As the 21st century dawned, some African intellectuals were already contemplating an
education system based on African philosophy and African values. These intellectuals were
motioning for an education system that would uphold the indigenous knowledge systems
(Makgoba, 1996; Seepe, 2004; Higgs and Van Wyk, 2007). This group also contends that
through education, African societies will be enhanced if education reflects the local
indigenous knowledge systems. Other critics though, believe that africanising education …

Chapters in this book herald for a need for a transformed system of education in Africa.
Higgs in Chapter 1 justifies the needs for the African philosophy whilst Chikoko in Chapter 5
also illustrates the various dimensions that an Africanised system might have to follow
among these themes in access. The chapters explore the critical relevance of indigenous
knowledge systems (IKS) in the African society in which the higher education institutions
(HEIs) are situated. The African university exists at a precarious position if the academia …