Without belittling the importance of celebrating independence, African countries should now be using 25 May (Africa Day) to take stock of knowledge-based achievements and gaps. If all African countries had created a university education model relevant to their development needs and aspirations, African Day would be ideal for celebrating home-grown science around indigenous food systems. By consuming imported food during special days like African Day, African countries limit the capacity of indigenous food to participate in socio-economic development. Indigenous hotels should lead by example through serving indigenous food as a unique selling proposition for each country.
Recognizing intrinsic knowledge and indigenous science
African leaders should use African Day to reflect on why imported science that continues to control formal education systems in Africa is still failing to produce graduates with relevant skills, knowledge and dispositions for generating solutions. For instance, much of the indigenous food systems are driven by intrinsic knowledge and indigenous science especially in relation to food preparation. Where imported knowledge systems emphasize boiling for 20 – 30 minutes, African food preparation systems and skills are in-born. There is no measurement or scale for putting salt besides tasting. Unfortunately, African university graduates have not been able to process indigenous science into a knowledge basket that can also be exported. Cooking sadza with mugoti and making hodzeko milk are skills that should be exported as intuitive knowledge worthy studying in higher institutions of learning.
When you ask formally educated Africans why they are not solving simple problems the main answer is lack of money. Yet not everything needs money because there will never be sufficient money for solving problems. That is why people acquire knowledge so that they do not associate every advancement with money but knowledge. Indigenous science is different from imported science which takes learning as memorization and reproduction of facts, figures and rules. It is not only about using available resources to solve problems but also includes building the capacity of young people to interrogate their attitudes, beliefs and mentalities as part of formulating solutions.
Need to domesticate imported science
If imported science was easy to domesticate, African medical doctors trained through the Western university education system would by now have used their knowledge to develop local drugs combining western science and indigenous science. After spending more than five years studying medicine and thereafter practicing as a medical doctor for more than 10 years, an African medical doctor still cannot generate new knowledge in the form of drugs or new ways of treating diseases. Although some diseases and ailments are contextual, African western trained doctors continue to merely administer medicines and cures developed by other people in the West.
Medical professionals around the world are failing to find cure for COVID-19 because they are using borrowed knowledge developed by a few individuals. By now African doctors should have been able to contextualize imported knowledge and created unique medicines using local herbs. If medical doctors were paid by results, what would be the results of African doctors who continue to use imported science?
After spending 7 years studying veterinary science and practicing as veterinary doctors for decades, African veterinary doctors can only administer imported veterinary products while millions of farmers continue to lose millions of cattle from Therleriosis (January disease), Antrax as well as Foot and Mount Disease (FMD) among others.
As they celebrate Africa Day on 25th May 2020, African leaders should be worried that imported curricula remains a barrier to innovative solutions using local plant materials and indigenous science passed from one generation to the other. The more an African absorbed western education, the more s/he is alienated from local science and indigenous knowledge systems.
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