French Belgian Policies

 The French adapted assimilation policy as an administration policy used by the French which
was intended to create Frenchmen out of Black Africans.
 The policy was ambiguous and it impacted much on education

 French language was used as the official language for communication especially to prior
recruiting of teachers.

 French policy seeks solutions and create new ideas and concepts.

 French policy provides a design of a system to answer needs through analysis of the
interaction between essential technologies and the whole.

 French policy provides a knowledge Management ability to bring technological marketing,

organizational and social knowledge into innovations.

 The colonies were regarded as oversees in departments.

 The preamble of French constitutions asserts that it is the states duty to provide free, non-
religious, public education at every level. It defines training route, national programme,
organization and content of curricular. It also defines to more constituency of the education
system. Free schools are provided through public education institutions.

 The French policy provides collaboration between schools and between education and other
services (health social service). This policy rotates the schooling of learners with disabilities
and co-operation between mainstream schools and Medical social establishment and services.

 The French policy also provides equal rights and opportunities, participation and citizenship or
people with disabilities. It presents the various, node of schooling for learners which
disabilities emphasing that the Mainstream curriculum that always be a reference for building
their school career.
  Portuguese policies
 School improvement Portuguese policies aimed at pruritions a clear defined professional
Pathways for teachers and school principals to enable with teacher training institution.

 Portuguese also recognized improving learning conditions to support all students or a priority
through making teacher schools and curriculum more responsible to the need of students.

Impacts of Portuguese

 Spread of knowledge of reading and writing among substantial number of natures i.e reading
of a bible
 Facilitated nature content with Western Education to Christianity
 Convey the gospel in language and forms that are familiar to the people and worshippers.
 Translation and recording of gospel stories recorded in textual forms that people could read
using recite in prayers.
 Has led to rehabilities Centre for freed slaves
 The church schools, through educational activities provides Christian education which helps to
mould the pupils.

Ref:An introduction to History Of Education

D.N.Sifuna and J.E Otiende.

University of Nairobi Press

Discuss education in Africa during intwerwar period

MAJOR EDUCATION POLICIES

In education the event that gave rise to expansion of educational institutions was the visit in early
1920s of Phelps -stokes commission on Education in Africa.

Aim of the commission was to assess the nature and quality of education of negroes both in Africa
and the USA

The report of the commission stressed the need for girls education ,character training rural
improvement ,secondary schools and the cooperation of Africans themselves .

Commission stressed the fact education must conserve whatever was sound in the Africans life and
transmit best civilization and Christianity had to offer

Major education commission in Africa, Phelps-Stokes commission whipped up much interest in

education not only by Christian missionaries but also by colonial powers

SOME EXAMPLES OF INSTITUTIONAL DEVELOPMENTS

Interwar period witnessed a significant education expansion in many of the colonial territories and
some of selected colonies

In Sierra Leone 6 secondary schools for boys opened and for girls 5 started.

Gambia Christian missions opened 3 secondary schools for boys and one for girls.

Also, Ghana experienced development of secondary schools.

In Nigeria 11 boys’ secondary schools and 4 for girls. A noticeable development in the period was the
founding of Yaba Higher College which pioneered university education in Nigeria.
In French, during inter-war period, education was provided by a state. Primary education was
provided in regional schools while secondary schools was limited.

Southern and Central Africa ,3 secondary schools were opened in Lesotho.

In Zambia 3 secondary schools were opened and Malawi a number of junior secondary schools were
opened.

In Uganda three junior secondary schools opened at the turn of century started preparing students for
Cambridge School Certificated

EDUCATIONAL DEVELOPMENT IN KENYA

In Kenya the inter-war period marked a stage where there was a steady growth in the development at
all levels.

By 1940, there were two senior and two junior Secondary Schools , all started by missionaries with
government assistance.

Although colonial administration generally provided grants to missionaries to run education for
Africans, its main concentration was an European and Asian education to which it provided grants
which was disproportionate to their contribution in taxes.
EDUCATION AND THE RISE OF NATIONALISM

First opposition to European rule was by traditional African elites. Were resentful of the new ways
which colonizing were trying to impose o them. Example is the Buganda Kingdom.

By this period, traditional elite had largely been replaced by educated African elite who owed their
promotion to the Europeans who tended to be trustees of the colonial administrators.

The consequences was the formation of separate and specifically Black Christian Churches in which
beliefs and practices learnt from missions were often coloured to suit local ways.

In terms of emerging social and economic classes, it was the new African elite, the product of Western
education ,who formed and pioneered the first nationalist movements that started to oppose the
imposition of the colonial rule.

In many of the territories Christian missionaries with support of colonial government made
considerable efforts to start secondary education for boys and girls. Teacher training institutions were
also established to improve quality of teachers.

In some territories colonial administrations established higher education institutions which later
developed into universities.

Poor government financial support to African education led Africans to begin their own initiatives to
expand education. This was demonstrated through the establishment of Local Native Coucil Schools
and independent school movement.