Education for all (EFA) and 'african indigenous knowledge systems (AIKS)': the case of the Chewa people of Zambia.
Date
2006
Authors
Banda, Dennis
Journal Title
Journal ISSN
Volume Title
Publisher
University of Nottingham
Abstract
This research is an investigation of whether “African Indigenous Knowledge Systems
(AIKS)” can enhance the achievement of Education for All (EFA) with particular
reference to the Chewa people of Zambia. The study raises challenges that many
countries have experienced in their effort to achieve EFA. Among the Chewa people
of Zambia, quality, relevance and credibility of the education are some of the reasons
affecting the provision of education to all. This research has argued that formal
schooling education, in its current form may not be the right vehicle to deliver EFA
goals. The research has proposed alternative forms of knowledge that could be
hybridized with the formal schooling education to address some of the challenges
identified. The research has tried to re-appropriate some Chewa AIKS to theorize
curriculum and pedagogy reforms that could enhance the achievement of the EFA
goals.
I have used qualitative research methodology in the study. The respondents in this
study were drawn from two areas of community of practice i.e. the Chewa traditional
chiefs and elders as perceived custodians of the Chewa AIKS and the educationists, as
implementers of education programs and policy and curriculum designers. Key issues
identified by this research include the following: that a replacement of the formal
schooling education by the AIKS is not an answer to the current challenges facing the
provision of meaningful education to all; that through consultations, and co-ordination
by all stakeholders and research in AIKS and formal schooling education, either
system would shed off elements perceived as barriers to EFA; and be hybridized to
complement each other to enhance the achievement of EFA goals; that the formal
schooling education should not be considered to be superior to informal and nonformal education systems, but that all are critical components in this quest. Theories
and frameworks of hybridization of forms of knowledge/education have been
considered in this research.
I have argued that hybridizing AIKS with the formal schooling system will only
become significant if an economic value is added to the AIKS through some
mechanisms put in place. The practical skills embedded in AIKS could foster career
building, entrepreneurship and apprenticeship if linked to the money economy of
employment and wealth creation. I have argued that there may be need to establish
opportunities for AIKS holders to be accredited within the National Qualification
Framework and policy framework on AIKS be enacted to regulate and protect IK, and
guide the hybridization process. The study highlights three main frameworks on the
hybridization of the AIKS and the formal schooling curriculum: (1) Mainstreaming/
Incorporation/ Integration/ infusion of the AIKS into the formal school curriculum.
(2) Establishing IK as a core subject with a structure similar to those of other core
subjects in the curriculum. (3) Teaching AIKS as a component of the seven official
Zambian languages that are taught in schools.
Description
Keywords
African indigenous knowledge systems. , Compulsory education for all Europeans. , Education for all. , Local knowledge , Non-formal education.