Abstract:
The Curriculum and Assessment Policy (CAP) enacted in 2009 recognises the need to produce learners that are self-reliant and affirms the critical role of Indigenous Knowledge Systems (IKS) in education. This policy document expects teachers to integrate practical work/projects in their lessons, most of which can be done by the indigenous knowledge holders. This study sought to establish the prospects of engaging the indigenous knowledge holders in the teaching of Creativity and Entrepreneurial learning area.
The study employed a qualitative approach to explore participants’ views about engaging indigenous knowledge holders in teaching Creativity and Entrepreneurial learning area, the teachers’ challenges in incorporating indigenous knowledge in their teaching and the benefits of incorporating the indigenous knowledge holders in the teaching of Creativity and Entrepreneurial learning area. The interviews and the focus group discussions were used to generate data.
The findings indicated that it is possible to engage the indigenous knowledge holders in the teaching of Creativity and Entrepreneurial learning area. However, teachers face a challenge in finding and inviting them to schools as they do not know the community members and the skills that they possess. The participants suggested that the government could register indigenous knowledge holders so that they can be easily accessible to schools. This study also recommends that the indigenous knowledge systems be explicitly stated in the curriculum and that there should be a policy that details how the indigenous knowledge holders can be involved. Lastly, the strategies that should be used at each level of involvement should be stipulated to avoid duplication of human resources and conflicts between and among the indigenous knowledge holders and teachers.
