EDH: 2102 LECTURE NOTES

Introduction to History of Education

Development of Education looks at education issues in a historical perspective.

History of Education is an account of past and present theories and practices of education that is
it is a record of what has been thought and done in all ages and in various countries in relation to
the education.

It is discipline of education analyzing and synthesizing the various factors political, social and
economic factors that have influenced the growth of education from ancient times to the present.

The study deals primarily with the past events and developments in education

Justification for studying History of Education

It helps in appreciating the importance of education to man in society since ancient times to the
present. This is because it is a course of study that focuses on man accounting for how he has
struggled to live and develop on earth.

It is of use to policy makers and planners since it helps to understand the present and makes it
possible to predict the future more accurately.

Studying the past helps one to understand the process of education and how it evolved up to the
present. In this way, the present becomes clear but also helps to prepare for the future.

Creates a sound background to clear knowledge and understanding of all branches of foundations
of education: philosophy of education, sociology of education, comparative education and
educational administration which broadens one’s intellectual capacity.

It helps one to appreciate the importance of education to mankind since time immemorial across
the generations.

It helps to prepare one to ably examine present trends and dynamics in education, draw practical
lessons from the past, avoid possible mistakes, and initiate more viable plans for the benefit of
society.

Enhance students’ capacity to understand the importance of education in the development of

society since time immemorial.

Guide students to establish the linkage between educational theory and practice in national and
global systems with emphasis on Africa.

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Enhance students’ capacity to understand and appreciate the challenges in education in pre-
colonial, colonial and post-colonial Africa.

Guide in adopting practical strategies and measures aimed at addressing national and
international issues in education.

TOPIC TWO:

AFRICAN INDIGENOUS EDUCATION

Lecture one

Background

African indigenous education is an integral part of the culture and history of a local community,
which is stored in various forms and transmitted through various modes. Such modes include
language, music, dance, oral tradition, proverbs, myths, stories, culture and religion. It is
informal education involving a life-long process whereby every individual acquires knowledge,
skills, values and attitudes from daily experience, educative influences and resources in his or her
environment. Therefore, the process of traditional education in Africa was intimately integrated
with the social cultural, political, economic, religious and recreational life of the ethnic group.
Precisely, living and learning went hand in hand and the society’s activities constituted the
curriculum.

Boys and girls were taught separately to help prepare each sex for their adult roles. Girls were
socialized to effectively learn the roles of motherhood, wife and other sex- appropriate skills.
Boys were socialized to be hunters, herders, agriculturalists, blacksmiths, etc, depending on how
the particular ethnic group, clan or family derived its livelihood. Every member of the
community had a hand in contributing to the educational upbringing of the child. Teachers were
parents or elders, peer groups as well as specialists in certain occupations like tool making,
gymnastics, art and craft, medicine, backcloth, midwifery, rain making and control, among
others.

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Reflect on

S/N Advantage of gender stereotype education Disadvantage of gender stereotype

offered under African Indigenous education offered under African
Education (AIE) Indigenous Education (AIE)

What challenges is the Ugandan society facing as a result of the African Indigenous Education
(AIE) gender focused education?
Teaching was not conducted in the classroom instead the homestead and other places where
activities occurred served as classrooms.in particular, the fireplace was the classroom. In some
cases, learning took place in initiation camps and in secret learning associations, facilitated by
carefully selected instructors.( Take an example of seminars organized by the Nabagereka of
Buganda for young boys and girls – Ekisaakaate).The high point of the education experience in
certain societies in Africa was the ritual passage ceremony from childhood to adulthood- Take
examples from Eastern Uganda among the Bagisu, then North Eastern Uganda. In pre- colonial
Africa, this mode of learning was dominant but progressively was affected by foreign influences.

Early foreign observers (especially Europeans) held a belief that Africa was a dark continent
before their arrival. They maintained that Africans were not civilized and lacked education. This
claim has been attributed to the fact that;
1. Europeans judged African culture- education from the point of view of European civilization-
the thinking that their culture was superior to that of Africans.

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2. Absence of a formal- organized education system ie they did not find schools, professionally
trained teachers, time tables, etc, like they were in their home countries. Hence to them, anything
outside the realm of schooling was not education.
3. Pioneers of western education replaced the African curriculum with a foreign curriculum. they
emphasized European ways of life- religion, cultural values, history, science, etc, all of which
made Africans appear ignorant. Note; the claim that Africans lacked education has been
challenged by Many African scholars and African traditional knowledge remains important in
day to day life.

