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ERIC Number: ED443883
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 24
Abstractor: N/A
Reference Count: N/A
When Research Becomes Consulting.
Samoff, Joel
This review of externally commissioned studies of African education highlights several issues of interest to the research community. A starting point for the discussion is the large number of studies of education in Africa initiated or supported by external funding and technical assistance agencies. In general, studies of African education involve only limited dialogue with researchers within the country. There is also a tension in African between the ever increasing cost of education and overstretched government revenue. Public policy, in the context of education in Africa, may be seen as intention, proclamation, or practice, and policy research takes the form of a guide to practice or a way to legitimate existing practices. Foreign aid has driven most educational research in Africa, and as they work in an aid-dependent setting, African educators and decision makers discard education as the vehicle for gaining national liberation, reducing inequality, and constructing a new society in favor of education with upgraded facilities, more textbooks, better trained teachers, and improved test scores. Research can easily become consulting to the external agencies, as the example of the research unit of the Faculty of Education at the University of Dar es Salaam shows. External agencies have influenced educational research as they have influenced educational policy in Africa. (Contains 21 endnotes and 48 references.) (SLD)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa