This text provides a detailed analysis of a colonial educational system under the South African government that lasted more than a century despite protests by the United Nations and the people of Namibia. Based on surveys completed by the author before independence and numerous reports and dissertations by Namibians, bilateral agencies and the United Nations, the author describes the outcomes, structure of the educational system, and types of evaluation practiced. There were twelve educational systems in Namibia, a country of about one million people. Each tribe, including the whites, had its own system, all with a high level of discrimination. Because the financing of a system was based on what each tribe earned, it is obvious what the quality of education was compared to that of the whites who had the highest level jobs. The curricula were based on tribal education practices. Namibian educationist Dr. Tjitendero, a director of UNIN, in his book Education in Namibia (1989) stated: "This is an explicit and lucid book that helps us understand how racism or discrimination can destroy the very fabric of the people and the country."

About the author

Dr. Kemoh Salia-Bao serves as an associate professor and dissertation chair for the Doctoral Program in Educational Leadership at Cambridge College’s School of Education, Cambridge, Massachusetts 02143, United States of America. Dr. Salia-Bao is a graduate of Harvard University. His illustrious career spans over three decades, during which he has developed and mentored hundreds of students, including doctoral students. He is the author of over 15 books and numerous scholarly articles and technical publications for academic circles and for government and international agencies. Dr. Salia-Bao has taught at various schools and universities across continents and has also shaped and reformed educational systems of several countries. He has consulted UNESCO and governments of various African countries. His teaching and research interests include curriculum theory development, implementation, evaluation, and culture; history of education; education and development of disadvantaged societies; teacher effectiveness; and teaching and learning in poor and backward environments.