THE POLITICS OF EDUCATION FINANCING AND CONFLICT MANAGEMENT IN WUM DIVISION, 1952–1963

Colonial rule in Africa brought profound changes to indigenous educational systems that had long served as the foundation for socialization, skill acquisition, and moral development within African societies. Before colonial intervention, education was largely informal, community-based, and transmitted through personal interaction, observation, and practical demonstration. These systems emphasized the cultivation of social responsibility, cultural identity, and functional skills necessary for survival and communal harmony. The introduction of Western-style formal education during the colonial period disrupted these indigenous structures, redefined educational priorities, and altered the content and purpose of learning. This study examines the nature of indigenous African education prior to colonial rule and analyzes how colonial policies transformed traditional educational practices. It argues that while colonial education expanded literacy and formal schooling, it also marginalized indigenous knowledge systems and values. Understanding these historical transformations is essential for appreciating contemporary educational challenges in Africa and for promoting policies that integrate indigenous knowledge with modern educational frameworks.