The paper attempts to show what kinds of theories have been dominant in the study of education and development in Africa. The paper also attempts to show the educational policies and innovations which emanate from these theoretical frameworks. The theories which are discussed in the paper are categorised into equilibrium and conflict paradigms. Under the broad category of equilibrium paradigm, theories of structural-functionalism, modernisation and human capital are discussed. The influence of these theories in the study of education and their practical implications to education planning and social policy are then explored, under the category of conflict paradigm, Marxist theories and theories of underdevelopment are discussed. The implications of these theories to the study of education are briefly explored utilising examples of work done from this framework. The paper is in many ways exploratory and it is hoped it will lead to discussions on future research priorities in the area of education and development. The paper approaches this question from the underlying theoretical influences as a means uncovering the ideological, economic and political implications of educational policies followed in Africa and Kenya in particular in the last two decades.