A TWO-PART STUDY WAS CONDUCTED--(1) A HISTORICAL RECORD SURVEY AND CHRONOLOGICAL RECONSTRUCTION OF FRENCH EDUCATIONAL STRATEGIES FOR SUB-SAHARAN AFRICA FROM 1815 TO 1962, AND (2) AN ATTEMPT TO DISCOVER WHAT INFLUENCE THESE STRATEGIES HAD ON THE EDUCATION OF A FRENCH COLONY AND TO NOTE CHANGES THAT TOOK PLACE SINCE THE PEOPLE OF THIS COLONY GAINED INDEPENDENCE. THE EFFORT WENT BEYOND THE SEQUENTIAL DESCRIPTION OF EDUCATIONAL STRATEGIES TO INCLUDE THE CONDITIONS, THE EVENTS, AND THE ATTITUDES WHICH LED TO THEIR FORMATION, ACTIVATION, AND MODIFICATION. THE THREE ANALYTICAL SECTIONS OF THE REPORT ARE CONCERNED WITH--(1) THE INTENTIONAL ASPECT OF THE EDUCATIONAL STRATEGIES, (2) THE DERIVATION OF THESE STRATEGIES, AND (3) MODES OF STRATEGY DEVELOPMENT, NOTING PARTICULARLY THE CHARACTERISTICS OF BOTH PRIVATE AND PUBLIC ORGANIZATIONS AND THEIR ROLES IN THE FORMATION AND IMPLEMENTATION OF NATIONAL POLICY. RESULTS REVEALED THAT THE FRENCH EDUCATIONAL ENDEAVOR IN SUB-SAHARAN AFRICA HAD MANY POSITIVE ASPECTS--(1) A FIRM ULTIMATE PURPOSE, (2) GUIDANCE BY PERCEPTIVE PLANNERS OF GRAND STRATEGY, AND (3) CONTINUING EDUCATIONAL ORGANIZATION. THESE WERE COUNTERPOSED, HOWEVER, BY A SERIOUS LACK OF FINANCIAL SUPPORT, INADEQUATE GRASS-ROOT IMPLEMENTATION, RAPID TURNOVER IN TOP ADMINISTRATION, AND AN INABILITY TO ADAPT TO THE NEEDS OF SUB-SAHARAN AFRICA, EVEN AS DETERMINED BY THE FRENCH THEMSELVES. (HB)