The post-World War II colonial reconstruction programmes for economic
recovery and general political and social development in Malawi (then
known as Nyasaland) necessitated increased education. But the sincerity
of metropolitan development plans for the colonies could only be
adequately appraised through the degree of demonstrated commitment in
the implementation of the announced plans. This study seeks to examine
chronologically the development and application of colonial education
policies during the period 1945 to 1961 in Malawi. The parties involved
included the British Colonial Office, the Nyasaland Protectorate
Government and the Christian missionaries on the one hand, and the
European settlers, Asian, Coloured and African communities on the other
as the target groups of the policies. Devising educational policies of
equitable benefit to all the racial and social groupings in Malawi posed
enormous problems to the colonial administration. This study, examining
the dynamics and course of policy, contends that, given the prevailing
economic and political conditions, non-European education, especially
that of Africans, experienced retardation in favour of European
education. Sometimes apparent government ineptitude, combined with
calculated needs for the Europeans, produced under-development for
African education in Malawi and the country's economy. In the end,
African education operated against the odds of missionary and government
apathy. This book discusses the impact on education, generally, of the
Nyasaland Post-War Development Programme, the Colonial Office
Commissions of 1947, 1951 and 1961, and the local Committees set up to
inquire into the retardation of African education in its various
categories, including female and Muslim, in response to both local and
international pressure. Although considered a priority, African
education developed slowly, contrary to the declared goal of Post-War
colonial policy of self- determination with its potential demands for
trained local manpower. The argument demonstrates the tenacity of the
Federal Government of Rhodesia and Nyasaland in playing down African
education as a political strategy from 1953 to 1961 at the same time as
it accorded a better deal to Asian and Coloured education.
