European Journal of Social Sciences – Volume 7, Number 1 (2008) 160 Impact of Decentralization and Privatization on the Quality of Education in Sub-Saharan Africa: The Nigerian Experience Charles B. U. Uwakwe Dept. of Guidance & Counselling, University of Ibadan, Ibadan, Nigeria E-mail: uwakwecbudr@yahoo.com Ajibola O. Falaye Dept. of Guidance & Counselling, University of Ibadan, Ibadan, Nigeria E-mail: jibsfalaye@yahoo.com Benedict O. Emunemu Dept. of Educational Management, University of Ibadan, Ibadan, Nigeria E-mail: doriben7701@yahoo.com Omobola Adelore Dept. of Adult Educational, University of Ibadan, Ibadan, Nigeria E-mail: cltdpa2001@yahoo.com Abstract The paper examined the impact of decentralization and privatization on the quality of education in Sub-Saharan Africa (SSA), with specific reference to Nigeria. The authors traced the antecedents of the evolution of educational policies in SSA, particularly in Nigeria. Decentralization and privatization as practiced by some countries in the sub-region were highlighted showing how they interplay with socio-economic and political scenarios, and the resultant impact on provision of quality of education. The authors remarked that these policies produced positive effects such as improved workers’ welfare, community participation and widening access to education. On the other hand, unapproved and unregistered schools, while providing wider access to education for children in SSA do mortgage the quality and standard of education. The authors concluded that a sector-wide approach to resource mobilization and management in the education system, accountability in the areas of leadership, bureaucracies and best work practices would ensure quality control in the education sector of the SSA countries. Keywords: Decentralization, Privatization, Quality of Education, Sub-Saharan Africa Introduction The policy issues that form the basis of Sub-Saharan Africa (SSA) educational systems reflect political and economic transactions influenced by the history, culture and traditions of the sub-region (Sahr, 1992). The sub-region, before the era of western (formal) education, had engrained within its social polity, tacit social contracts that formed the bedrock of traditional social life. These social policies, some of which are “undocumented”, were binding on institutions such as marriage, traditional education, politics and religion. Functionalism was the guiding principle of African traditional education. It was an education that emphasized social responsibility, job orientation, political participation, and spiritual and moral values (Fafunwa, 1974; Osokoya, 2002). Its methodology,