Is Heritage-based Education Similar to Indigenous Knowledge Systems in Zimbabwe?

Abstract

Post-colonial Zimbabwe has been hopping from one curriculum to the next in search of long-lasting solutions to the national socio-economic challenges. Zimbabwe has been trying to decolonise the education system to create economic growth and survive the sanctions imposed on the country. The study is premised on the argument that heritagebased education has similarities with indigenous knowledge systems (IKS) in Zimbabwe, with a few points of departure that separate the two approaches. The study uses the place-based education conceptual framework as guidance. The study employs a qualitative methodology with a case study research design while engaging secondary data from journals and newspaper articles.