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This paper briefly describes the historical development of the Southern African Development Coordination Conference (SADCC) from its roots in 1980 and examines the work of the Southern African Development Community (SADC) today. The objectives of the SADCC are listed from the 1980 declaration and the achievement of those objectives are assessed. The implications of those objectives for education are analyzed, although the objectives make no direct reference to education. As the human rights agenda formally emerged, education came into the formula. Discussion of problems related to the emergence of educational policies include: (1) the lack of some highly qualified personnel needed for educational development in some areas; (2) the possibility of poaching of qualified personnel from member states; (3) the dissatisfaction with conditions of service by some personnel in some states; (4) weak currencies in some countries which could be exploited to attract the best and most experienced staff from institutions; and (5) the incoming of free South Africa seemingly in dire need for experienced academics. Implications of this "brain drain" are explored. (EH)

This paper briefly examines the historical background to political independence in African nations, highlighting the control of the colonial masters on those nations. The "hangovers" describes how early colonial control has had serious influence on the development of social studies curriculum in Zimbabwe. The paper concludes by narrating the implications of these colonial hangovers for social studies teachers, including: (1) rapid changes in names and boundaries; (2) changes in governments and economic systems with new elections; and (3) an understanding of the different colonial powers that controlled countries in Africa and that these European nations had used and emphasized different strategies and techniques which are now responsible for many of Africa's political, economic and social problems. (EH)