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The fusion of modern and indigenous science and technology: how should it be done?
Abstract
Several African intellectuals, especially educators, have realized the need for the overhauling of Africa's educational systems to enable these intellectuals address the needs of Africans. In this paper, we have reechoed the need for this overhauling process, and have argued for an integration of indigenous knowledge systems with the formal school curriculum. In this paper, the benefits of integrating community science and technology with school science and technology and the constraints to the integration have been outlined. It also reports on the attempt at integration by the Centre for School and Community Science and Technology Studies (SACOST), at the University of Education, Winneba in Ghana. SACOST is a centre of excellence established by the African Forum for Children's Literary in Science (AFCLIST), a non-governmental organization. The paper identifies the community as having four major operating areas (the school, indigenous, informal and formal), each of which constitutes a group with shared interests, values and modes of operation. The model proposed for the integration focuses on the school as the central component that should utilize all the existing knowledge in the community in the human resource development.
African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 49-58
African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 49-58