Whose Education For All? : The Recolonization of the African by Birgit Brock-Utne

By Birgit Brock-Utne

Given that 1990, while the word "education for all" was once first coined on the international financial institution convention in Jomtien, Thailand, a conflict has raged over its which means and its impression on schooling in Africa. during this thought-provoking new quantity, Dr. Brock-Utne argues that "education for all" quite capability "Western basic education for a few, and none for others." Her incisive research demonstrates how this build robs Africans in their indigenous wisdom and language, starves larger schooling in Africa, and thereby perpetuates Western dominion. In Dr. Brock-Utne's phrases, "A quadrangle development has been erected in a village of around huts."

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The basic education budget became increasingly equivalent to a payroll. Capital expenditures also fell disproportionately and Zambia became increasingly dependent on donors for teaching materials (Hoppers, 1989). 24 Whose Education for All? Likewise the basic conclusion of the studies undertaken by UNICEF shows that the extent of the deterioration of the situation of children and other vulnerable groups in Africa in the 1980s was largely dependent upon the type of adjustment programs adopted (Cornia, Jolly, and Stewart, 1987).

But as she also states: Since the maintenance or shift of resources for Basic Education by the donor agencies have to be understood within a framework of overall decline in education aid,16 the impact is far from substantial. This leaves the national governments with the continuous, primary 15 These were, as we shall remember from the earlier discussion in this chapter, also some of the concerns of the representatives from the developing countries at the Jomtien conference, who were afraid that the emphasis on basic education might mean a dismantling of higher education in their countries.

The development fund is nowhere mentioned, nor is the heavy responsibility of the North for the sad state of the social sectors in the South acknowledged. In the final text the South as well as the North are compelled to act and there is no mention of a straightforward trade-off between debt service and educational development. This is how the debt problem is treated in the WDEFA: Creditors and debtors must seek innovative and equitable formulae to resolve these burdens (heavy debt burdens), since the capacity of many developing countries to respond effectively to education and other basic needs will be greatly helped by finding solutions to the debt problem.

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