Can research into the development of education in post-colonial Africa shape education policies in South Africa?

Abstract

This article is based on the premise that the globalisation of education impacts directly on the development of education policy in developing countries. Internationally, in both developed and developing countries, the focus within policy development in education has shifted over time. It seems obvious that these shifts in focus would have a direct impact on educational planning in developing countries and on the flow of donor aid. This assumption was analyzed in a study that was conducted in eight African countries (Botswana, Kenya, Malawi, Lesotho, Swaziland, Tanzania, Zambia and Zimbabwe) during the first part of 1995. Two important aspects of policy development that were reviewed, are discussed in this article: The process of education policy formulation and the implementation of education policy. It appeared that, in the past, educational policy formulation in Africa was guided by the conviction that education was the way to ensure economic growth, to restructure the social order, and to reduce the social ills of society in general. The study revealed the disparity between the formulation of educational policy and the implementation thereof in the context of the wider socio-economic and political development process. Turning to South Africa, the author reflects on the possible influence that research on educational development in Africa may have on policy development in South Africa. Based on the findings of this study, it is concluded that decision makers and implementers of education policy in South Africa can indeed benefit from studies of educational development in Africa.