The 'African' school curriculum: content and relevance of indigenous knowledge to Africa's regeneration

Abstract

The article advocates for an 'African' curriculum, a type of learning experiences 'brewed in an African pot' but borrows from Western education values and practices that are relevant to Africa's regeneration. The article is based on the lived experiences of the authors and the relevant available literature. We argues in the article for Africa to achieve a true "rebirth" the school curriculum, its content, values and indeed the school system itself must transform to have a hall mark of Africa's true identity. To achieve this, we advocate for the incorporation of Africa's indigenous knowledge systems and values into the school curriculum.