AIMS OF AFRICAN INDIGENOUS EDUCATION

The general aim of education was based on the social- cultural and economic features shared by
various societies.(That while societies imparted different content, the aims tended to cut across).
The following aims were important.
1. To preserve their cultural heritage by transmitting their traditions from one generation to
another (a community’s pride). This would ensure continuity of culture and social
identity. Recall adults- teachers emphasized the principle of ‘belonging to a group’.Qn. Is
it still relevant today?.
2. To prepare the youths for adult roles and status, especially as married men and women.
3. To create unity and consensus among community members- preservation of peace and
order in society.
4. To pass on practical skills (basic skills for survival, eg protection- defense, food
acquisition- hunting, constructing shelter, digging etc) to the learners to enable them

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 perform roles for personal and community benefit.- although some roles were reserved
for girls and others for boys.
5. To build the character of the child by instilling in him desirable values of honesty,
responsibility, humility, respect, obedience, etc.

Questions for discussion

1. Who were the teachers and why?
2. When and where did teaching take place?
3. Comment on the relationship that existed between a group’s culture and its
education?
4. Why was the principle of communalism promoted and individualism discouraged?

Lecture Two

CURRICULUM OF AFRICAN INDIGENOUS EDUCATION

1. Environment.
The physical environment influenced the content of the curriculum. The child learnt
about landscape, weather and about plants and animals so as to come to term with the
environment. In addition, the physical situation influenced what practical skills the child
acquired in order to be prepared for the future responsibilities. For instance, boys and
girls who lived in fishing areas learnt such skills. Such lessons assisted the child to adjust
and adapt to the environment so that the child could exploit and derive benefit from it and
at the same time avoid difficult aspects of the environment. Eg. wild animals.

2. Culture of the group.

Lessons on culture were meant to give the individual a sense of belonging. Culture also
defined one’s role in society. so culture spelt out the expected ways of living that were

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 found and believed. Language was an important tool in transmission of a society’s
culture.
3. History of the group.
History exposed learners to the society’s past developments and in the process, they got
to know their origin, ancestors, relations with neighbors ,heroes of society, common
instances of rejoicing- (eg great battles won by the group) and suffering( landslides,
prolonged famine, era of locusts, etc). Understanding one’s history also strengthened
cooperation and togetherness besides bringing out- emphasizing the status of particular
societal members/ sub groups- eg as royals. In Zulu empire, after wars of conquest and
annexation, the original Zulu enjoyed preferential treatment- status. Such information
could only be preserved by recounting the history of the Zulu from one generation to
another.

4 Practical skills.
As noted earlier, education was among other things for self- reliance. This was only
possible thru imparting basic manual skills including fishing, farming, hunting, building,
housekeeping, food preparation, etc, some technical skills like art and craft, iron making,
carpentry and training herbalists like rain makers were passed on by specialized
instructors. It was common for children to inherit most of these skills from their parents.
5 Leadership.
Boys were taught the laws of the tribe and how to apply them to solve disputes in society.
In centralized societies, future leaders were raised from residences of kings and chiefs for
proper tutoring. Girls were attached to wives of chiefs and kings and lived in their
residence.

6. Cooperation and unity. Communalism was promoted while discouraging individualism.

Every individual was required to have a fellow feeling for others. The harsh physical and
spiritual environment (esp sorcery) increased the desire for cooperation.
7. Discipline and respect.

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 Children were taught good manners in accordance with the customs of the group.eg. table
manners, decency of speech and behavior, respect for elders, gentility, obedience among
others. At all times, parents struggled to raise morally upright boys and girls, explaining
why social misfits were kept to a minimum.
8. Religion.
Traditional education instilled a religious attitude to life. Religion was a tool for
promoting moral principles. It also provided explanations for several mysteries of life
including the relationship between life and death; the existence of several types of spirits
that performed different roles in different societies; the place of ancestors, etc. Children
were cautioned about the spiritual world and guided on how to live in harmony with it.
METHODS OF INSTRUCTION
The mode of teaching as noted earlier was largely informal and transmission of
knowledge and skills was thru one’s daily experience. Thus, in a bid to achieve their
educational goals, traditional educators used the following methods of instruction.

a. Teaching through oral tradition/ literature.

