History of the Ismaili Community in the 20th Century – II

Ismaili Community

History of the Ismaili Community in the 20th Century

History of the Ismaili Community in the 20th Century – I

Following the Second World War, far-reaching social, economic and political changes profoundly affected a number of areas where Ismailis resided.

In 1947, British rule in the Indian subcontinent was replaced by the two sovereign, independent nations, of India and Pakistan, resulting in the migration of at least a million people and significant loss of life and property. In the Middle East, the Suez crisis of 1956 as well as the preceding crisis in Iran, demonstrated the sharp upsurge of nationalism, which was as assertive of the region’s social and economic aspirations as of its political independence. Africa was also set on its course to decolonisation, swept by what Mr. Harold MacMillan, the then British Prime Minister, aptly termed the “wind of change”. By the early 1960s, most of East and Central Africa, where the majority of the Ismaili population on the continent resided (including Tanganyika, Kenya, Uganda, Malagasy, Rwanda, Burundi and Zaire), had attained their political independence.

This was the world in which the present Aga Khan acceded to the Imamat in 1957. The period following his accession can be characterised as one of rapid political and economic change. Planning of programmes and institutions became increasingly difficult due to the rapid changes in newly-emerging nations. Upon becoming Imam, the present Aga Khan’s immediate concern was the preparation of his followers, wherever they lived, for the changes that lay ahead. This rapidly evolving situation called for bold initiatives and new programmes to reflect developing national aspirations.

In Africa, Asia and the Middle East, a major objective of the Community’s social welfare and economic programmes, until the mid-fifties, had been to create a broad base of businessmen, agriculturists, and professionals. The educational facilities of the Community tended to emphasise secondary-level education. With the coming of independence, each nation’s economic aspirations took on new dimensions, focusing on industrialisation and modernisation of agriculture. The Community’s educational priorities had to be reassessed in the context of new national goals, and new institutions had to be created to respond to the growing complexity of the development process.

….. end of Part II
Source: AKDN

Part III