Table Of ContentEDUCATIONAL REFORM
AND THE TRANSFORMATION
OF SOUTHERN AFRICA
Educational Reform
and the Transformation
of Southern Africa
DICKSON A. MUNGAZI
and
L. KAY WALKER
Westport, Connecticut
London
Library of Congress Cataloging-in-Publication Data
Mungazi, Dickson A.
Educational reform and the transformation of southern Africa /
Dickson A. Mungazi and L. Kay Walker.
p. cm.
Includes bibliographical references and index.
ISBN 0–275–95746–2 (alk. paper)
1. Educational change—Africa, Southern. 2. School management and
organization—Africa, Southern. 3. Education—Social aspects—
Africa, Southern. I. Walker, L. Kay, 1943– .
LA1501.M82 1997
370′.968—dc21 96–47620
British Library Cataloguing in Publication Data is available.
Copyright 1997 by Dickson A. Mungazi and L. Kay Walker
All rights reserved. No portion of this book may be
reproduced, by any process or technique, without the
express written consent of the publisher.
Library of Congress Catalog Card Number: 96–47620
ISBN: 0–275–95746–2
First published in 1997
Praeger Publishers, 88 Post Road West, Westport, CT 06881
An imprint of Greenwood Publishing Group, Inc.
Printed in the United States of America
The paper used in this book complies with the
Permanent Paper Standard issued by the National
Information Standards Organization (Z39.48–1984).
10 9 8 7 6 5 4 3 2 1
To the memory of Erwin H. Goldenstein, teacher, scholar,
and friend, whose advice made a difference.
Contents
Preface xi
Acknowledgments xiii
Introduction xv
1 Southern Africa in Crisis: A Region in Need of Reform 1
2 The Imperative of Educational Reform in a Historical
Context 23
3 The Purpose of Educational Reform in Southern Africa 43
4 Prerequisites of Educational Reform 71
5 Theory of Educational Reform in Contemporary Southern
Africa 97
6 Approaches to Educational Reform 127
7 Results of Educational Reform 151
8 Educational Reform and the Transformation of Southern
Africa: Summary, Conclusions, and Implications 173
Bibliography 195
Index 207
Preface
The purpose of this study is to furnish evidence supporting the conclusion that
the thrust for the transformation of southern Africa, that region of Africa south
of the equator, cannot be initiated without responding to the need for
fundamental educational reform. In this study, transformation is defined as
basic change in the structure of national institutions to allow the individual a
maximum opportunity to ensure his advancement, without any restrictions in
terms of socioeconomic development and political freedom to participate in the
national purpose.
National purpose itself must be structured around the importance of the
role of the individual in shaping the character of society. This development
gives the individual the ability he needs to establish his own goals and to
participate in a national endeavor to help him attain his own concept and ideals
of self. Reform is defined as basic and purposeful change, not for change’s sake,
but to improve the effectiveness of the system of delivery.
In presenting this evidence, the study seeks to answer the following ques-
tions: What conditions exist in southern Africa today that must be addressed
through fundamental educational reform? What should be considered in
recognizing the need for that reform? What are some theoretical imperatives
of educational reform? What is the purpose of educational reform in this critical
region of Africa? What are some prerequisites of educational reform and
national transformation? What approaches can nations of southern Africa
employ to ensure successful reform? What are some results of educational
reform? What problems can impede both educational reform and national
transformation, and how can these problems be resolved?
xii Preface
The focus of this study is to show that the educational advancement of the
individual is the best way to ensure national transformation that promotes
development. But the educational development of the individual is possible only
when education is reformed to make it possible for the educational process to allow
students freedom of choice for a course of study. This process leads to
educational reform through national transformation, which will ensure the
development of the country.
The freedom the individual has in engaging in a purposeful educational pursuit
generates confidence for the future. This confidence, in turn, generates a set of
purposeful activities to fulfill defined objectives. This cannot occur in a climate that
inhibits both the student’s freedom and his aspiration for self-fulfillment. The
evidence used to substantiate this conclusion was obtained during study trips
to several countries of southern Africa between 1983 and 1996. This evidence
consists of original materials and documents that we were able to secure.
In presenting this evidence, we reached the following conclusions: the thrust
for educational reform to ensure national transformation must be initiated in
the context of socioeconomic development. This requires individual political
freedom to participate in all national endeavors. This national endeavor creates
a climate that makes educational reform possible. Once educational reform takes
place, it combines with socioeconomic and political factors to create essential
elements of national transformation as a prerequisite of national development. The
nations of southern Africa, like those of other regions of Africa, are experiencing
enormous socioeconomic and political problems that can be resolved by intro-
ducing fundamental reform in the educational system. Reform and transforma-
tion cannot be separated, they are intertwined.
The reality that the nations of southern Africa have not been able to grasp is
that their failure to initiate successful educational reform invariably leads to
failure in initiating successful national transformation. The nations of southern
Africa recognize the fact that there are major problems in this kind of social
environment that must be resolved fully. They will continue to endure the agony
of conflict, underdevelopment, and underachievement until national transfor-
mation begins.
