Mainstreaming African Indigenous Knowledge Systems in higher and tertiary education: the case of Zimbabwe

Higher and tertiary education institutions have come to be recognised as centers of academic excellence charged with the social responsibility of generating knowledge that can be used to circumvent the challenges confronting society. The western oriented education system characterising higher and tertiary institutions in modern Zimbabwe has failed to meet this premium because it lacks an appreciation of locally produced philosophies and thought systems. This article exposes those methodological and pragmatic tenets of African indigenous knowledge systems (AIKSs), which are worth mainstreaming in higher and tertiary education curricula.