Politics and higher education in East Africa from the 1920s to 1970

The main objective of this book is to establish the salient reasons why higher education was developed in East Africa and specifically why the Federal University of East Africa was constituted. The book will identify the factors responsible for the collapse of this regional institution in June 1970. Another objective of this book is to demonstrate how the history of the University of East Africa sheds light on colonial and post-colonial policies on education, especially higher education, as a contribution to educational planning in contemporary Africa

Gender politics and problems in Southern Africa: KwaZulu-Natal, Swaziland and Namibia in the post-colonial/apartheid era.

Magister Artium - MAThe study of gender is crucial for the achievement and sustainability of the democratic ethos in Southern Africa. The substantial·literature in this field attests· to this notion1 '. It could help us understand why certain gender stereotypes are viewed by societies as given.rat could also help us explain such problems as the unequal representation in most political structures, and the gendered labour system!. In addition, as the quotation a~ove suggests, the way we talk has gender connotations of which most people are unaware. Many males however, distance themselves from public debates on gender issues on the grounds that gender is about women

An assessment of the role played by political leaders, nationalism and sub-nationalism in the establishment and collapse of the East African community, 1960-1977

The process which culminated in the establishment of the East African Community (EAC) in 1967 started in the early 1920s. The idea was first conceived in Britain. Initially, East Africans vehemently opposed this idea fearing that it would sustain British hegemony in the region, but their resentment did not prevent the establishment of the East African High Commission (EAHC) in January 1948. It was only in the 1950s and 1960s that East African leaders embraced the idea due to political and economic reasons. In 1961 they converted the EAHC into the East African Common Services Organisation (EACSO) and in 1967 they established the EAC. Nationalism and sub-nationalisms in the region cast a spell on the EAC. The coup, which took place in Uganda in 1971, strained relations between Idi Amin and Presidents Nyerere and Kenyatta thus making it impossible to hold regional meetings. Eventually, the EAC collapsed in June 1977.Political ScienceM.A. (Politics

Politics and higher education in East Africa from the 1920s to 1970

The development of higher education in East Africa has a long history. For many years, the process was characterised by political wrangling, negotiations and compromises by black and white constituencies. What eventually became the federal University of East Africa (UEA) in 1963 was a saturation point of a process initiated by British authorities as part of the colonial thinking about imperial integration from the 1920s – an initiative that was later embraced by East Africans in the late1950s. During the inter-war period the British Colonial Office started formulating a standard policy on African education for its African territories. As part of this initiative, on 24 November 1923, the Duke of Devonshire, Secretary of State for the Colonies, appointed a Commission under the chairmanship of W.G.A. Ormsby-Gore, Under-Secretary of State for the Colonies, and tasked it to investigate and report on matters of Native Education in the British Colonies and Protectorates in Tropical Africa. The main goal was to advance the progress of education in those Colonies and Protectorates. The Commission concluded its work and submitted its Report to Devonshire early in 1925. The latter subsequently published the Report as Command Paper No. 2374 in March 1925. This marked the early stages of the process of developing higher education in East Africa. One of the key recommendations of the Ormsby-Gore Commission was that the time was opportune for some public statement of principles and policy which would prove a useful guide to all those engaged, directly or indirectly, in the advancement of native education in the African continent. Thus, although the primary focus of the Ormsby-Gore Commission was not East Africa per se, this memorandum laid a solid foundation for the development of higher education in East Africa

Politics and higher education in East Africa from the 1920s to 1970

The main objective of this book is to establish the salient reasons why higher education was developed in East Africa and specifically why the Federal University of East Africa was constituted. The book will identify the factors responsible for the collapse of this regional institution in June 1970. Another objective of this book is to demonstrate how the history of the University of East Africa sheds light on colonial and post-colonial policies on education, especially higher education, as a contribution to educational planning in contemporary Africa