Page 63 - Afrika Must Unite

48 AFRICA MUST UNITE
expanded far beyond half a million. We had hoped that by that
time our educational programme of teacher training and the
erection of buildings and equipment would be able to cater for
the anticipated increase. But the increase was greater than we
had expected and our output of trained teachers and buildings
had not, unfortunately, kept pace with it, even though the
training college enrolment had more than doubled over the
period.
We had established a system of scholarships and had planned
for additional secondary schools. We established the College of
Arts, Science and Technology at Kumasi, now the Kwame
Nkrum ah University, which will provide accommodation for
2,000 students and offer courses in building, engineering,
accountancy, agriculture, science and commerce, among other
subjects. Teacher training institutions in 1951 produced some
700 new teachers annually, a far too inadequate figure. We
m anaged to establish twelve new training colleges and to double
the capacity of four. By 1957, we were turning out some 4,000
new teachers each year, but this left us far behind the 70,000
teachers required to serve the national needs of elementary
education.
We achieved some headway in trade and technical education,
increasing the annual enrolment in six years from 600 to some
2,000, a considerable gain, but woefully short of need. W ith
secondary school education we could do very little. Ad­
ministrative budget for these needs was minimal, and we just did
not have the time to train teachers to the standard required for
secondary school instruction. The two institutions of learning,
the University College at Legon and the College of Technology
at Kumasi, continued to take in more students each year and we
were able to improve and expand their services.
There was enough material in these records from which
attractive brochures could be compiled by the Colonial Office to
present to the United Nations showing how much was being
done to introduce education to the ‘primitive peoples of West
Africa’. They were often accompanied by pretty pictures of
schools and happy children at play in the grounds. They may
well have impressed the outsider. They were of small comfort to
us, when we sat down in M arch 1957 to consider, not what we