The legacy of African traditional education is deeply rooted in its philosophical principles,

which have shaped the educational landscape of many African societies. These principles—

perennialism, functionalism, communalism, preparationalism, and holism reflect the values,

beliefs, and practices that have been passed down through generations. The principles of

African traditional education serve as a foundation for understanding the educational needs

and values of African communities. They highlight the importance of cultural continuity,

practical skills, communal responsibility, preparation for societal roles, and holistic

development The thrust of this essay is to assess the legacy of the principles of the indigenous

educations system. Definition of key terms indigenous education and legacy will be reviewed

as the paper unfolds.

Indigenous education or African Traditional Education is the education that was practiced in

Africa before the coming of the European imperialists. According to Marah,

(2006) indigenous education is defined as the native, locally developed form of bringing up

the youngsters by the older and more experienced members of the society. African indigenous

education can generally be defined as the form of learning in Africa traditional societies in

which knowledge, skills, and attitudes of the tribe, were passed from elders to children, by

means of oral instructions and practical activities (Cameroon, 2009). Therefore, the writer

defines the term a traditional form of education that was passed from elders to their children

in their form of oral communication, apprentice and direct observation . The term legacy

refers to something handed down from one generation to the next. In this write up the term

legacy will refer to inheritance left .

The Ubuntu or Unhu is a philosophical and ethical framework rooted in various African

traditions and worldviews. At its core, Ubuntu emphasizes the fundamental

interconnectedness of all people and the inherent humanity that binds us together. According

to Marah, (2006) this principle of shared humanity and collective wellbeing is strongly

aligned with the communal and holistic principles that underpin African traditional education.

The Ubuntu perspective posits that an individual’s identity and well-being are inextricably

linked to the community . This resonates deeply with the communal nature of traditional

African education, where learning was a shared responsibility and the success of the group

took precedence over individual interests. By applying the Ubuntu lens, researchers can

examine how the principle of communalism has shaped educational practices and outcomes,

and how it continues to influence contemporary learning environments.Furthermore, the

Ubuntu theory recognizes the importance of harmony, interdependence, and mutual care

within a community. This aligns closely with the holistic approach of African traditional

education, which viewed learning as a comprehensive process of developing the physical,

mental, emotional, and spiritual dimensions of the individual. An Ubuntu-based analysis

could explore how this holistic perspective has been preserved or adapted in modern

educational systems, and how it contributes to the overall well-being and development of

learners. Additionally, the Ubuntu emphasis on the transmission of cultural knowledge,

values, and traditions ( Shizha, 2013)parallels the principle of perennialism in African

traditional education. Researchers can examine how educational institutions and practices

have maintained this cultural continuity, and how they have responded to the challenges of

modernization and globalization while upholding the enduring truths and wisdom of African

heritage.

The principle of preparationalism play an important role in the in indigenous education.

Preparationalism focuses on the idea that education should prepare individuals for their

future roles in society. In traditional African education, this principle was evident in the way

boys and girls received gender-specific training that aligned with their expected societal roles.
Indigenous education was functionalistic in nature and prepared learners with essential skills.

Every child was socialised to become a functional member of society.Various functional

skills were imparted. Everything that is taught has to have a utility bearing to the individual.

The education and skills taught to the learners have to be in line with the realities that

confront children on a daily basis. Chitumba, (2010) says that children learned by being

productive (much of the learning to be hands on). They functionally and productively

contribute by herding cattle, milking cows, preparing food, weeding, rearing siblings It

implies that learners should acquire and apply the knowledge, skills, values, and attitudes to

solve situations they encounter in everyday life and across the globe. The Zimbabwean

curriculum shifted greatly towards a competent based curriculum. The emphasis of the

education 5.0 is to mould a learner with skill and competences that will enable him or her to

be sufficient in the society. The curriculum emphasise developing of life skills in learners in

the same manner the indigenous education was structured. The emphasis on preparation

ensured that individuals were equipped to contribute meaningfully to their society, thereby

reinforcing social structures and cultural continuity

Also, perennialism is an important aspect of African indigenous education. Perennialism in

African traditional education emphasizes the importance of enduring truths and values that

transcend time and culture. This principle suggests that education should focus on the core

values and knowledge that have been integral to the community’s identity. In traditional

