most African states was a preserve for the elite.
In order to rectify this. African leaders made extremist alterations to their instruction systems to do them more accommodating to everyone. As Carmody ( 1994:23 ) . contends “As in most African states. from the early yearss Africa’s leaders viewed instruction as a powerful. frequently the most powerful vehicle for societal transmutation. Therefore. as the UNIP authorities assumed power. among its immediate precedences were the riddance of racial segregation in schools and enlargement of instruction proviso. Tuition and embarkation fees were abolished.
” A point was besides made by Bishop ( 1989 ) . which in the yearss of the 1950s and 1960s monolithic
enlargement of instruction proviso was regarded as the best agencies available for rooting out old biass and socio economic unfairnesss. Therefore. instruction was regarded as basic homo right which everyone needed to bask as provided in the foregoing statements. In the chase of supplying cosmopolitan primary instruction. freshly African states set for themselves benchmarks. For illustration. the Addis Ababa conference on the development of instruction in Africa held in 1961 recommended that primary instruction was to be cosmopolitan. compulsory and free by 1980.
The conference farther recommended that secondary instruction was to be provided to 30 per centum of the kids who completed primary school. Similarly. the conference of Arab provinces which met in Tripoli in 1966 besides put 1980 as the mark day of the month for accomplishing cosmopolitan primary instruction. To this terminal. it can be argued that one of the factors that influenced the preparation of instruction policies of African states after accomplishing independency was related to the consideration that instruction was a basic homo right which every citizen of a given state was supposed to bask.
Hence. monolithic investing in the proviso of instruction was undertaken by African states after achieving independency in order to advance the accomplishment of cosmopolitan primary instruction. As Court and Kinyanjui ( 1978:14 ) . remark on the proviso of Universal Primary Education in Tanzania. “President Nyerere had the pick of spread outing the figure of categories at classs V to VII so that those kids come ining primary instruction received seven old ages of schooling alternatively of four” .
It can be concluded from the predating statement that the determination was arrived at because it enabled fundss to
be spent on the proviso of 7 old ages of instruction to one kid which helped him or her to go a utile member of society. African states aimed at bettering the entree to instruction by increasing the figure of school topographic points which was facilitated by spread outing already bing schools every bit good as building of new schools in different parts of their states. Promotion of Modernisation.
African states formulated their instruction policies with regard to the intent of achieving modernization. In order to act upon modernization in their states. there was monolithic investing in instruction. This was a consequence of the belief that schooling would help in the ingraining of modern thoughts and attitudes. Bishop ( 1989 ) . posit that grounds seemed to bespeak that schooling influenced the development of modern traits and thoughts. To this terminal. schooling had some impact on modernization. This was manifestated in higher degrees of modernness among urban people and lower modernness among rural people.
Consequently. many African leaders in freshly independent states felt modernization of attitudes and behavior was an of import pre necessity for their countries’ development. Harmonizing to Carmody ( 1994 ) . instruction should socialize a nation’s population into modern values. attitudes and personalities. For this ground there was more accent on the enlargement of instruction systems in freshly independent African states in order to heighten the entree degrees. Increased entree to instruction meant increased modernness degrees within a given state.
In surveies which were conducted be Inkeles and Smith ( 1974 ) . indicate that instruction was the individual most variable for modernization. The surveies indicate that each twelvemonth of schooling improved a person’s
mark on their modernness graduated table by about 2 points. Education was besides really effectual in the development of positive attitudes and values. For this ground. preparation of instruction policies in freshly independent African states was influenced by the thought of modernization. Modernization was to be attained by every citizen in the freshly independent African states through instruction.
Guaranting Citizens’ Political Participation The citizens’ engagement in political personal businesss of their states could be seen as one of the major factors which influenced instruction policies in African states after accomplishing independency. Political engagement of citizens of a peculiar state was linked to the impression of modernization. This was due to the fact that cognition was regarded as power. For this ground. many political leaders of African drafted educational policies which were antiphonal to the publicity of political engagement of citizens in state affairs.
This was extremely apparent in the content of instruction which was offered to the citizens. Again this could merely be realised through the broad spread of instruction in African states which most leaders promoted through the enlargement of the instruction system. Cowan ( 1965 ) . stressed that any political rule which governed instruction policy in independent African states was supposed to see as a top precedence the proviso of an instruction that would set up the most vigorous signifier of self authorities and independency.
Therefore. widening schooling to a larger population would do more people politically and socially witting and more active in the procedure of state edifice. Therefore. if equal political rights were to be enjoyed by everyone so everyone ought to hold at least an equal primary school instruction to take part
more to the full in the political procedure of their state. Promotion of Social Equality and Removal of Divisions The attainment of societal equality is among the major factors which influenced instruction policies in African states after accomplishing independency.
Education was regarded as an instrument of societal equality which was critical in the upbringing of societal duty. Therefore. instruction policies which were put in topographic point by African states after attainment of independency were directed towards the publicity of societal equality within their states. Consequently. more and more school topographic points were created in most parts of African states to convey about the issue of equality within their states in the proviso of instruction services.
Equality in the proviso of instruction was called for as it ensured that kid was provided with varied and ambitious chances for corporate activities and corporate societal services. Furthermore. Eshiwani ( 1993 ) . points out that the publicity of societal equality in the preparation of instruction policies in African states after accomplishing independency helped immature people to get positive attitudes of common regard which enabled them to populate together in harmoniousness and to do a positive part to the national life.
This part to national life was non supposed to be extended to every portion of the state. hence the demand of societal equality in the proviso of instruction. Respect and Development of Cultural Heritage The preparation of instruction policies in African states after accomplishing independency was influenced by the demand for advancing regard and development of cultural heritage. Education policies were directed towards the publicity of regard. fosterage and developing the rich civilizations which African states have.
