Policies for the Revitalisation of Human Resource Development

Abstract

Sub-Saharan societies have a long and rich tradition of indigenous education, traditional medicine and local approaches to social welfare. Upon achieving independence, however, they inherited modern, Western-style health and education structures which were weak and highly dualistic. These structures, which were concentrated in urban areas and dominated by expatriates, offered Africans only limited access. Experiences varied widely across countries. Enrolment data indicate that in 1960 the proportion of children of primary school age in school reached 31 per cent in the former French territories, 40 per cent in the former English territories and 50 per cent in the former Belgian territories (World Bank, 1988a). Gross primary school enrolment rates were as low as 6 per cent (Niger) and 7 per cent (Ethiopia and Somalia) but came close to or exceeded 50 per cent in Ghana and Uganda and surpassed 80 per cent in Congo (ibid.).