Reclaiming indigenous knowledge in Namibia's post-colonial curriculum: The case of the Mafwe people
In Namibia, as is the case in the rest of Africa, different versions of an indigenousknowledge-based education, mainly through the formal setting of traditional initiation schools, was an integral part of community life (Amukugo, 1993; Ray, 1999). The initiation school, of which attendance was compulsory, was a system of formal education with parallels to Western forms of education.
Indigenous knowledge of Namibia