This was commonly used in teaching. Children learnt through listening to myths,
legends, folks, proverbs, riddles, puzzles, stories, tongue twisters, and other aspects of
oral literature. These exposed learners to the art of public speech, reasoning,
imagination, inventiveness, shrewdness, cooperation, moral sensibility among others.
Explain the advantages and disadvantages of oral tradition method of
instruction used in indigenous African societies.
b. Imitation
With this method, adults provided the learning situation and guidance necessary while
learners acquired the essential skills and values through copying the adult. So
children imitated what they saw and heard from adults as they grew up. Related
methods included; observation, demonstration, recitation and group instruction.

c. Use of deterrence

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 This was relevant in case there was need to create fear among the children and make
them conform to the morals and customs of society. Verbal warnings were used and
more often followed by reformatory punishments- caning, withdrawing some
privileges, denying children food etc. Adults also employed non -verbal
communication according to circumstances. Deception was further used especially
with young children to stop them from indulging in bad practices.

d. Use of rewards and incentives.

These were provided as a way of appreciation and encouraging upon exhibiting good
acts or manners.

e. Teaching through productive work.

Masculine and feminine roles were acquired through the medium of work. Children
learnt by doing as they worked hand in hand with adults. This approach made
learning very productive and interesting. So progressively, children acquired the
necessary skills and attitudes to excel in different home chores.
Closely related is the method of apprenticeship where people were mentored in
different technical skills like carpentry, blacksmith, pottery, etc.

f. Social functions provided a good platform for teaching – learning.

These included ceremonies of happiness and sorrow, eg. Weddings, funerals, name
giving, initiation ceremonies.etc. On such functions, children learnt the social
organization of the clan, tribal culture, laws that governed society, taboos, totems,
religious beliefs, and superstitions.

Questions for discussion.

• What is production learning in the context of African IE?
• Why was the issue of environment emphasized in teaching the young
people in traditional Africa?

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 • Explain why the idea of belonging to a group was important in traditional
Africa.
• Having looked at the curriculum and methodology of AIE, think of the
possible forms of evaluation employed by traditional teachers.

Lecture Three
FACTORS THAT CREATED VARIATIONS IN EDUCATION AMONG
AFRICAN SOCIETIES.

1. The nature of environment. Eg, the geographical setup determined the economic
activities and therefore the skills to impart. Communities around water bodies
practiced fishing and prepared their young to use relevant means of transport.
Those endowed with fertile soils practiced agriculture while others in semi- arid
areas reared animals- Masaai, Karamajong, etc.

2. Population composition of the group

• Gender issue: Depending on a particular society, roles were assigned on
the basis of sex. For instance females in Ankole engaged in different
activities from their counterparts in Acholi.
• Social status: In centralized states, children from the royal families were
tutored differently from the non- royals.

3. Historical background of a tribe.

Societies had differences in their historical background and so children were
exposed to different stories about their respective societies. In some societies,
historical developments had a bearing on peoples’ status and consequently how
they prepared their young. For instance take the example of the Zulu whose life
was characterized by conquest and territorial expansion. There existed stages of

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 historical development, such that the children of the original Zulu were taught to
conquer and later dominate other tribes that were annexed to Zulu empire.

4. Type of government – political set up.

According to Ocitti (1994), in centralized societies, e.g. among the Banyoro,
Baganda, Banyankole and the people of Karagwe, Rwanda, wabena of southern
TZ, education provision was influenced by distinctions of wealth, privileges and
status. Usually, the less privileged would be denied education for political and
economic power. Comparing Buganda and Ashanti, kingship in Buganda was/ is
hereditary but other posts like chief ship were based on merit. For this reason
education emphasized competition. However among the Ashanti, education
called for total obedience since all the political posts were hereditary (Ssekamwa,
2000).

5. Relationship between a tribe and its neighbors.

Depending on the relationship between neighboring tribes, children were
equipped with either skills of self- defense or harmonious interaction. Eg, among
the cattle communities, the Masaai, education centered on skills of looking after
their cattle as well as snatching them from their neighbors. On the other hand their
neighbors, the Kikuyu had to equip their boys with defensive skills to protect their
animals. For the weak neighbors of the hostile Masaai, their children were taught
to hate cattle in order to live in harmony with the Masaai. Similarly, the Acholi
learnt that their neighbors (Iteso and Langi) were war- like. Consequently, they
developed a delicate diplomatic approach of peaceful co-existence of alliances
and of voluntary assimilation of immigrants. Their youths were made to
understand this approach.

