This article examines the role of the World Bank in advancing higher education sectors in the developing world, considering in particular the increasing power and strength of a global knowledge-based economy. Given the powerful role that intergovernmental organizations such as the World Bank play in shaping global economic policies, the authors are concerned about how the Bank’s policies and actions may limit knowledge generation and capacity building of universities in the developing world. Relatedly, the authors use case studies of the Bank’s involvement in Thailand and Uganda to better understand the role it plays in producing and reproducing forms of global hegemony. The authors discuss hegemony in terms of neocolonialism and neoliberalism. Neocolonialism is described as forms of domination advanced by powerful nations and their institutions, while neoliberalism is understood as an economic ideology by which weaker nations may be brought into greater alignment with global trade initiatives.

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The World Bank, support for universities, and asymmetrical power relations in international development

Kenya was an unusual case within the larger narrative of decolonization in the British Empire. The presence of white settlers, the relative newness of the colony, and the particular way in which the British pursued the civilizing mission all combined to make the end of empire particularly violent for all parties involved. Independence in Kenya was precipitated by a bloody civil war, known as Mau Mau, and the imposition of martial law by the government for almost a decade. In the midst of this chaos, the Church of England’s missionary body, the Church Missionary Society worked to protect their converts while also proving to colonial authorities that they were a necessary part of the civilizing mission. This dissertation analyzes the methods and motivations of the CMS in the midst of civil war and rehabilitation efforts in Kenya, but it also seeks to place mission activities within a larger context of twentieth century empire. Mission activities did not emerge from the ether in 1952 after the declaration of Emergency in Kenya. Rather their work began with the declaration of war in 1914, as Europe fell into the Great War. As such, CMS activities in Kenya must be examined through the long lens of empire, from 1914 to 1963. Missionary reaction to colonial policies throughout the time period are examined in hopes of better understanding the long history of decolonization. The CMS was chosen for this project because they provide special insight into the ways in which empire was formed and destroyed in the twentieth century. This is in due in part to ways in which they created their identity as the state missional body of the British Empire. If the Church of England was the official church of the English state, then so too was the CMS the official religious organization of empire. By examining how the self-identified state missional body of empire handled, or rather mishandled decolonization, we can begin to open new paths of analysis into the larger patterns and pictures for the end of empire.

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The Decolonization of Christianity in Colonial Kenya

Gates Cambridge Trust, Trinity External Research Studentship (Honorary), Smuts Memorial Fund

Imagining modernity in the Uganda Prisons Service, 1945-1979

A framework for an integrated student information management system for higher education in Uganda

Education language policies in Uganda are traced way back in 1890’s during the first missionary activities. Since then, Uganda has had several commissions which tried to sort out the issues of language in education. This paper makes a collection and commentary on those commissions. The commissions are presented in different sections in this paper according to the period of occurrence. The sections are: (1) The Colonial Period 1894-1960, (2) The Post World War II Period 1944-1961, (3) The Post-Colonial Period 1963-1988 and (4) The 1989 Kajubi Education Policy Review Commission. In all the debates, arguments were rotating around the use of English only, mother tongue / vernacular only, or both. To date, similar debates are still going on in Uganda. For a multilingual country, the most appropriate language policy in education would be of a multilingual nature.

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The History of Educational Language Policies in Uganda: Lessons from the Past

1. Introduction 2. The State of Play at Independence 3. Nigeria: the Historical Impact on Educational Development 4. National Government and Education in Nigeria 5. Uganda: the Impact of Physical, Social and Cultural Factors on Educational Development 6. National Government and the Uganda Educational System 7. Kenya: Historical Background and its Impact on Educational Development 8. National Government and Education in Kenya 9. Tanzania: Historical Background and its Influence on the Development of Education 10. National Government and Education in Tanzania 11. Education and Development: Issues, Problems and Prospects for the Future.

J.C.S. Musaazi

Papers

Planning and Development in Education: African Perspectives