Schools developed to serve the "European" sectors of African economies. British colonial governments regarded this phenomenon as a political threat. There were "assimilationist" and "adaptationist" educational solutions to this problem. "Adaptation It seemed to hold greater promise of political stability yet colonial education was predominantly "assimilationist" at the time of political independence. In this study,colonial educational policies have been categorised as assimilationist- or Euro-centred- and as adaptionist- or Afro-centred. An attempt has been made to determine the conditions associated with the adoption of Euro-centred and Afro-centred policies. Models of Euro-centred and Afro-centred policies have been constructed which include political,economic and socio-political dimensions and which distinguish between the general aims of education, administration, provision and curriculum policies. Education policies for Africa formulated by official agencies firstly in Britain 'and then in the Gold Coast and Tanganyika have been analysed by the criteria of the models.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:464404 |
| Date | January 1978 |
| Creators | McLean, M. |
| Publisher | University College London (University of London) |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://discovery.ucl.ac.uk/10020061/ |
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