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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13091
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DC FieldValueLanguage
dc.contributor.authorNdhlovu, Finexen
dc.contributor.authorMasuku, Jestaen
dc.date.accessioned2013-07-23T15:45:00Z-
dc.date.issued2004-
dc.identifier.citationSouth African Journal of Higher Education, 18(3), p. 281-288en
dc.identifier.issn1011-3487en
dc.identifier.urihttps://hdl.handle.net/1959.11/13091-
dc.description.abstractHigher and tertiary education institutions have come to be recognised as centers of academic excellence charged with the social responsibility of generating knowledge that can be used to circumvent the challenges confronting society. The western oriented education system characterising higher and tertiary institutions in modern Zimbabwe has failed to meet this premium because it lacks an appreciation of locally produced philosophies and thought systems. This article exposes those methodological and pragmatic tenets of African indigenous knowledge systems (AIKSs), which are worth mainstreaming in higher and tertiary education curricula.en
dc.languageenen
dc.publisherUniSA Pressen
dc.relation.ispartofSouth African Journal of Higher Educationen
dc.titleMainstreaming African Indigenous Knowledge Systems in higher and tertiary education: the case of Zimbabween
dc.typeJournal Articleen
dc.subject.keywordsEducationen
dc.subject.keywordsVocational Education and Training Curriculum and Pedagogyen
dc.subject.keywordsCurriculum and Pedagogy Theory and Developmenten
local.contributor.firstnameFinexen
local.contributor.firstnameJestaen
local.subject.for2008130213 Vocational Education and Training Curriculum and Pedagogyen
local.subject.for2008139999 Education not elsewhere classifieden
local.subject.for2008130202 Curriculum and Pedagogy Theory and Developmenten
local.subject.seo2008950304 Conserving Intangible Cultural Heritageen
local.subject.seo2008930501 Education and Training Systems Policies and Developmenten
local.profile.schoolSchool of Humanities, Arts and Social Sciencesen
local.profile.schoolLinguisticsen
local.profile.emailfndhlovu@une.edu.auen
local.profile.emailmasukuj@msu.ac.zwen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20130211-114415en
local.publisher.placeSouth Africaen
local.format.startpage281en
local.format.endpage288en
local.peerreviewedYesen
local.identifier.volume18en
local.identifier.issue3en
local.title.subtitlethe case of Zimbabween
local.contributor.lastnameNdhlovuen
local.contributor.lastnameMasukuen
dc.identifier.staffune-id:fndhlovuen
local.profile.orcid0000-0002-9263-0725en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:13302en
dc.identifier.academiclevelAcademicen
local.title.maintitleMainstreaming African Indigenous Knowledge Systems in higher and tertiary educationen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorNdhlovu, Finexen
local.search.authorMasuku, Jestaen
local.uneassociationUnknownen
local.year.published2004en
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School of Humanities, Arts and Social Sciences
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