FEATURES OF AFRICAN INDIGENOUS EDUCATION.

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 Having explored the organization of AIE, what do you consider as salient
features of this type of education?
1. Informal in nature, not structured, timetabled.
2. Practical education - functional, productive learning, learning by doing,
personal involvement and practice, realistic and active learning process.
3. Holistic education - Multiple approach to teaching – learning. Limited
specialization so as to groom self- reliant- all round boys and girls.
4. Life- long education, learning from childhood to adulthood.
5. Upheld the principle of communalism, promoted cooperation and
discouraged individualism and competition.
6. Taught roles based on gender
7. Emphasized discipline - morals as a way of maintain social order/ stability
and harmony. Also the desire to raise useful - excellent boys and girls.
8. Education was for all – massive and affordable.

Questions.
1. How far did the setting of society influence education in traditional
Africa?.
2. To what extent was knowledge in one society relevant to another society
in pre- colonial Africa?
3. Citing relevant examples, comment on the view that AIE was relevant to
the day to day needs of the African youth.
4. What do you consider to be the pertinent values transmitted by AIE?

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 Topic Two

INTRODUCTION OF WESTERN EDUCATION IN UGANDA

Background
The introduction of western education in Uganda dates back to the period 1877 when the first
missionary group – Church Missionary Group, led by Alexander Mackay arrived in Buganda
from Britain. They were closely followed by White Fathers (Catholics) from France: these were
under father Simeon Lourdel. Later in 1896, the Mill Hill Fathers (Catholics) from Britain started
their work in Uganda. Around 1910- 1911, the Verona or Comboni missionaries (Catholics)
from Italy started operating from Northern Uganda.

The arrival of the church missionary society and white fathers in Buganda was preceded by that
of the Arab Muslims who were operating in the region since 1884. The three groups, Protestants,
Catholics and Muslims then started competing for political and religious influence in Buganda.
This sparked off civil wars in Buganda during the reign of Kabaka mwanga. In particular this
was termed as religious- political wars in Buganda (1887 – 1892). The conflict was at first
between Christianity and Islam and thereafter between Protestants and Catholics. The protestant
group was able to defeat Catholics with the support of Captain Lugard of IBEA CO. Two years
later, Uganda was declared a British protectorate.

Question.
What factors preceded the introduction of western education in Uganda?
1. Conflict and clashes between different religious groups on one hand and different local
factions on the other. This was characterized by scramble for converts, suspicion, hatred
and bloodshed. Case in point is the burning of believers by Kabaka Mwanga in 1886.

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2. Egyptian expedition. Where the then king of Egypt Kadhif Ismail wanted to conquer
Sudan and the southern lands. The expedition was led by sir Samuel baker who tried to
convince Omukama Kabalega but with success. This development threatened the Kabaka
Mutesa 1 who thought that Buganda was next after Bunyoro. This partly explains why he
was eager to receive Christian teachers thinking that the later would come with guns and
help him in defense of his kingdom.

NB. The conflicts and clashes between different religious groups in Buganda had far
reaching consequences on the education sector in Uganda. The voluntary groups
remained sharply divided on the establishment and provision of education
(denominationalism in education). Given that education was spread hand in hand with
religion , religious groups sowed seeds of disunity among the masses as they pursued
their selfish interests. The activities of missionaries first concentrated in Buganda and
gradually spread to other parts of the country.

Question.
What factors favored quick spread of western education in Uganda?
1. The leadership role of traditional rulers and chiefs especially among the centralized
societies. This was in form of land provision, sensitization and mobilization of the
masses to embrace missionary activities, provision of free manpower among others.
2. The approach used by missionaries where the spread of religion created an
atmosphere for education. In early stages, the church and the school could not be
separated. This in a way helped missionaries to get in touch with the first converts
who served as their first teachers and interpreters.
3. The role of the colonial government especially in the fighting the resistors or hostile
groups and opening up remote areas. Government later started offering financial
assistance – Grants –in – aid to missionaries and also removed taxes on scholastic
imports. Some needy students in mission schools benefited from government
scholarships.

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Question.
Why did missionaries venture in the field of education?
1. To spread western culture and civilization. Education would promote literacy through
teaching the 3 Rs – reading, writing and arithmetic. The spread of western religion would
also rid the masses of indigenous religious practices which were considered barbaric and
unpleasant.
2. To train Ugandans in vocational fields such as carpentry, construction and printing. This
was meant to make their institutions- schools, churches and hospitals self- reliant.
Alexander Mackay was very instrumental in this development.
3. Missionaries also wanted to train a class of leaders who would guarantee peace and social
order. By doing so, the interests of the church and the state would be protected. This
explains why the first schools were for sons and daughters of key figures in society.
4. Missionary education also set out to uplift the social, political and economic life of the
natives. Accordingly, education would free the masses from ignorance, disease and
poverty.

