1 Myths and Realities of Higher Education as a Vehicle for Nation Building in Developing Countries: The Culture of the University and the New African Diaspora

The thesis of this paper is that the African university, like its counterpart in the advanced developed world, has maintained a stubborn resistance to change in spite of external pressures and internal transformations. The university strives to remain protected from external interference from the local community and it is unwilling to break the cultural mystique and behavioral codes built over time since the birth of universities in twelfth century Italy and France. When colonies in the Third World started clamoring for political independence, politicians of the West demonstrated to the world that newly independent countries could sustain development if they adopted Western strategies. Two of the strategies, the “human capital ” and “modernization ” theories became so attractive that since independence in the late 1950s and 1960s, developing nations have placed much emphasis on education as a vehicle for modernization and socio-economic development. Because the movement to expand educational opportunities in the developing world was strongly tied to economic development and technocratic visions of societal reconstruction, higher education has remained an area in which most developing countries maintain a strong commitment although it continues to fail to produce the desired results. Changes in political and economic environments do not deter governments from continuing to invest in higher education. There is a belief that such a