Indigenous Knowledge Systems in Ugandan Educational Practice: A Policy Analysis

Indigenous Knowledge Systems (IKS) in Uganda are underutilized in formal educational settings despite their potential for enriching curricula and enhancing student engagement. A qualitative policy analysis approach was employed, examining existing curriculum documents, teacher interviews, and focus group discussions in selected schools across Uganda. The study revealed that only 15% of school curriculums explicitly incorporate IKS themes, with a notable absence in subjects like Mathematics and Science. Current policies favour Western educational paradigms over indigenous knowledge systems, necessitating reforms to promote greater inclusivity and relevance. Education policymakers should mandate the incorporation of at least one IKS theme per academic subject into national curricula, alongside ongoing professional development for teachers on integrating such materials effectively.