Decolonizing Sustainability in African TVET: A Literature-Based Framework for Curriculum Integration of Indigenous Knowledge and Green Skills
Charles Kidega, Wang Zhanjun, Ibrahim Mariam Rajabu, George Mapalilo Frank
Africa Journal of Technical and Vocational Education and Training · Rift Valley Technical Training Institute · 5 February 2026
Summary based on abstract and available bibliographic information
Editorial Summary
This systematic review analyzes the integration of sustainability and indigenous knowledge into African TVET curricula to address colonial legacy and environmental challenges. It proposes a framework to align vocational training with local socio-economic contexts and the goals of Agenda 2063.
Central Research Question
How are sustainability concepts incorporated within African TVET, and do they address gaps in environmental, economic, and social justice?
Key Findings
Current African TVET systems suffer from policy fragmentation, colonial curriculum structures, and the marginalization of indigenous knowledge; a shift toward decolonizing curricula is required for climate resilience.
Methodology
Systematic Review using PRISMA guidelines.
Evidence
Analysis of 20 peer-reviewed articles, policy papers, and grey literature.
Limitations
Not specified in available source
Why It Matters
African TVET systems often rely on outdated Eurocentric models that fail to address the realities of rural resilience and climate change. This study provides a vital scholarly argument for indigenizing education to meet local needs. It offers a clear roadmap for policy alignment that could harmonize national vocational frameworks across the continent.
Practical Implications
Implementation of micro-credentialing for indigenous skills, cross-border certification systems, and funding for culturally responsive, green-skills pedagogy.
This page provides an original summary and contextual presentation of the source publication. Consult the original publication for the complete research, evidence, methods and conclusions.
Cite this Publication
Charles Kidega, Wang Zhanjun, Ibrahim Mariam Rajabu, George Mapalilo Frank (2026). Decolonizing Sustainability in African TVET: A Literature-Based Framework for Curriculum Integration of Indigenous Knowledge and Green Skills. Africa Journal of Technical and Vocational Education and Training. https://doi.org/10.69641/afritvet.2026.111213
