Integrating Indigenous Knowledge Systems in Higher Education in Kenya: A Possibility, Impossibility or A Mirage?

Abstract

This paper explores the potential of integrating Indigenous Knowledge Systems (IKS) into Kenya’s higher education curriculum. Rooted in the historical legacies of colonialism, the current education system marginalises IKS, favoring Eurocentric curricula that often fail to resonate with the lived realities of Kenyan students. Drawing on various scholarly perspectives, the paper evaluates the significance of IKS, emphasising its role in fostering sustainable development, promoting cultural identity, and addressing socio-economic challenges. The study also highlights barriers, including systemic biases, resource constraints, and tensions between Africanisation and internationalisation. By analysing the Kenyan Competency-Based Curriculum (CBC), the research identifies opportunities for introducing IKS at higher levels of education. However, the limited application of IKS, confined to lower primary schools, underscores the need for reforms. The paper contrasts the romanticisation of IKS with its practical implications, arguing that integrating IKS is not merely a preservation of cultural heritage but a dynamic process essential for holistic education. Recommendations include curriculum revision, financial investment, and teacher training to bridge gaps in implementing IKS. By demonstrating the transformative potential of IKS in higher education, the paper makes a compelling case for its integration as a means to empower local communities, enhance self-reliance, and achieve educational relevance in Kenya.