Abstract
Introduction FORMAL EDUCATION in colonial Africa resulted principally from missionary efforts. After independence, however, missionary domination came to an end. Primary schools, once almost the total preserve of the missionaries, are now largely state controlled. Denominational secondary schools and teachers' colleges today constitute only a small part of the total educational system in many countries. Although the shift from preponderantly denominational to state control met with various reactions from missionary groups, the overall impact has been that, even when missionaries retained their institutions, they have had to redefine their religious goals. Historically, missionaries established schools mainly for the purpose of conversion. With substantial control over intake, curriculum, and staff, missionaries pursued their objectives fairly efficiently. As the state control of schooling increased, however, specifically missionary aims were subjected to state directives. As Edward Berman asserts:
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