International Journal of Innovative Research and Development

Abstract

A survey was conducted, to examine a sample of 100 secondary school teachers’ conceptions of Indigenous Knowledge in 8 randomly selected secondary schools in Harare, Zimbabwe. A pilot study was undertaken with 15 teachers. The data was analysed using the Statistical Package for Social Sciences (SPSS) Version 10. The study revealed that secondary school teachers have adequate understanding of Indigenous Knowledge. Using this knowledge, teachers could improve students’ learning by drawing on local knowledge and language to illustrate concepts. Further research could be done on the content and methodological approaches of infusing Indigenous Knowledge into the curriculum.

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