Integrating Indigenous Knowledge Systems

(IKS) into Formal Vocational Education and

Training (VET) Systems in Uganda: The

Potential for Sustainable Development

Wycliff Edwin Tusiime

Tampere, June 15th, 2013

Myths & Brands in VET Conference

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Outline

• Why integrate IKS into today’s VET?

• IKS in Africa: Is this a myth in VET?

• Possibilities of integration.

• Conclusion

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Why integrate IKS into today’s VET?

• VET has not yet

realized its master

key role of

alleviating poverty,

improving the quality

of life for all and help

achieve sustainable

dev’t on the African

continent. (World Bank, 2001, 2004; UNESCO 2001, 2004, 2006, 2012;

UNICEF, 2009)

• Missing link

between formal

VET and IKS and

pedagogies that

majority African

communities still

depend on and

are sustained. (Nyerere 1968; Ngugi (1981) Odora Hoppers (2002); UNESCO, 2003; Breidlid, 2013; Mswazie and Tapiwa, 2013)

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IKS in Africa: Is this a myth in VET? • IK is not “myths” nor “folk

knowledge” nor “primitive” nor

“irrelevant” as it is branded in

most African formal education

systems. [ Agrawal (1995); Moodie (2004); Ogachi (2011); and Breidlid (2013)]

• IKS reflect local knowledge and

skills embedded in traditional

cultural values that Africa’s

majority rural people depend on

for survival. Such knowledge is

usually transmitted through

local languages. (Wolfensohn ,2000; Kagoda, 2009)

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Possibilities of integration. • VET policies and Goals a) Re-define the role of IKS in formulating VET policies

and goals for the cultural and social-economic development of traditional mostly African rural communities.

b) Change perception towards IKS. IKS is not “Myths” nor “primitive” nor “irrelevant”

• School curriculum a) Localize learning content

b) Medium of instruction and materials

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Possibilities of integration. • Introduce and modernize indigenous pedagogies

in formal VET a) Hands-on training through apprenticeships and

workshop-based learning. b) Problem-based pedagogical methods e.g. Action

Research

• Evaluation criteria a) Assess skills and competences rather than Knowledge

Accumulation. b) Recognize , certify and license skills acquired thru

Informal systems c) Introduce social rewards/appraisals rather than

certificates.

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Conclusion

• Solutions to problems that currently plague African societies and communities must proceed from understanding the dynamics within the local context e.g. IKS (Freire, 1970)

• Formal VET systems should incorporate the cultural heritage and values (IKS) as the grounding for VET policies and curriculum.

• Need to also address other VET challenges

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Thank you!

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