Preprint Article Version 1 This version is not peer-reviewed

Educational Transformation in Post-Independence Africa: A Historical Assessment of the Africanization Project

Version 1 : Received: 31 July 2018 / Approved: 3 August 2018 / Online: 3 August 2018 (05:34:55 CEST)

How to cite: Ndille, R.N. Educational Transformation in Post-Independence Africa: A Historical Assessment of the Africanization Project. Preprints 2018, 2018080062 (doi: 10.20944/preprints201808.0062.v1). Ndille, R.N. Educational Transformation in Post-Independence Africa: A Historical Assessment of the Africanization Project. Preprints 2018, 2018080062 (doi: 10.20944/preprints201808.0062.v1).

Abstract

Africanization of education was a major policy option in most countries in Africa upon the attainment of independence. This is because of the perceived negative effects of colonial education. The paper is an empirical sources study which discusses Africanization as an epistemicide and analyses efforts by some African states to Africanize their educational systems. It concludes that while some countries embraced the idea and actually initiated policies to Africanize their educational systems, the general picture indicates that Africanization has not succeeded in most countries due to various challenges. Such challenges are identified and recommendations made which could be significant for the revamping of the policy.

Subject Areas

africanization; transformation; education; reform; challenges; prospects

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