TOPIC 6 SOCIAL, POLITICAL AND EDUCATION SYSTEMS IN PRE- COLONIAL AFRICA
CONCEPTS OF SOCIAL, POLITICAL AND EDUCATION SYSTEMS
The term “system” refers to a set of objects/things arranged in such a way that they are interrelated to perform a specific function. Each part has a fixed place and a definite role to play. A good example is the digestive system of human being
Political system describes power relations among people and societies. It includes the governing institutions, how leaders make decisions and how they deal with internal and external matters
A social system is a set of rulers, structures and beliefs guiding human interactions and relations in a society.
Education is the pattern of knowledge and skills the society transfers from one generation to another to achieve a common goal
In pre-colonial African societies, the development of social, political and educational systems was not similar in all parts of the continent; it varied from one society to another due to the factors like geographical location and technological development of a particular society.
Some societies practiced non- centralized systems and others had reached centralized political systems. The two political systems differed on how power was shared among the society members and the nature of social relations that existed
NON- CENTRALIZED POLITICAL SYSTEM
Non-centralized or decentralized social and political systems were forms of organization which had no central authority. In non-centralized states, the basic unit of political organization was the clan in which various societies in a clan were loyal to clan authority.
The clan head was chosen from among the clan elders when he merited the qualities of leadership such as his influence, which was determined by age, wisdom and wealth
CHARACTERISTICS OF NON-CENTRALIZED STATES
1. They did not have a central ruler known as king or chief
2. The political leadership was not hereditary
3. They had no clearly defined territorial boundaries
4. Political leaders were mainly clans heads who were assisted by council of elders
5. Political power and authority were shared among the council of elders and clan heads
FORMS OF NON-CENTRALIZED STATES
There were two forms of decentralized states, namely
- Kinship/Clan organization
- Age-set system
KINSHIP/CLAN ORGANIZATION
Kinship/Clan organization was the organization which comprised of the several close and blood related families with the same or common ancestor.
Kinship/Clan organization involved two forms, namely patrilineal and matrilineal system
PATRILINEAL SOCIAL SYSTEM
This is the most common form of kinship practiced worldwide, including Africa. people who practiced it trace their kin through their fathers. When a woman is married, she moves to her husband’s clan and becomes part of his kin group.
Children in this social system take and follow the clan names of their fathers. Example of societies that followed the patrilineal clan system included the Luo of Kenya and Tanzania, the Zulu of South Africa, the Ndebele of Zimbabwe and the Ngoni and Tumbala of Northern Zambia
CHARACTERISTICS OF PATRILINEAL SOCIETIES
1. Men on the father’s line dominated social, economic and political decisions
2. Men made important decisions concerning the welfare and interests of the family or clan
3. Men owned and determined the use of the major means of production such as land
4. Men decided on the amount and distribution of dowries for their daughters
5. Children inherited the names of their fathers
MATRILINEAL SOCIAL SYSTEM
Under matrilineal social system, a married man moves from his father’s family and clan to live with his wife’s family and he may live within the wife’s family compound or nearby.
Children take and follow the clan names of their mother’s clan and the clan inheritance was based on the mother’s clan. In pre-colonial Africa, fathers had no power over children in matrilineal societies, maternal uncles made all important decisions concerning their nephews and nieces including bride wealth.
Some societies that followed the matrilineal system were the Luguru of Morogoro, the Yao and the Makonde of Lindi and Mtwara, the Bemba of Zambia, the Mbundu of Kingdom of Ndongo inAngola, the Herero of Namibia and Botswana as well as the Ashanti and Akan of Ghana.
CHARACTERISTICS OF MATRILINEAL SOCIETIES
1. Females dominated social, economic and political relations in the households and communities
2. Fathers had no power over children in the family relations
3. Uncles made all important decisions concerning their nephews and nieces, including deciding on dowries for these children
CHARACTERISTICS OF CLAN OR KINSHIP ORGANIZATION
1. A clan or kinship had common rituals, taboos and customs
These cultural characteristics helped to create stability, strength and uniqueness of each clan in relation to other forms of social organizations. They helped to bind members of the clan together and to forge a community
2. Clans or kinships were self-governing, but they had no rulers, chiefs or kings
The absence of these leaders meant that they had neither centralized political administration nor state instrument power. They were also classless societies that regarded as forms of non-centralized or stateless societies.
They were a social and political organization without a government to enforce laws. Clan leaders had limited political and military power.
3. Clan or kinship communities were small and simple
The populations of clan or kinship communities were small and their levels of economic and technological development were low. They relied on simple economies such as hunting, gathering, fishing and cropping.
