Perception of Technical College Teachers on integrating indigenous knowledge in Malawi’s formal Technical, Entrepreneurial and Vocational Education and Training (TEVET) sector: the case of Lilongwe Technical College

Abstract

The study investigated teachers’ perception on the integration of Indigenous knowledge (IK) in Malawi’s formal TEVET sector as a way of achieving sustainable development. The need for IK is currently viewed as a valued resource that can alleviate poverty and create wealth. Malawi’s TEVET sector advocates the integration of IK in formal TEVET to enable individuals acquire relevant skills towards enhancing local production processes (TEVET, 2013). Even though Malawi’s TEVET sector embraces IK, it appears that integrating it in the formal TEVET sector has not yet been achieved. This paper presents an exploration of how IK can be integrated in the formal TEVET curriculum as one way of developing TEVET training programs and improving its relevance to learners’ development needs. The study also examined IK and its relevance in formal TEVET and in harnessing sustainable development. The repositioning of IK could help balance off knowledge acquisition in formal TEVET and improves learner’s knowledge and skill retention towards enhancement of their socio-economic opportunities. The study adopted a qualitative paradigm in order to generate a holistic understanding of the integration processes and its merits. Data were generated through open-ended questionnaire and workshop discussion with eight teachers working for Lilongwe Technical College. The respondents of the study were purposefully selected and given the guide questions in order to gain their insights on how they understand IK, its relevance and strategies of integrating it in the curriculum. The study revealed that the majority of the respondents had a common interpretation of IK which was inspired by their social cultural upbringing as well as practical aspects of technological subjects. The study also exposed the need for IK in enhancing knowledge and skills acquisition of learners, creativity and innovations in achieving socio-economic and environmental sustainability. In addition, the need for research, documentation and infusing of IK in the curriculum coupled with the use of learner centered methodologies were viewed to be vital for successful integration of IK and the delivery of formal TEVET curriculum. The study recommends the incorporation of IK in the curriculum, capacity building of teachers, raising awareness and furthering an action based research where IK’s are explored and integrated in a specific subject matter.