Educational policy in three southern African countries plus the "independent" South African homelands is reviewed in this paper. First, an introduction discusses how the significance of education as a factor in national development became an issue of growing concern in the 1960's (during the move toward independence), but also how limited funds have hampered severely efforts to provide universal and free primary education. Next, common features of the nations under study are outlined, showing that economic and social conditions within these nations did not necessarily favor policies of rapid educational expansion which they chose to adopt. The role of human capital theory is then examined in relation to the prevailing belief that increased levels of educational services would generate economic growth. Implementation of such policies and their effects in the southern African countries are described next; consequences of rapid increases in enrollment have been low educational standards and poor school facilities, growing numbers of under- and unemployed school leavers, and growing imbalances between educational services being provided and employment requirements. Specific areas reviewed are basic education, family improvement education, community improvement education, and occupational and vocational education. Finally, it is suggested that a more pragmatic approach to educational expansion and the linking of both formal and appropriate education with available employment opportunities would assist in both social and economic development. (KH)