They also used simple technologies such as stone and wooden tools. Some of these communities acquired simple iron tools from neighbouring societies through barter trade
4. Clan had sufficient land and lived in closely united clan units
There was less competition for basic resources such as livestock, agricultural land, minerals and water. Therefore, there was no marked economic differentiation in terms of wealth or property ownership
THE SOCIAL, POLITICAL AND ECONOMIC ORGANIZATION OF CLANS OR KINSHIPS
A. ECONOMIC ORGANIZATION
1. The family was the basic unit of production
2. Land was the major means of production and it was belonged to the whole clan
3. Tools or instrument of labour belonged to the individual family
4. The clan head and elders did not own the major means of production, their responsibility was to allocate the land for use to other members of the clan and guided the members in the production process
5. The products which were obtained were shared according to the needs of each member
B. POLITICALLY
Politically, clans or kinship organization revolved around the position of clan heads that provided leadership for the group
Responsibilities of clan heads
1. Regulating political, economic and social relations in the community
2. They performed various function in the community
3. They settled disputes in the community.
4. They proposed the spouses and arranged the marriages for members and performed clan rituals
5. They allocated land to members of the clan or to immigrants
6. They acted as the guardians of all communal properties such as land, forests and water sources
C. SOCIALLY
Clans were settled communities. The closeness of family units ensured the existence of the kinships or clan. This closeness was enhanced by cultural elements such as rituals, values, customs and taboos.
These connected individuals and bonded them together as members of th clan. Each clan made efforts to transmit these cultural elements from one generation to another in order to ensure its continuity across time and space.
THE AGE-SET SYSTEM
The age-set system is another form of social organization that existed in pre-colonial Africa where, the division of labour and social responsibilities was based on age and sex. This form of socio-political organization was common among pastoral, agro-pastoral and agricultural societies
SOCIAL, POLITICAL AND ECONOMIC ORGANIZATION IN THE AGE-SET SYSTEM
There was no overall authority under the age-set system, instead, the role of leadership and decision- making were made by the council of elders.
In this system, children of the same age were initiated together and taught the values of their community.
They were taught about their culture, history and social responsibilities. After initiation, they were given a group name. From then onwards, they would perform special duties and responsibilities together as an age-set unit.
Each age-set consisted of members who belonged to a particular generation. Age groups were determined by initiation, rituals and cultural ceremonies. Seniority in each age group depended on age, wisdom and good character.
Leaders in each age group were older than the rest, more hardworking and reliable. Obedience was an important aspect of life in an age group. The member of age group made decisions on day-to-day matters concerning their lives
AGE-SET ORGANIZATION IN PASTORAL COMMUNITIES
Pastoral communities lived in areas with little rain covered by short grass and the areas were mainly arid and semi-arid. Such environment allowed them to engage in pastoralism as a major economic occupation.
They kept moving from one place to another with their herds of cattle in search of good pasture and water. They did not live-in large communities but small and simple ones. Pastoral societies relied on rivers, streams and rain to get drinking water for people and livestock.
They also depended on the surrounding vegetation for pastures. Furthermore, pastoralists required safe place for both people and their livestock. Examples of pastoralists in pre-colonial Africa were Berbers and Tuaregs of North Africa, the Fulani and Hausa of West Africa, the Somali of North-Eastern Africa, the Karamajong of Uganda, the Maasai of Tanzania and Kenya, and the Khoikhoi of Southern Africa
DIVISION OF LABOUR IN PASTORAL SOCIETIES
The age-set system in pastoral societies, the division of labour was based on age-set and gender because the economic activities were based on harsh environment. The responsibilities were assigned and fulfilled on the age-set and gender basis
DUTIES AND RESPONSIBILITIES OF VARIOUS GROUPS
A. WOMEN AND CHILDREN
Women stayed and worked at home. They were assisted by the children in fulfilled the following responsibilities
- They cooked food for the family
- They milked the livestock
- They grazed the calves
- They took care of the children
B. YOUTH
The responsibilities of the youth were distributed according to the following age groups;
a. The youth of about 9 to 18 years
This group had the following duties
- Grazing the livestock during the afternoon
- Assisted their mothers to do household duties when they returned from grazing
b. The youths of about 15 to 35 years
This group was known as Moran and it consisted of the middle-aged youths among the Maasai. This group acted as the soldiers of the whole community.
It had the following responsibilities
- Defending the whole society from the enemies
- Protecting the livestock against thieves and wild animals
- Increasing number of their herds by raiding their neighbouring communities
- Driving cattle to new grazing land
- Collecting tribute from traders who passed on the Maasai territory
- Surveying their neighbouring areas for pastures and sources of water
C. ELDERS
This age group was comprised of most senior men who guided the society with wisdom. They were the senior age set and hence they were respected by other age groups in the society.
They had the following responsibilities
- They made important decisions concerning their society
- They mediated conflicts and solved social problems
- They were the guardians of livestock and other types of communal propertie
- They were owners of cattle in their respective households
Among the Maasai society, the most senior elder was called Laibon. The head of council of Laibon in the ethnic group is known as Laigwana. He is chosen among the senior Laibon in the ethnic group
Duties and responsibilities of Laibon
- He commended special respect as the topmost cultural, political and religious authority
- He presided over major cultural and religious ceremonies
- He was chosen to link between his people and the gods
AGE-SET ORGANIZATION IN AGRICULTURAL COMMUNITIES
The Nyakyusa were among the agricultural communities who practiced the age-set system. The Nyakyusa population tended to rise very rapidly. This led to the dense concentration of people in small areas.
