ERIC Number: ED051751
Record Type: RIE
Publication Date: 1971-Apr
Reference Count: 0
Intellect and Commitment: A Potential for Educational Change in the New Nations.
This paper discusses the educational orientations and concerns of African intellectuals in U.S. institutions of higher education, and assesses the relationship of such orientations to the perceptions of problems and processes of social change in African countries. Information was obtained from all students from Ethiopia, Kenya, Ghana, and Nigeria attending Pacific Coast institutions. The results of the survey indicated that more than half of the respondents favored educational change in the African countries. Forty-eight percent of the pro-change group favored the establishment of indigenous universities, because they believed that those institutions represented the formula for resolving the problems of contemporary African nations. Only 8 percent favored the stable continuity of the existing colleges and universities. Those who tended to see economic development, educational needs, tribalism, and national unity as very serious problems confronting their society favored educational change, while those who did not take these problems as very serious tended to support the status quo. In addition, the large majority of those who favored "Africanization" of higher education were in favor of educational change and wanted the creation of indigenous institutions. Though most students were concerned with scholarship, those who did not favor educational change were far more concerned than those who did. (AF)
Publication Type: N/A
Education Level: N/A
Authoring Institution: California Univ., Berkeley. School of Education.
Note: Paper presented at the Annual Meeting of the California Educational Research Association, San Diego, California, April 29-30, 1971