For this ground. policy preparation
as respects this state of affairs was clearly addressed in the content of instruction which African states were to supply to their people. The content of instruction was adapted to the civilization of the people in any peculiar African state. In support of this averment. Eshiwani ( 1993 ) . provinces that the committee which was assigned to reexamine Kenya’s instruction system in 1963 recommended that Kenyan schools were to esteem the cultural traditions of the people of the state. both as expressed in societal establishments and relationships.
Similarly. Damachi et Al ( 1978 ) . studies that instruction policies in African states after attainment of independency were influenced by the demand to heighten every facet of homo development which included the publicity of cultural heritage. Consequently. African states were to province clearly their linguistic communication of direction in their instruction system both at lower and higher degrees. This was done with the exclusive purpose of advancing the saving of cultural heritage and national integrity.
To this terminal the instruction policies which most African states drafted after the attainment of independency were geared towards scholars understanding of past and present cultural values and their valid topographic point in modern-day society. Education for Self Reliance The instruction policies of African states were influenced by the demand for the course of study offered to react to the attainment of self trust. Thus the receivers of such instruction were supposed to prosecute themselves in self using activities.
The course of study of African states emphasized practical topics in order to guarantee the acquisition of ego trust by scholars. It was realised that the sort of instruction which was offered in some
states in Africa was excessively studious and academic. The instruction system in most African states separated manual work from larning. Thus theory was separated from pattern. This state of affairs farther alienated immature people from their societies. Therefore. instruction reforms in most African states were inevitable so as contrary this tendency.
As Bishop ( 1989:116 ) . studies “By the mid 1950s it was being argued one time once more that schooling should be reformed chiefly through course of study reform to include more practical and vocational studies’’ Similarly. Carmody ( 1994 ) . studies that Zambia’s First National Development Plan pointed to the demand for progressively associating secondary instruction to the demands of the state by diversifying the secondary school course of study into proficient and commercial Fieldss and giving a new topographic point to agribusiness. Therefore. it can be pointed out that instruction policies in African states were supposed to turn to the construct of self trust.
Academic schooling was to be placed side by side with proficient and vocational preparation in African states. Improvement of Education Efficiency The instruction policies of most African states after accomplishing independency were influenced by the demand of bettering the efficiency of the instruction systems. In instruction systems of African states. it was felt that there was no correlativity between inputs and out puts every bit good as between costs and returns. Education policies were centred on the demand of doing the systems of instruction to be more efficient.
That is. the instruction systems were supposed to accomplish their end product at the lowest cost and besides acquire the greatest return for a given cost. Harmonizing to Bishop ( 1989
) . most education systems in African states after accomplishing independency were inefficient. peculiarly at secondary and higher degrees. The inputs such as outgo per pupil or teacher developing did non look to hold the effects on trial tonss which pedagogues anticipated. Therefore. instruction policies were designed in a mode that would do the instruction systems in freshly independent African states to be more efficient.
Additionally. instruction in many African states was dysfunctional. It relied to a great extent on rote acquisition and led to an inappropriate fear for paper makings. Furthermore. most curricular in African states were irrelevant to pupils’ future lives and created an instability with many school departers unemployed. Consequently. African states formulated policies which were aimed at turn toing the challenges which were faced in instruction systems. Education as a agency of furthering international consciousness Education policies in African states were influenced by the demand to further international consciousness in scholars.
Education policies as complimented by the content of instruction provided to scholars was supposed to guarantee that positive attitudes towards other states every bit good as the international community were upheld. This was emphasized because no state existed as an island. Each state depended on others for its prosperity. Therefore. it was indispensable that scholars were provided with instruction that would instil international consciousness for the intent of advancing cooperation among states. Chapter THREE. 3. 0 CONCLUSION Education policies in African states after their accomplishment of independency were influenced by a figure of factors.
Some of the major factors which influenced instruction policies in African states included work force deficits. acknowledgment of instruction as a basic human right. consideration of instruction as a
tool for development. modernization. bettering instruction efficiency. demand for citizens’ political engagement. and publicity of international consciousness among scholars every bit good as self trust. Changes in instruction policies were inevitable due to the fact that African states experienced alteration in authorities.
A alteration in authorities is associated with an ideological displacement. therefore facets of the instruction system in a given state will be in a continual province of reformation. Hence. alterations occurred in instruction facets such as content. learning methodological analysiss. appraisal and construction. REFERENCES.
Anderson. C. A ( 1974 ) . Education and Development Re considered. Newyork: praeger Publishers. Bartlett. S and Burton. D ( 2012 ) . Introduction to Education Studies. Los Angeles: Sage Publishers. Bishop. G ( 1989 ) . Alternate Strategies for Education. London and Basingstoke: Macmillan Carmody. B ( 1994 ) . The Development of Education in Zambia. Lusaka: Book World Publishers. Coombs. P. H ( 1970 ) . The Need for a New Strategy of Education Development. Paris: UNESCO.
Court. D and Kinyanjui. K. K ( 1978 ) . Development Policy and Education Opportunity: The Experience of Tanzania and Kenya. Paris: Macmillan. Cowan. J. O ( 1965 ) . Education and National Building in Africa. London: Macmillan Damachi. U. G. Routh. G and Abdel. R. A ( 1978 ) . Development Paths in Africa and China. London and Basingstoke: Macmillan. Eshiwani. G. S ( 1993 ) . Education in Kenya since Independence. Nairobi: East African Education Publishers Fafunwa. A. B ( 1974 ) . History of Education in Nigeria. London: Macmillan Press. Inkeles. A and Smith. D ( 1974 ) . Becoming Modern. Massachusetts: Harvard University Press.
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