| dc.description.abstract | This study concerns itself with one aspect of social
development in Africa, namely, education in the southern Sudan.
It attempts to explore the origin, causes and extent of Euro-
Arab oriented educational development, it'critically examines
the conditions and circumstances giving rise to educational
dualism. It then attempts to measure the effects of past
educational and administrative policies and practices on the
advancement of education and the southern Sudanese people.
Lastly, it assesses the role of the Addis Ababa peace agreement
in educational policy formulations, development and execution.
When the colonialists came and controlled the Sudan they
devised a dual system of education, one for the the Arabs in
the northern Sudan, under the control of the colonial
administration and the other for the African in the southern
Sudan under the control of the various missionary groups. This
dualistic structure developed as a result of European rejection
of African social and cultural institutions as being primitive
and therefore incompatible with European and Arabic civilization
as they'(Europcans) encountered in the lower Nile valley.
The Europeans regarded the dual pattern of education as
political necessity if the northern Sudanese were to retain
their Arabic-Islamic cultures and if the southern Sudanese
were to remain in 'responsible hands' to be christianized and
retain their Africanness. | en |
