Education and Development

W hat is the role of education in economic, political and social change? This question, so long disregarded by social scientists and seen in superficial terms by policy makers, bas come into prominence in the last few years especially in discussions of underdeveloped societies. From relative neglect the stage has been reached when 'the educational system now tends to be viewed as the master determinant of all aspects of change.' (B: p. 3). This faith in the power of education, although seriously questioned by the few ejdsting empirical studies,' is widespread in academic, political and administrative circles. But the growing discussion of some of the major issues with special, although not exclusive, reference to underdeveloped countries is to be welcomed. What are some of the main problems? First, in the primarily economic sphere one is faced with questions of investment policy. This is particularly so for societies whose resources are severely limited, since labour and capital invested in education are not available for investment in other types of development. Faced with this choice, the majority of newly independent nations have opted— f̂or whatever reasons—to invest heavily in education, thus delaying economic gains in the hope of maximizing them at a later date. Secondly, in what is primarily the political sphere the major issue has been seen as the analysis and prediction of the political consequences of different types of education. Much has been made, for example, of the different social and political effects of the structure and content of French and English education in Colonial West Africa. Thirdly, there has been a general expectation that the spread of education would lead to an increase in social equality, largely through the subsequent emergence of a more open system of social stratification. These three books* deal with these and other problems of the relation-