International Education Journal

WCCES Commission 6 Special Congress Issue

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Educational policy in Africa and the issue(s) of context: The case of Nigeria and South Africa


Olivet I. W. Jagusah
Eastern Illinois University, Charleston, Illinois, USA
cfoij@eiu.edu

 

 

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Abstract

This paper will look at the three distinct time and educational policy periods in African education - the pre-colonial, the colonial and the post-colonial - using Nigeria and South Africa as a generic representation of the problematics of education and socio-cultural development in Africa. The central goal of the paper is to point out the fact that practices that are taken for granted as best practices elsewhere in education have little or no place in the educational policy and processes in Africa. Issues such as the role of culture, the role of languages of instruction, the role of indigenous philosophy/gnosis (Mudimbe, 1988), and the role of the community in the education of its youth and citizens, are generally given little consideration. These aspects are usually dismissed as not necessary for the education of African children. This attitude mis-educates rather than educates for personal, national and continental development.

Cultural foundations, socio-cultural development, South Africa, Nigeria, community, national educational policy

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Jagusah, O.I.W. (2001) Educational policy in Africa and the issue(s) of context: The case of Nigeria and South Africa. International Education Journal, 2 (5), 113-125.
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