As a consultant on secondary school issues, I was asked by the Ministry of Education in Utlandia to make a report on Eton of Africa, based on a visit to the school in the spring of 2002. I was especially asked to study the facilities, the teaching and the impact the school has had on society. I was also asked to make recommendations as necessary.

I visited Eton of Africa during from 5 April to 18 April 2002. I looked at the buildings, other facilities and the equipment. I attended the lessons, made interviews with teachers, students and people in the nearby villages. I also visited a couple of homes of the students. Finally, I made in-depth interviews with ten former students and sent a questionnaire to fifty former students. The responses to the questionnaires are presented graphically as Appendix 1.

The buildings are in very good condition made of brick in the style of an old English boarding school. The sport areas are also in a very good condition. The school has a wonderful new swimming pool and a beautiful garden irrigated by water from its own dam built specially and only for the needs of the school. The classrooms are well-equipped and in good condition as are the rooms in the boarding school and the dining hall.

Everything is well maintained thanks to the workshops, buildings for maintenance and well-trained workers.

All of the teachers are from USA or UK. No Utlandian teachers can be employed according to the rules. The teachers are all educated in their respective native countries and that means that have a wholly western classical education and background. All of the teaching is in English. Other foreign languages are taught, ancient and modern, such as Latin and Greek and French. All of the students have to know how to read and speak Latin. No native African languages are taught. The students are not allowed to speak their mother tongue not even during their breaks or spare time. They are taught in all kinds of western upper class manners in clothing, eating, conversation etc. All the teachers have very good western educations and have very good teaching skills.    

The villagers see the school as a closed world with no contact with the nearby surroundings. They look upon the students as very lucky people who have got the possibility to get this kind of education, study abroad and even the possibility of emigrating to USA or other western countries. They saw that this was a possibility for some lucky people to become rich in the future.

The teachers and the students see this closed world as a natural thing. All efforts are made to prepare the students to be able to study abroad competing with students in UK and USA. Both teachers and students are convinced that the students are educated to become the elite of the community in the country.