Indigenous knowledge systems: a panacea in education for development?
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At independence, Zimbabwe introduced an education intervention to ensure that all school going age children had access to education through its education for all policy. This move was adopted taking cognisance of the indispensable role of education in the development of any country. However, the educational set-up in Zimbabwe has been designed in such a way that indigenous knowledge systems are made to occupy a peripheral position. It is this periferising of the indigenous knowledge systems at a time when Africa, in general and Zimbabwe in particular, are working towards tailor-making education to become a catalyst for development that is the crux of this research endeavour. The major questions at the centre of this research are: Can consideration of indigenous knowledge systems in curriculum innovations be a catalyst in the production of active and innovative members of the society? Is expanding access to education to all a panacea to linking education to development and attainment of the millennium development goals in Zimbabwe? Can educational innovation devoid of the richness of the indigenous knowledge truly result in quality and equitable distribution of opportunities to education for the young generation in Africa? These and many other unmentioned questions will be central to the research attempt. For purposes of survey, interviews being carried out among the educational practitioners, policy makers and economic actors within the nation. Questionnaires were also distributed to compliment the results of the interviews. The collected data was analysed, interpreted qualitatively and general trends were identified.