The inability of many African countries to achieve the rates of growth in education and employment which were forecast may partly reflect the over-optimism which characterized the 1960s, as well as the consequences of the decline in the global economic situation. There is also in Africa, as there is worldwide, a disenchantment with traditional macro-planning approaches to education. Many countries, such as Cameroon and Togo, are utilizing a micro-planning approach, emphasizing reforms of inherited educational systems with the aim of incorporating technical, vocational, and scientific subjects into the curriculum. The goal of universal, free, and compulsory education has been attained by Cameroon and Togo. In both countries, there is also an increase in enrollment of females at all levels of the educational system. Although most of the graduates of higher education institutions have been employed in the public and private sectors of the economy, efforts to provide employment opportunities for primary, secondary, and technical school leavers have not been satisfactory. (RM)