The strength and weakness of education in the colonial era

The paper will be discussed in the light of what is known about indigenous African education. However, to discuss this topic thoroughly, a comparative approach in this discussion will be sustained in relation to the education brought by the missionaries or modern education today. What one would say without any arguments is that education existed for as long as human beings started living in their societies in Africa.

The strength and weakness of education in the colonial era

Change was the currency of the Meiji era — Sources of the Meiji Restoration To understand the dynamism of the Meiji years, one must begin with the factors in the Tokugawa era — that made Japan a unique and sophisticated nation.

Even the Europeans, who had participated in some of the sixteenth century conflicts, were tightly controlled in these years, with most of them excluded from Japan altogether and the Dutch alone allowed to maintain a limited trading presence at Nagasaki, nearly 1, miles away from the capital.

The system also encouraged the growth of important national institutions. Thousands of schools tied to temples, government offices, and private scholars gave Japan a literacy rate of perhaps 40 percent for boys and 10 percent for girls in the early s, ranking it near the top of the world.

The strength and weakness of education in the colonial era

They also provided a leadership class committed to the Confucian ideal of public service. Industry and trade flourished, even as the samurai class and the Tokugawa government languished economically, giving Japan high levels of capital accumulation.

At the same time, a set of specific developments historians would call them contingencies made late-Tokugawa Japan ripe for change.

And perhaps most important, the balance between Tokugawa and domain governments began shifting, with large and distant domains such as Satsuma in southern Kyushu and Choshu on western Honshu experiencing political and economic growth even as the shogunate sunk ever more deeply into a kind of inflexibility caused in part by old age.

Opposition to the Tokugawa arose from several quarters. They were too much on the outside to topple the government, but their terrorist acts disrupted the tranquility of political centers in ways that had not been seen for centuries. More directly threatening to the Tokugawa were the growing challenges after the late s from establishment scholars and political leaders of major domains.

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The shogunate reacted as aggressively as any regime-under-attack might be expected to, but by the mids, Choshu was in the hands of an anti-Tokugawa administration, and by lateShogun Tokugawa Keiki concluded that the best way to preserve order was to resign as shogun and create a system in which he likely would share power as the chief among a council of leaders.

The Transition to Meiji, — The government that came into being in had three overriding characteristics: By Japanese leadership standards, these men were mere juveniles—unbound by the networks and mores of traditional leadership.

This, perhaps, is what made them so pragmatic; they developed policies without the restraints of ideology or custom—or of any overriding vision of where Japan should go.

Confucian tradition discouraged commerce, but they moved Japan as forcefully and quickly as possible into the world of international commerce. Whereas they once had supported the idea of national seclusion, sometimes fanatically so, now they made the West their model and pursued internationalization with a vengeance.

Samurai and nobles all, they abolished the class and status systems and disbanded the feudal domains. The tenuousness of their power was illustrated by the Boshin War, a violent conflict between the new regime and the Tokugawa followers, which raged for a year and a half after the Restoration.

It was little wonder that journalists predicted the imminent collapse of the Meiji government well into the s. All of this meant that the first Meiji years were characterized by a seat-of-the-pants, try-this-try-that style of governing. No one seemed, however, to know just what that meant initially, as the government grappled with inadequate revenues, challenges from imperialist nations, threats from the regional domains, conspiracies by disgruntled samurai across the nation, and a complete lack of precedents for the organizational structures the modern era demanded.

One result was that the government structure was reorganized repeatedly in the first years. Another was that membership in the leadership faction kept shifting. Still a third was that policies were revised often. At the same time there was a single, clear direction: And always there was a commitment to making Japan a modern nation, accepted as an equal by the world powers.

The strength and weakness of education in the colonial era

Internationalization showed up in two ways. First, the new leaders studied Western models with a zeal born of deep fear that weakness might invite invasion. They sent missions to the West, including a member group headed by head of state Iwakura Tomomi in —, to negotiate and to study institutions such as banking, schools, political systems, and treaty structures.

They also dispatched young people to study in European and American educational institutions. The treaties of the s had limited the tariffs Japan could charge on imports to an average of about five percent and had required that foreigners who committed crimes in Japan be tried in the courts of the foreign consulates a system called extraterritoriality.

Beside being humiliating, the restrictions deprived Japan of both sovereignty and tariff revenues, money desperately needed for modernization programs. As a result the government sought endlessly to secure fairer treaties during the s.British Strengths and American Weaknesses.

The British seemed unbeatable. During the previous years, the British had enjoyed triumph after triumph over nations as powerful as France and Spain.

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At first glance, the odds were clearly against the Americans. A closer look provides insight into how the underdogs emerged victorious. Malaysia is a Southeast Asian country located on a strategic sea-lane that exposes it to global trade and foreign culture.

An early western account of the area is seen in Ptolemy's book Geographia, which mentions a "Golden Khersonese," now identified as the Malay Peninsula. Hinduism and Buddhism from India and China dominated early regional .

Colonial military and legal institutions refer to the armed forces that operated during the colonial era in Africa.

Language, Literacy, Curriculum and Education: INDIGENOUS AFRICAN EDUCATION

These institutions were much concerned with the maintenance of law, order and the security of the colonial . Colonial Nigeria was the area of West Africa that later evolved into modern-day Nigeria, during the time of British rule in the 19th and 20th centuries.

British influence in the region began with the prohibition of slave trade to British subjects in Britain annexed Lagos in and established the Oil River Protectorate in British influence in the . The onset of the colonial period in the 19th century marked the beginning of the end for traditional African education.

European forces, missionaries, and colonists all came ready and willing to change existing traditions to meet their own needs and ambitions (Walter, ).

Strength and Weakness Essay Personal Strengths and Weaknesses Throughout my life, my strengths and weaknesses tend to gain more clarity, as I grew older. When I was younger, I did not focus too much on this part of myself.

History of Malaysia - Wikipedia