"The term neocolonialism is possibly more apposite when considering, the post-colonial educational relationships and problems facing, developed countries during the last two decades of the twentieth century, since it is the means by which existing educational institutions and patterns are subtly, and not so subtly, preserved, or even controlled by external powers, usually the former colonial authorities. It is at the same time more difficult to ‘prove’ or quantify educational neocolonialism than it is trade or economic relationships because the educational relationship between the metropolitan powers and the developing countries simply because it is often very subtle; because aid to education is often couched in terms of the highest altruism; and because the educational and political elites of the Third World countries acquiesce in this relationship either because of inertia, because they see no way round it or because it suits their interests by helping to maintain them in power."