DECOLONIZATION OF EDUCATION AND AFRICAN QUEST FOR SUSTAINABLE DEVELOPMENT

Abstract

The brand of education introduced by the colonialists is part of the reasons for the backwardness of the African continent in terms of sustainable development. The inability of Africa to emancipate herself socially, economically and politically manifests in her inability to contribute adequately to world Civilization. No nation grows and develops on the operationalization of foreign sciences and educational models in her educational curriculum. In this study, we reflect on what stands as suitable curriculum (content and pedagogies) for African culture and development. Our study unravels the theoretical underpinning for African functional education. The input versus output disparity vindicates the reality of a failed educational system. This is because the normal African traditional education model does not produce anyone that cannot feed him/herself. This paper advocates, therefore, a curriculum review that incorporates the psychological and cultural tools relevant to African survival. The Churches who are major stakeholders and big investors in education should also be at the forefront of patronising secular courses and placing less emphasis on foreign further studies. For Africa to meet up with the challenges of the 21st century and contribute to sustainable development and global economy, Africa must be authentic to her roots.