At the time of independence in 1966, education in Lesotho was inadequate in scope, in quantity, and--from the African perspective, in quality as well. Only the few who received education outside Lesotho were treated as "first class Basotho." After independence, the role of education was seen to be the production of two kinds of…

At the time of independence in 1968, education in Swaziland was characterized by poor quality, uneven distribution of schools, high dropout and repeater rates, serious shortages of teachers, and inappropriate and highly academic curricula. This paper describes the status of present-day education in Swaziland in terms of the effect of government…

At the time of independence from Britain in 1962, education in Uganda was more advanced than in neighboring countries, although still unsatisfactory. This paper reviews the recommendations of commissions, educational reviews, and 5-year plans for the development of educational policies since independence. There have been two main long-term…

At the time of independence from Britain in 1964, the educational system in Zambia was, as elsewhere in Africa, racially segregated and heavily biased against Africans. This paper briefly reviews the situation at independence before enumerating post-independence educational policy landmarks through both acts of Parliament and national development…

Zimbabwe has been independent only since 1980. It has, however, attempted to change significantly the inherited educational policies, which it considers to be inappropriate to the nation's adopted socialist ideology. This paper outlines and critically appraises Zimbabwe's educational policies and finds that post-independence educational policy…

This paper reviews a number of educational policy statements in East African countries, on issues ranging from combining education with production at the primary level to the financing of higher education. An assessment is made as to how successful the policies have been in achieving their original intention. The paper's conclusion is that policy…

This paper reviews the evolution of the Kenyan education system since independence from Britain in 1963. At the time of independence, very few resources were devoted to the education of Africans as compared to non-Africans, resulting in critical shortages of trained manpower. Educational segregation and differentiation also reinforced racial and…

Of the three East African British colonies (Kenya, Uganda, and Tanzania), Tanzania was the least well off at the time of independence in 1961. At that time, only 16,691 students were enrolled in secondary schools, and all general education at higher levels was provided outside the country. Thus, the goals of post-independence educational policy…