There are concerns that soft skills assessment has been conceptualized within the Western context and may not reflect the indigenous African worldview. Without relevant soft skills assessment contextualized in the African cultural cosmology, there is a limitation in assessing African conceptions of abilities. The purpose of this study was to…

The international development community made a commitment to transformative goals related to social, economic, and environmental justice that requires them to leave no one behind. We argue that the use of transformative and indigenous frameworks for evaluation provide guidance towards achieving those goals. We provide a rationale for inclusion of…

This study explored the extent to which teachers integrate environmental education and local environmental knowledge into the curriculum of a secondary school in the Okavango Delta of Botswana. In doing so, the study explored the potential value of place-based education in redressing concerns brought to light in postcolonial critiques of education…

This paper argues that lifelong learning can be a torch for education that is relevant, appropriate and appreciated by many Africans if conceptualized within the African Indigenous Learning (AIL) framework. Such learning is entrenched deep in the practices, cultures and ways of knowing of many Africans. The fundamentals or the ideals of lifelong…