South Africa and its neighbours share many problems in the field of education. Education authorities wrestle with the question of quality in education while trying to improve accessibility, equality and equity. They must also contend with claims of irrelevant curricula for school and vocational training and with finding mechanisms to fund and expand the education system to cope with the ever-increasing demand for education, as population growth outstrips economic performance. These governments are furthermore faced with overcrowded classrooms and a lack of proper resources to create effective teaching and learning environments. Dwindling economies and economic pressures on the population may force some countries to sacrifice schooling to meet basic needs (SAEconomist, 1992; Watson, 1994). Unemployment has already become one of Africa’s most pressing problems with some 100 million people unemployed in 1989- the majority of these being women and young men. At the same time, Africa faces one of its most serious skills shortages. Against this background researchers and educationists in Africa and abroad have called for the restructuring of the education systems of African countries; to find ways to cope with the challenges facing education.  At the same time, it should be borne in mind that, with the new political and educational dispensation taking root in South Africa, there are increased expectations for a more just and equitable education system that will eliminate the injustices of the past. Implicit in this rise in expectations is the hope that donor aid will assist in bringing about a new, restructured education system. Africa, with its long-standing association with donor aid, may offer some valuable insights into the development of a policy for donor aid. In the light of these trends, it was deemed necessary to conduct an in-depth study of the development of education systems in postcolonial Africa and, at the same time, to study the impact of donor agencies and countries on these developments.

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