Indigenous Knowledge Goes to School : Potentials and Perils of Community Education in the Western Sahel

Abstract

Indigenous knowledge in West African
 schools, has yet to gain its stand in the official education
 sector in order to certify knowledge, and train the next
 generation, a sector seemingly unlikely to embrace local
 knowledge, or regard indigenous science as a legitimate
 source of inspiration. Nonetheless, non-formal education,
 and literacy programs, frequently conducted in African
 languages, and focused on local community needs, are current
 exceptions. The note looks at some changes that created a
 space for new curricula: structural adjustment policies
 motivated schooling, as well as the state in providing it;
 alternate formulas to increase enrollment are being
 supported by governments, including a variety of
 experimental programs; reform of primary and secondary
 schooling is reversing traditional formal education in favor
 of African-language curricula; and, civil society is playing
 an enhanced role in educational provision. The search for
 alternatives has taken a variety of forms, and, the note
 examines the community involvement model, where financial,
 administrative, and curricula participation become relevant
 inputs to the inclusion of indigenous knowledge. However,
 implementation is hindered by constraints in human,
 financial, and technical resources, aggravated by political
 issues. Despite obstacles to educational quality, and equity
 spelled out in the debate, the perils, and potentials of
 community school movements illustrate the policy changes
 needed to achieve a contemporary indigenous knowledge.