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‘Economic Baba’—Is This a Satisfactory Explanation of Why African Parents Value Schooling?

Published online by Cambridge University Press:  11 November 2008

Richard Marvin
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Extract

A Central question in African education, almost since the time the first schools were established by missionaries and colonial governments, has been the importance of making education relevant to the needs of the developing areas, rather than offering only an academic education transplanted from Europe. As early as 1847, for example, the British Colonial Office received a comprehensive memorandum on education which included a number of suggestions for providing practical training in schools in the colonies. Among the specific steps proposed were the establishment of industrial and farm schools, with the inclusion of agriculture, stock management, and land surveying in the curricula of teacher-training institutions.1

Type
Articles
Information
The Journal of Modern African Studies , Volume 13 , Issue 3 , September 1975 , pp. 429 - 445
Copyright
Copyright © Cambridge University Press 1975

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References

Page 429 note 1 Quoted in The Tear Book of Education, 1938 (London, 1938), pp. 707–11.Google Scholar This 1847 memorandum was submitted by the Privy Council, and contained the suggestions of the Committee of the Council on Education.

Page 431 note 1 Foster, Philip J., ‘The Vocational School Fallacy in Development Planning‘, in Anderson, C. Arnold and Bowman, Mary Jean (eds.), Education and Economic Development (London, 1966), p. 145.Google Scholar

Page 431 note 2 Foster, Philip J., ‘Education for Self-Reliance: a critical evaluation‘, in Richard, Jolly (ed.), Education in Africa: research and action (Nairobi, 1969), p. 93.Google Scholar

Page 431 note 3 Blaug, Mark, Education and the Employment Problem in Developing Countries (Geneva, 1973), p. 86.Google Scholar

Page 432 note 1 International Labour Office, Employment, Incomes and Equality: a strategy for increasing productive employment in Kenya (Geneva, 1972), p. 254.Google Scholar

Page 432 note 2 Sheffield, James R. (ed.), Education, Employment and Rural Development (Nairobi, 1967), p. 23.Google Scholar

Page 432 note 3 Frederick H. Harbison, ‘The Generation of Employment in Newly Developing Countries‘, ibid. p. 176.

Page 433 note 1 Callaway, Archibald, Educating Africa's Youth for Rural Development (The Hague, 1974), p. 47.Google Scholar

Page 433 note 2 Blaug, op. cit. p. 52.

Page 433 note 3 Griffiths, V. L., ‘The Education of the Young in Rural Areas‘, in Sheffield, (ed.), Eaducation, Employment and Rural Derelopment, p. 308.Google Scholar

Page 434 note 1 James R. Sheffield, ibid. pp. 23–4.

Page 434 note 2 Rado, Emil R., ‘The Relevance of Education for Employment‘, in The Journal of Modern African Studies (Cambridge), X, 3, 10 1972, p. 470.Google Scholar

Page 435 note 1 I.L.O., Employment, Incomes and Equality, p. 254.Google Scholar

Page 437 note 1 Seymour, J. Madison, ‘The Rural School as an Acculturating Institution: the Iban of Malaysia‘, in Human Organization (Washington), XXXIII, 3, 1974, p. 282.Google Scholar

Page 437 note 2 Ibid. p. 287.

Page 441 note 1 Anderson, J. E., ‘The Harambee Schools: the impact of self-help‘, in Jolly, (ed.), Education in Africa, p. 121.Google Scholar

Page 443 note 1 Harbison, Frederick and Myers, Charles A., Education, Manpower and Economic Growth (New York, 1964), p. 186.Google Scholar

Page 443 note 2 I.L.O., Employment, Incomes and Equality, p. 23.Google Scholar

Page 445 note 1 Sheffield, op. cit. p. 24.