DOI: 10.36347/sjahss.2018.v06i02.022

Pages: 434-442

To most, if not all, African countries then just emerged from many decades of colonial discriminatory education policies. Educational expansion was seen as a catalyst for inclusion and leveller of all inequalities. This role and ability of education to bring oppressed people out of their “ignorance and underdevelopment” in the 21st century becomes a potential and controversial issue to warrant contemporary research. What makes the issue even more controversial is that the liberating thought of education itself is a Western alchemist fallacy. Further impetus is given by general criticism and researched evidence that Western centric African education orientation is failing to meet African contemporary developmental expectations haunted by a plethora of challenges. In trying to answer the above controversies, this research utilized qualitative research paradigm approaches. Data was collected from libraries and the internet using purposive sampling of textual data. Collected data was analysed using the ‘constant comparison’ approach through open coding, note-taking and categorising.