Abstract:
This thesis presents a educational and historical analysis of the contribution of Edward
Wilmot Blyden, Henry Rawlinson Carr and Julius Kambarage Nyerere towards educational
innovation in Africa.
These African educational thinkers made a profound intellectual and educational innovation
which relates to Western education which was imposed by Western countries on Africa since
the past centuries. The inadequacies of such inherited education were taken as the point of
departure in their educational innovation.
In analyzing their contribution to educational innovation in Africa, it has been essential to
look into the inseparable relationship which exists between the African culture and American
culture; and between African and American worldviews and educational innovation. This
served to throw light on the reasons why educational innovation in Africa is unable to
proceed as it ought to. It was, however, necessary to identify and refer to factors which
inhibited the development of intellectual and educational innovation in Africa.
The major educational matters which Blyden, Carr and Nyerere innovated were carefully
selected and presented and meaningfully compared as intellectual and educational innovation
in Africac:is a unity. Therefore it has been possible in this thesis to refer to the following
matters: Aim of education, curriculum, primary education, secondary education, women's
education, secular education, school management, higher education, supplementary education
and improvement of educational standards.
Although their innovations were originally made in West and East Africa, it was, however,
necessary to show that they were not only limited to the said areas but have direct relevance
to the rest of Africa as this continent has adopted Western education in its schools.
It is, however, necessary to point out that an analysis of Blyden, Carr and Nyerere's
contributions to educational innovation would not be complete if it excluded the current
1997, envisaged educational innovation in the RSA. By explaining the link existing between
West Afiican, East Afiican and South Afiican educational innovation, the unity in educational
innovation referred to earlier becomes clearly articulated. This indicates the benefit derived
from Blyden, Carr and Nyerere's educational innovation.
Finally, to conclude this thesis, recommendations regarding the future educational innovation
in Africa were given.
