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Educational Expansion or Change? — Some Choices for Central and Southern Africa

Published online by Cambridge University Press:  11 November 2008

Christopher Colclough
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Extract

The English-speaking independent countries of Central and Southern Africa, with widely different economies and natural resources, face at this stage in their development very similar manpower and educational problems. Shortages of skilled technical workers are still acute in Botswana, Lesotho, Swaziland, Zambia, and Malawi; and shortages of educated people, particularly those with professional or degree-level qualifications, are obvious. Most of the countries in this region, therefore, are still at a stage where the output from schools and universities has not yet been sufficient to localise many skilled posts, particularly those in the private sector. So although unemployment is beginning to appear at the junior secondary levels, the crucial questions as seen both by ministries of education and by planning units still tend to revolve around the central dilemma of ‘How fast ought we to expand?’ In this sense the priorities are different from many countries further north in Africa where surpluses of secondary and higher educated workers have been apparent for some time.

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Articles
Information
The Journal of Modern African Studies , Volume 12 , Issue 3 , September 1974 , pp. 459 - 470
Copyright
Copyright © Cambridge University Press 1974

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References

Page 460 note 1 The following manpower surveys have been completed within the region: Elkan, W., Report to the Government of Basutoland on the Manpower Situation (Geneva, I.L.O., 1964, mimeo.);Google ScholarBrown, R., Report on the Survey of Requirements for Trained Manpower in Malawi (Blantyre, 1964, mimeo.);Google ScholarMalawi Government, Office of the President and Cabinet, Manpower Survey, 1971. Results of the Survey and Analysis of Requirements, 1971–1980 (Zomba, 1972)Google Scholar; Taylor, W. L. and Pearson, D. S., The Requirements and Supplies of High Level Manpower in Northern Rhodesia, 1961–70 (Salisbury, 1964), University College of Rhodesia and Nyasaland, Department of Economics, Occasional Paper No.Google ScholarTottle, A. V., Report to the Government of Swaziland on Manpower Assessment (Geneva, I.L.O., 1965, mimeo.);Google ScholarOffice of National Development and Planning, Manpower Report – a Report and Statistical Handbook on Manpower, Education, Training and Zambianization, 1965–66 (Lusaka, 1966);Google ScholarManpower Planning Unit, Swaziland's Survey of Manpower Resources and Requirements, April 1969–03 1974 (Mbabane, 1970, mimeo.);Google Scholar and Ministry of Finance and Development Planning, Manpower and Employment in Botswana (Gaborone, 1973).Google Scholar

Page 461 note 1 For a comparative study of these and other aspects of 38 manpower studies completed in Africa, see Jolly, Richard and Colclough, Christopher, ‘African Manpower Plans: an evaluation’, in International Labour Review (Geneva), 106, 2–3, 08–09 1972, pp. 207–64,Google Scholar reprinted in International Labour Office, Employment in Africa: some critical issues (Geneva, 1973), pp. 231–88.Google Scholar

Page 462 note 1 Manpower and Employment in Botswana, op. cit. table ci, p. 148.

Page 463 note 1 These results are dicussed in detail by Colciough, Christopher, ‘Manpower Planning in Developing Countries — Some Problems. An Empirical Analysis of Occupation, Education and Training with Special Reference to Zambia’, Ph.D. thesis, University of Cambridge, 1971.Google Scholar

Page 464 note 1 See, particularly, the evidence given by Turner, H. A., Wage Trends, Wage Policies and Collective Bargaining: the problems for underdeveloped countries (Cambridge, 1965).Google Scholar

Page 465 note 1 Compare, for example, the age-earnings profiles for the United Kingdom provided by Blaug, Mark, An Introduction to the Economics of Education (London, 1970), pp. 24 and 28.Google Scholar