By Caroline Davis (auth.)
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Extra info for Creating Postcolonial Literature: African Writers and British Publishers
In Ghana the ‘Accelerated Development Plan of Education’ was introduced in 1951 to increase state control of education. 20 In Nigeria, school expansion began during the Representative Government of the 1950s, and, following independence in 1960, secondary education rose sharply in Nigeria. At the point of independence there were 19,883 students in secondary grammar schools across the country, and this had risen to 448,908 by 1973. 6 million pupils in 1973. The most phenomenal expansion occurred in 1976, when free universal primary education was launched OUP in West Africa 37 throughout the federation.
The great majority of new educational titles published in the branch were, however, English-language teaching texts. Frederick French’s New Oxford English Course (based on the Oxford English Course of the 1930s) was customised for Nigeria in 1967 and was published alongside other English-language teaching materials: dictionaries, comprehension exercises, workbooks and reading cards. 1 million (with profits of just over £1 million). 22 In the 1960s and 1970s, schoolbook publishing in Nigeria was dominated by a handful of British publishers.
53 Secondly, Joseph Okpaku, the Nigerian author and publisher, describes the impact of the literature and textbooks published for the Native Education system in Nigeria: In Nigeria … the educational propaganda of ‘Humpty Dumpty had a Great Fall’ and ‘Cinderella’ was imported through crown agents of the British government, administered by British educators in both secondary schools and at the universities, with Oxford University Press, Heinemann and Longman among those providing the logistics support.
Creating Postcolonial Literature: African Writers and British Publishers by Caroline Davis (auth.)