Abstract:
Indigenous Knowledge (IK) forms a basis for learning and easy connections to real-life experiences,
leading to self-realisation, creativity and innovativeness, and societal transformation across many
sectors as required by the new competency-based curricula (CBC). Despite having a constitution and
policies that address the Kenyan education sector, the development, integration and implementation
of IK in the curricula remain a significant concern. This study sought to analyse the role of IK in
CBC education, determine the extent to which IK has been integrated into the CBC curriculum,
examine the challenges of integrating IK into the CBC curriculum, explore ways in which indigenous
knowledge can be integrated into CBC curriculum, and; to provide recommendations on the same.
The study employed a descriptive research design. The study was designed as exploratory research.
Data was collected through content analysis of published documents based on the objectives of the
study. The findings indicate that IK plays a critical role in education and is part and parcel of
national development. IK has been factored in as part of the CBC curriculum. However, challenges
in IK inclusion in the CBC curriculum, such as the use of foreign languages in favour of local
languages in curriculum delivery and exclusion of local communities in national discussions on
education curriculum in Kenya, among others, exist. The findings provide an insight into the role
of IK in education in Kenya and its benefit to society, especially its application in education. It may
make a significant contribution to realising and utilising indigenous ways to transform and preserve
the practice and content of African traditions through education
