Provides a historical perspective to illustrate the early influence of colonial powers and religious education on Ghanaian education. Contemporary events during the Nkrumah period and the post coupe period are explored, with prime emphasis on the controversy over the inclusion of the vernacular. (Author/AM)

Analyzes the relationship of African Studies to Afro-American/Black Studies in American universities. Argues that the most promising scholarship in both fields shares the same aims: improvement of the socioeconomic condition of Blacks through the elimination of exploitation and the discovery of processes likely to effect such changes. (KH)

Illustrates how, in Barbados, the educational system has historically been manipulated to maintain the power of the British colonial elite and educational innovations reflecting domestic developments in the mother country have been transferred to dependent areas irrespective of the reforms' applicability to the colony's own needs. (Author/GC)

Notwithstanding the barriers posed by multiplicity of languages, inherited colonial policies, and negative state and citizen attitudes, West African experience supports a policy of using the mother tongue rather than a foreign language as the medium of instruction in schools at all levels. (Author/MJL)

Examines several of the social, economic and ideological reasons for the opposition of members of both the black and white communities in many sections of the country to the establishment of viable schools in America for blacks willing to emigrate to Africa. (Author/JM)

Demonstrates that nationalist pressure, especially from the Gold Coast (Ghana), was the crucial force behind the British Colonial Office's decision to promote higher education in Anglophone West Africa. It places the issues of establishing African universities into the context of an evolving colonial policy of neocolonialism. (SLD)

Ethnicity has played a postive role in Nigerian education in that it has helped to generate noncolonial reforms and to stimulate the need for expanded higher education. However, regional and tribal loyalties and differing ethnic value systems have also contributed to inequality with regard to educational opportunity. (Author/GC)

Examines the construction of racial scientific discourse within the milieu of an extremely racially segregated society. Traces the influence of capitalism, racism, Social Darwinism, eugenics, and "racial science" on the pedagogy of modern apartheid in South Africa. Finds evidence of pervasive effects of "scientific" ideas on…

Contends that educational policy in Zimbabwe from 1934 to 1954 served the political purposes of the colonial government and neglected genuine educational development of the colonized Africans. During George Stark's tenure as Director of Native Education, Zimbabweans were consigned to "practical training" programs and were denied access…

Reviews experiences of Zimbabwe in implementing education in its first decade of independence, examining cases and effects of educational expansion, and policy dilemmas. New initiatives and a recommitment to current policies are recommended to equalize educational opportunities and provide universal elementary and secondary education. (SLD)

Examines human rights violations in education in Guyana, and identifies the socioeconomic factors that produced the current condition. Findings indicate that, although education is highly valued in the culture, the state has abandoned the educational needs of the nation to ensure the survival of the elite political regime. (JB)