Features of Missionary education.

• Formal education, involving establishment of schools, classrooms, training
professional teachers, following a time table, etc.
• Literary and academic education. emphasized the 3Rs
• Religious and denominational. Different missionary groups administered
education differently, trained and recruited teachers and admitted pupils basing on
one’s religious affiliation. Eg. Baptism was a prerequisite for admission and
recruitment into respective mission schools. This enabled them to conveniently
pursue their religious interests.
• Curriculum was largely foreign, narrow and each religious group followed its own
curriculum.
• Elitist education was selective and tended to elevated few members in society.

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 • Costs involved also dictated this tendency.

Types of mission schools up to 1925

Initially, missionaries taught their pupils from church buildings, homesteads and
sometimes under tree sheds. Later, from 1898 the first formal schools were established.
By 1925, the following schools were in place.

1. Catechist schools. Were ran by untrained teachers and were of the lowest category.
Mainly taught religious education, singing and basic literacy.
2. Bush, sub grade, or village schools. Had classes P1 – p2. Taught rudimentary skills,
reading, writing, religion and digging.
3. Elementary (vernacular) schools. P1- p4. Taught religion, literacy and basic
education.
4. Central schools. P1 – p6. Were headed by a European missionary at the parish.
Taught bible history, geography, history, English grammar, singing and games. A few
such as Mengo central school trained a small group of teachers.
5. High schools. Offered junior secondary education. they included; Mengo HS(CMS,
1903), Gayaza HS (CMS, 1905),Mbarara HS( CMS,1912), Iganga HS,(CMS),
Nsuube HS ( Mill Hill Frs), Duhaga HS later Kabalega HS, Kyebambe HS, Nabumali
HS, Ngora HS, Nkokonjeru HS and Bwanda HS.
6. Colleges. Were the most prestigious. They included; Namilyango college( Mill Hill
Frs, 1902), King’s College, Budo( CMS, 1905) and St Marys College Lubaga( WF,
1908) which was transferred to Kisubi in 1926.

7. The special grade.

This had three institutions; Normal schools for training teachers, Maternity schools
for training midwives and technical for carpenters and builders. e.g. one put up by
white fathers at Kisubi.

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 Note:
• Initially, colleges and high schools were meant for children of influential
people in society. e.g kings, chiefs, clergy, etc. Later in 1920’s, children of
commoners started joining such schools (income from cash crops). Some of
the bright students from colleges and high schools joined Makerere College
set up by the colonial government in 1922.
• Colleges and high schools were single sex boarding schools organized along
the British public schools. They aimed at producing an elite group with
western values, ready to work in government departments.

Questions for discussion with the class.

➢ How did the practice of denominationalism benefit missionaries?
➢ Comment on the curriculum operated by missionaries before 1925.
➢ In the context of education, briefly comment on the relationship
between missionaries and the colonial government before 1925 and
between 1925 and 1964.
➢ Briefly explain how religious - political wars in Buganda impacted on
education. In what form is this impact manifesting itself in the
education sector today?
➢ How would you assess the impact of missionary education on
Ugandan societies?

For instance;
Introduction of formal education, constructing a network of schools,
Training teachers, Vocational education to a lesser extent, a strong
element of morality/ discipline thru strict religious doctrines.
However, denominationalism was a source of hatred, disunity, suspicion
and antagonism among different religious groups as well as pupils and

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 parents. Schools were used to trap converts explain why muslims and
traditionalists shunned missionary education for fear of being converted.
Their education was inadequately funded and staffed and all this had
quality implications. The relevance of missionary curriculum to local
needs has largely been questioned.
Largely, missionary education was used for the creation of classes and
elites in Africa thru the European methods of social mobility, such as
education and fluency in European languages, mastery of catechism and
western behavior. European trades were revered while African ones were
marginalized. Eg, practitioners of African medicine were trivialized and
demonized, terming their medicine as African magic and witchcraft.