African societies, this meant imparting wisdom, moral values, and cultural heritage through

storytelling, rituals, and communal activities. The aim was to cultivate a sense of identity and

continuity among the younger generations, ensuring that they understood their place within

the broader context of their community and history

Functionalism another key principle that underscores the practical aspects of education in

traditional African contexts. Education was designed to be utilitarian, equipping individuals

with the skills necessary to fulfill specific roles within their communities. This principle

ensured that learning was directly linked to the socio-economic and cultural needs of the

society. For instance, boys were trained in skills relevant to farming, hunting, and leadership,

while girls were prepared for roles as homemakers and caregivers. Indigenous education put

prominence on practical learning and the young adult learned through learner centred

methodologies. In indigenous education the learner took a leading role in the teaching and

learning process. Participatory teaching methodologies that were used to teach children in

indigenous education included apprenticeship and participating and executing what they

learnt (Cameroon, 2009). In the same manner, the current ECD teaching and learning

methodologies have embraced hands on teaching on approaches in which the learner is not a

passive recipient of knowledge and skills but an active participant of the teaching and

learning process. Teaching approaches such as guided discovery, experimentation,

simulations are being encouraged. The use of teacher centred approaches such as lecturing

are strongly discouraged. The teacher centred approaches put the learner on the periphery of

the learning process and makes the learner put little input in the learning process. This

functional approach fostered a sense of responsibility and contribution to the community, as

individuals learned to apply their knowledge in practical ways

Communalism is also a revered aspect of African traditional education. communalism

highlights the collective nature of education in African traditional societies. Education was

not an isolated endeavor but a communal responsibility, where all members of the society

played a role in the upbringing and education of children. . In indigenous education learners

acquired knowledge and skills through play (mahumbwe) songs and dances, paly and other

active teaching methodologies. Play was an important part of the learning process as it was

considered the dominant part of socialization that imparted valuable moral values that were

appreciated in the society (Museka and Madondo, 2012). Important teachings were conveyed
to the children through stories which were based on everyday life experiences and meant to

equip the children with the problem -solving and critical thinking skills which would help

them make their way into the world. Proverbs, folklores, myths and legends were often used

for socio-emotional development as well as a measure of intelligence. Active teaching

approaches such as dramatization, observation, role play, songs and dances, are among the

most emphasized teaching methodologies to teach infant learners at ECD level. In infant

education play is an essential and critical part of children’s development and has been

adopted as the cornerstone of the teaching process. The principle of communalism fostered

a strong sense of belonging and interconnectedness among community members. Elders,

parents, and peers all contributed to the educational process, ensuring that children learned

not only academic skills but also social norms, values, and cultural practices. This communal

approach reinforced the idea that education was a shared journey, vital for the cohesion and

survival of the community

Lastly, holism is a principle that reflects the comprehensive nature of African traditional

education. It recognizes that education encompasses not just intellectual development but also

moral, spiritual, and physical growth. Traditional education aimed to develop well-rounded

individuals who could navigate various aspects of life. an emphasis on social cohesion and

learning of moral values in line with the dictates of the philosophy of ubuntu was rooted from

indigenous education. The primary goal of indigenous education was to mould children with

sound and appropriate moral values that were appreciated by everyone. Manda, (2011)

indicates that in indigenous education learners were taught valuable moral principles. In

infant education, the philosophy of ubuntu has become an fundamental principle that is

guiding the education process. Learners are being taught principles of unhu/ubuntu that

includes honesty, hardworking, team work. This holistic approach meant that children learned

through diverse experiences, including practical skills, cultural practices, and moral
teachings. The goal was to cultivate individuals who were not only knowledgeable but also

virtuous and capable of contributing positively to their communities

In summary, the principles of African traditional education serve as a foundation for

understanding the educational needs and values of African communities. The legacy of

African traditional education is deeply rooted in its philosophical principles, which have

shaped the educational landscape of many African societies. These principles—perennialism,

functionalism, communalism, preparationalism, and holism reflect the values, beliefs, and

practices that have been passed down through generationsThey highlight the importance of

cultural continuity, practical skills, communal responsibility, preparation for societal roles,

and holistic development

References:

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