{
  "id": 10963759,
  "title": "Africa’s education systems to harness, assess indigenous knowledge for internal wealth creation",
  "url": "https://urgent.news/2026/09/30/africas-education-systems-to-harness-assess-indigenous-knowledge-for",
  "topic": "world",
  "section": "World",
  "published": "2026-09-30T14:10:47.000Z",
  "source": {
    "name": "Adom Online",
    "slug": "adom-online",
    "url": "https://www.adomonline.com/africas-education-systems-to-harness-assess-indigenous-knowledge-for-internal-wealth-creation/"
  },
  "original_language": "en",
  "account": "Ghanaian curriculum expert Thomas Osei-Kumah has urged African countries to fundamentally change their education systems to utilize indigenous knowledge, cultural values and natural resources for sustainable growth and wealth generation. At the 6th Annual Conference of the African Curriculum Association in Tanzania, Mr. Osei-Kumah from Ghana's National Council for Curriculum and Assessment discussed the sub-theme \"Policy and Practice Consistency in Curriculum: Lessons from Africa.\" He emphasized that African nations must move beyond token inclusion of indigenous knowledge in curricula, and instead develop education systems that integrate scientific knowledge with local expertise and natural resources in Standard Assessment practices. Despite Africa's rich cultural heritage and natural resources, many formal education systems remain heavily influenced by external models that do not always align with local socio-economic conditions. Mr. Osei-Kumah's analysis of curriculum frameworks, policies, and literature from Ghana, Mali, Ethiopia and Tanzania revealed progress in incorporating indigenous knowledge, local languages, oral traditions, and community values. However, he noted a persistent gap between policy and classroom practice, particularly in assessment systems which still favor imported academic standards, Eurocentric literacy, and rote memorization. These practices limit the meaningful influence of indigenous knowledge on learning outcomes. Mr. Osei-Kumah called for a shift to systemic transformation, where African epistemologies and indigenous knowledge are meaningfully integrated into teaching, learning and national assessments. This move, he argued, would enable Africans to create solutions, generate wealth and build sustainable prosperity from within, leveraging both scientific knowledge and the continent's rich indigenous knowledge systems. The conference, which gathered curriculum scholars, policymakers, practitioners and experts from across Africa, underscored the urgent need for educational transformation to align with Africa's development aspirations.",
  "summary": "A Ghanaian curriculum development expert, Thomas Osei-Kumah has called for a fundamental transformation of African education systems to enable the continent to harness its indigenous knowledge, cultural values and natural resources for sustainable development and wealth creation. Mr. Osei-Kumah of the National Council for Curriculum and Assessment (NaCCA), Ghana, made the call when he presented…",
  "key_points": [],
  "editors_take": null,
  "illustration": null,
  "coverage": {
    "outlets": 1,
    "also_reported_by": []
  },
  "ai_generated": true,
  "disclaimer": "Summaries, key points and the editor’s take are written by software from other outlets’ reporting and may contain errors — always check the linked original."
}