Suchergebnisse

Fewwould disagree with the observation that the schools and universities of sub-Saharan Africa are perhaps the most important contemporary mechanisms of stratification and redistribution on the continent. They are not simply reflections of extant patterns of social and economic differentiation, but rather powerful independent forces in the creation of new and emergent groupings based on the variable possession of power, wealth, and prestige. Moreover, in using the word 'contemporary' we should not overlook the fact that formal educational systems are not a recent phenomenon in Africa. Schools existed on the western littoral in the eighteenth century, and their development in many parts of Africa, though slow up to the beginning of World War II, was of great significance. However, the African 'educational explosion' is largely a post-war phenomenon, and as a result we can no longer regard the school as an alien and intrusive institution perched precariously atop a range of predominantly 'traditional' societies. In most parts of Africa, the school is now as familiar a part of the local scene as the corrugated iron roof. Virtually everywhere, a whole generation would think it inconceivable to be without schools and, what is more, though Africa still remains the least formally educated of the continents, almost everyone now has a lively sense of the individual benefits that education can bring. As in other areas of social life, Africans perceive schooling in shrewd, pragmatic, and instrumental terms.

Perhaps a major decision that must be made by the organisers of professional conferences is whether to structure them in terms of a particular theme or alternatively to allow for a wide diversity of presentation and topics. If the former course is followed there is some danger that specificity of focus will be achieved at the expense of over-all attendance, but this did not appear to be the case at the recent meeting of the A.S.A., attended by over ioo members. Fortunately, the subject of the conference, 'Education in Africa: current experiment and research', was itself diffuse enough to enable contributions to be forthcoming from a wide variety of disciplines and from scholars whose research preoccupations were extremely diverse.