ABSTRACT
In Part III the other two parts of the book come together. It asks the questions: What consequences does the Jomtien emphasis on basic education have for the universities in Africa? What is the role of the donors and the universities in the north? What are the possibilities of building a university curriculum based on African culture and using African languages? Starting with the first question, we shall in this chapter point to the problems and challenges facing the universities in Sub-Saharan Africa and also point to some creative solutions. The situation in South Africa is very different from the situation in other countries in Sub-Saharan Africa and will therefore not be dealt with in this chapter but treated separately in the next chapter. Here in Chapter 7 we ask: How is it possible to prevent the globalization of learning from meaning the integration of the African elites into the culture of the former colonial masters? How is it possible to develop an African counter-expertise without a strengthening of the African universities? Such strengthening would have as an aim the restoration of African languages and culture and stop the South’s curriculum dependency on the North. Such strengthening would stop the flow from global producers to local consumers and would ensure a more multidirectional flow, such as flows going South-South or South-North.
