• Clive Harber University of Birmingham
  • Dan Emmanuel Oryema Uganda Management Institute


This paper revisits modernisation theory in relation to the nature of education in Africa. It examines how schools actually operate in ‘prismatic’ societies in general before focusing on a study of educational decentralisation in Uganda. The study used interviews, observation, documentation and filed notes to explore the ways in which a policy of educational decentralisation actually played out. From the study eight themes emerged illustrating how educational policy established at national and international levels can be interpreted and distorted by local cultural values and behaviours.


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