Educational Decolonization

Abstract

African countries fought wars of liberations meant to liberate their citizens from the jaws of oppression. The ultimate goal was self-governance and self-determination which was supposed to usher in a developmental trajectory based on equity and equal opportunities. Unfortunately, after the attainment of independence more than half of the population in Africa is still walloping on poverty despite being rich in natural resources. This research study investigated the role played by Technical Vocational Education and Training (TVET) curriculum in the promotion of innovation and industrialization. Mixed Methods Research approach which integrates both Qualitative and Quantitative Research was used. Data was collected using survey questionnaires and interviews from a sample size of 50 and the respondents were randomly selected from both TVET training institutions and the industry. Analysis of the data was done using Microsoft Excel. The use of mixed methods provided a holistic approach in combining and analyzing the statistical data with deeper contextualized insights. The research study recommended the need to Africanise and decolonize the education system by revising the TVET curricula to focus on heritage-based education philosophy so that learners are capacitated in harnessing and adding value to local resources, solve their local problems through entrepreneurship and employment creation.