However, the Nyakyusa owned vast areas of fertile land that could be used for agricultural production activities. In order to prevent overpopulation in small areas, they adopted the age-set system.
In this case, the youth of certain age groups were allocated a completely new land to occupy and establish their own settlements. Each age group cleared its land and established its own settlement.
Each age-village was headed by Amafumu. A ceremony called Ubusoka was held to mark this occasion of the passage of a new age-set into adulthood
Another agricultural community that practiced the age-set organization was the Rendile of northern Kenya.age-set organization among the Rendile involved grouping people with similar age into separates age-sets each age-set was given specific responsibilities.
Some of these responsibilities involved managing and taking care of community resources. Age-set organization among the Rendile community served as an important element in keeping their agricultural practices and promoting unity within the community
EDUCATION SYSTEM IN PRE-COLONIAL AFRICAN SOCIETIES
Pre-colonial education is defined as a life-long process of transmitting and imparting knowledge, skills, values, norms and experience from one generation to another in a given society which was delivered through active participation and observation.
Each clan had ways of transmitting knowledge, skills, values and cultural norms, including taboos, to its young generation. Each adult participated in transmitting knowledge. Youth training depended on the experience of the trainer in a specific field. For example, the knowledge of midwifery could be imparted to some women, who would later train young girls to assist each other during pregnancy. They were also taught how to become acceptable wives and mothers
Adults taught young men and women parental and marital responsibilities. For example, girls were taught a wide range of household and agricultural duties at an early age, including cooking, cultivation and attending children.
Boys were taught to be responsible husbands and fathers. They also herded cows and looked after goats and other livestock. Children helped with minor household tasks and performed light duties for relatives.
Taboos were taught to younger generation to instill proper morals and protect natural resources like water, forest and land. For example; children in some societies were prohibited from going into the forest alone, claiming that they would meet with dangerous creatures that would harm them. young generations inherited knowledge, values and wisdom from their parents and relative, especially those related to the prosperity of society
AIMS OF PRE-COLONIAL EDUCATION
1. To impart knowledge, skills and values to young generation
Pre-colonial education aimed at imparting knowledge, skills and values to young members of the society through word of mouth and direct involvement in activities like fishing, carpentry and painting. In most cases, it was learning by doing
2. To impart social values and transmitted good morals and norms
Pre-colonial education aimed at imparting social values and transmitted good morals and norms to younger generations to prepare them for their future careers. For example, the youth were taught to do various economic activities such as fishing, farming and hunting. This also equipped the younger generations with the basic knowledge and skills related to particular activities
3. To develop children’s character, physical strength and intellectual abilities.
Pre-colonial education was intended to develop children’s character, physical strength and intellectual abilities. Children were taught practical skills and self- dependence
4. To promote peace and security in the society
Pre-colonial education aimed at promoting peace and security in the society because the youth were trained to defend their societies against enemies. For instance, in the Maasai society the Morans were responsible for peacekeeping and to protect their community and livestock from thieves and wild animals
5. It aimed at preparing the youth to take over the duty of leadership in their societies
This duty was important because administrative knowledge was at the very heart of social, political and economic development. Well-prepared young leaders could enhance the stability of society across generations
6. Aimed at making the youth patriotic
It was the duty of elders to impart a sense of patriotism to the youth so that they might be proud of their people, environment and resources. In pre-colonial societies, there were different conflicting among states, so patriotism was very important among the youth to discourage conspiracy against the welfare of their societies
CHARACTERISTICS OF PRE-COLONIAL EDUCATION
1. It was practical in nature
Pre-colonial education was practical in nature. For example, the youth were taken to the seas, oceans, rivers and lakes, where they were taught how to fish. A similar practice was done among the agricultural communities and iron smithery or industries communities
2. Pre-colonial education lacked uniformity
It varies from one society to another, depending on a given society’s economic, social and environmental conditions. Each society had its customs and traditions. For example, the customs and traditions of the societies that lived in the arid and semi-arid environments differed from those found around rivers and lakes
3. Pre-colonial education was valuable and relevant to the societies where it was practiced
It contained positive elements which helped to shape the culture of societies at that particular time. It was non-class based and not discriminatory and it provided to all members of the society regardless of their wealth or status
4. Pre-colonial education was not financially motivated
During the pre-colonial era, every member of the society considered themselves as having significant responsibilities to fulfill in the society, thus instructors were not paid. To motivate instructors, the community gave them gifts in the form of domestic animals or crops, depending on what is available at the time
5. Pre-colonial education emphasized good morals and good social conduct
The learners were taught good character. Elders ensured that good values and behaviour, such as hard work were imparted successfully, while undesirable behaviour like theft or prostitution were strongly condemned
6. re-colonial education showed a few weaknesses
For instance, the content of the education included certain customs and traditions that were unnecessary. In most cases, it undermined the rights of women. For example, a woman who lost her husband was not allowed to inherit the wealth left behind by her husband.
In some societies women were not allowed to eat certain type of food like eggs, milk. Similarly, women were not allowed to learn iron-working in the iron-working societies.