➢ Comment on the impact of colonialism on distribution of

education facilities and opportunities.
Concentration of education activities in central Uganda where the
former benefited compared to other regions in the protectorate. Case in
point is concentration of the 1st mission schools in central region
which to date have remained powerful academically. The construction
of large boarding secondary schools (see the impact of De Bunsen
Education Committee) in upcountry districts in the 1950s was to
correct this inequality.

Concluding question.
✓ Having looked at both African indigenous education and
missionary education, clearly point out key differences between
two systems of education.

NB. Between 1877 and 1925, missionaries dominated the education sector. They
established schools, financed them, trained and employed teachers out of their

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meager resources. Therefore, the role of the British colonial administration /
government remained insignificant up to 1925. This was so because;

1. The colonial administration was concerned with political and security matters.
There was need for government to fight those opposed to its leadership (eg.
Omukama Kabalega, Chief Awich etc.) and consolidate itself in power.
2. Government was also busy establishing administrative centres and basic
infrastructure like roads and railways.
3. Inadequate finances to invest in all sectors of the economy. Note that
government was relying on financial subsidies from England yet the
parliament was divided on the issue of financing colonies. Note also that
domestic tax revenue (Uganda) was limited.
4. Manpower was a serious problem – teachers, administrators, clerks etc. Many
whites were not ready to venture in colonies for fear of tropical diseases and
hostile tribes. With time government got convinced that missionaries were
doing some work in education and so was not in a hurry to give it priority.

TOPIC THREE
GOVERNMENT INTERVENTION IN EDUCATION
In 1925, the colonial government in Uganda changed her policy on education and
assumed an active role in the sector. This development was influenced by internal
and external factors.
1. The need to reform the education system
• Fighting the evil of denominationalism which had scared away some
of the Ugandans – Muslims and Traditionalists. So there was need for
government to provide secular education.
• Increasing school facilities and manpower.

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 • Reforming the curriculum. The missionaries for instance operated
different education systems due to their varied backgrounds.ie.
British, French and Italian.
• Strengthening school administration
• Improving education standards, monitoring and supervision.
2. There was need to ensure accountability of government funds which had
increased substantially by 1925. Government would also elevate the general
physical and academic standards.
3. By 1925, the government was more stable and had virtually accomplished the
task of setting up colonial administrative centers and establishing law and
order. This gave government breathing space to pay attention to education and
other social services.
4. By 1925, domestic revenue had improved since many Ugandans had
embraced cash crop and payment of taxes. So the budget allocation for
education was increased.
5. The British government wanted to prevent Ugandans from going abroad for
further studies. It was feared that they would return with nationalistic feelings
especially from those countries under British rule – India and America. This
explains which in 1922, government established Makerere College.
6. The British takeover of Tanganyika from Germans was also accelerated the
intervention. The British blamed the Germans for doing little to promote
education. With three countries under her control, the British considered a
uniform policy across the region economical and convenient.
7. In 1925, the British government issued a white paper on education which
demanded all its administrators in different colonies to spearhead education
developments. This development is partly attributed to the effects of World
War 1.
8. The Phelps – Stokes Commission, 1924 – 25 was the immediate factor. In its
report, the commission recommended that government of Uganda should

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 assume an active role in planning, directing and controlling education in the
country.

PHELPS – STOKES EDUCATION COMMISSION, 1924 – 25.

This was the first commission to probe the education system in Uganda. Its work was sponsored
by the Phelps stokes fund established in 1911 in USA. This fund was mobilized by well-wishers
in America to cater for education of minority groups, especially blacks. Elsewhere, it did work in
Kenya, Tanzania and Nigeria. The commission wanted to examine the nature of education
prevailing in the country and find out if it was relevant to the social and economic needs of
Ugandans.
Note;
• The findings of the commission are the very loopholes of missionary education that we
earlier highlighted.
• The commission commended the missionaries for the work they had tried to do in
education despite their limited resources.

Recommendations of the commission

• Government to set up a department of education and begin controlling and directing the
education system.
• The curriculum to be reorganized and aligned to community needs.
• More resources to be invested in education
• To establish more schools in order to widen education opportunities
• To grade and classify schools as a way of improving academic standards
• Teacher training and remuneration to be reformed.
• Government to encourage and support missionaries in their work.

THE IMPACT OF GOVERNMENT INTERVENTION IN EDUCATION

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TOPIC THREE

GOVERNMENT INTERVENTION IN EDUCATION

From 1925, government changed her policy on education and assumed an active role in the
sector. This development was influenced by internal and external factors as follows;

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