Challenges to Indigenous Knowledge Incorporation in Basic Environmental Education in Anglophone Cameroon

Abstract

The study employed qualitative data to analyse factors influencing efforts to incorporate indigenous knowledge (IK) in basic formal environmental education (EE). Anglophone Cameroon’s education subsystem constitutes the empirical referent; it employed an environmental scanning model (ESM) to identify major historical, economic, social, political, economic, cultural, and technological (HESPECT) factors that influence these efforts. It reveals that the curriculum is devoid of IK. It further found that the factors examined have mixed implications for efforts to institute IK in the curriculum. It concludes that EE in Anglophone Cameroon stands to enormously benefit from the incorporation of IK.