Rationale of Study – Assessment practices across African educational systems have, for the most part, remained anchored in individualised, competitive, and examination-centred models whose philosophical origins lie squarely within Western epistemological traditions. These models stand in structural tension with the Ubuntu principle of umuntu ngumuntu ngabantu, a person is a person through other persons, which positions knowledge and human development as irreducibly communal achievements. This conceptual paper argues that Ubuntu philosophy can furnish the normative and practical foundations for a genuinely African model of classroom assessment, one that is relational, collaborative, and inclusive by design rather than by accommodation. Methodology – Drawing on a critical synthesis of Ubuntu philosophy, decolonial education theory, and contemporary assessment scholarship, the paper employs a conceptual analysis approach guided by interpretivist and decolonial epistemological commitments to develop the Ubuntu-Informed Assessment (UIA) framework. Findings – The framework is structured around four mutually reinforcing assessment principles: relational validity, communal accountability, dialogic feedback, and epistemic inclusivity, each of which is theoretically grounded and practically articulated. The framework's internal logic and the relationships among the four principles are explicitly demonstrated. Implications – The paper demonstrates that Ubuntu-informed assessment has transformative implications for how learning is evidenced, how feedback is structured, how the assessor-learner relationship is constituted, and how inclusion is understood in African classrooms. Implications are drawn for classroom teachers, curriculum designers, educational policymakers, and assessment theory. Originality – This paper offers an original conceptual contribution by translating Ubuntu philosophy from its predominantly ethical and pedagogical applications into a rigorous framework for assessment theory and practice in African educational contexts.
Rationale of Study – Traditional beliefs and witchcraft narratives remain influential in many African livelihood systems, including small-scale mining communities. In Chunya District, Tanzania, such beliefs are frequently associated with gold discovery, productivity, protection, misfortune, and social relations within mining areas. This study examined the role of traditional beliefs and witchcraft narratives in shaping small-scale gold mining practices, socio-economic interactions, environmental behaviour, and governance dynamics in Chunya District. Methodology – A qualitative research approach was employed, whereby data were collected through interviews and focus group discussions with 50 purposively selected participants, including miners, local leaders, and community members. Data were analysed using thematic analysis. Findings – The findings revealed that traditional beliefs continue to influence miners’ decisions, interpretations of success and failure, access to productive sites, and responses to accidents or declining yields. Witchcraft narratives were also found to contribute to secrecy, mistrust, fear, and accusations among miners, thereby affecting co-operation and social cohesion. At the same time, some participants perceived these beliefs as sources of psychological assurance, cultural identity, and informal regulation within mining communities. The study further found that tensions exist between indigenous belief systems and formal mining regulations, particularly regarding environmental management, safety compliance, and institutional trust. Implications – It has been concluded that traditional beliefs remain a significant socio-cultural force in Chunya’s mining sector, producing both supportive and disruptive outcomes for sustainable development. It is recommended that mining policies and interventions adopt culturally sensitive, participatory, and environmentally responsible approaches that recognise local realities and promote safe, productive mining practices. Originality – This study brings together witchcraft narratives, resource competition, environmental behaviour and mining governance within a single analytical framework. Hence, explains the interaction of such aspects in the context of small-scale gold mining in Chunya District, Tanzania.
Rationale of Study – The conceptualisation of the Bukusu Indigenous Knowledge System (IKS) in western Kenya presented in this paper constitutes a coherent body of knowledge used to maintain social order and governance within the community. Going beyond descriptive ethnography, the paper uses a sociocultural knowledge systems approach to analyse the role of moral norms, family governance, initiation rites and elder-dominated authority structures as an integrated Indigenous Knowledge Management System (IKMS). Methodology – Using a case study approach and a qualitative design of semi-structured interviews with elders and knowledge holders in Bumula sub-county, the study investigated the lived experiences and practices of Bukusu knowledge custodians regarding indigenous governance mechanisms. Findings – The study identified three prevalent governance practices in the area: moral regulation through shared norms and taboos; family-based role socialisation supported by gendered role responsibilities; and initiation-based mentorship as formalised civic education. The results show that Bukusu IKS is a relational, legitimacy-based system of accountability grounded in community obligation rather than in force or law. Implications – The paper concludes that acknowledging such systems as governance-oriented knowledge architectures is useful for decolonising knowledge management theory and can provide culturally anchored innovation for participatory and locally legitimate community governance. Originality – This paper contributes to the decolonisation of knowledge management research by empirically examining a complete non-Western Indigenous Knowledge Management System (IKMS) and demonstrating how Ubuntu philosophy translates into tangible information practices, governance processes and accountability frameworks.
Rationale of Study – Digital mathematics education in Africa continues to reflect predominantly Western epistemological assumptions, creating conditions of epistemic alienation for many learners. This paper argues that integrating Ubuntu principles offers an indigenous knowledge perspective for reimagining the design, delivery, and governance of digital mathematics education. Methodology – Through conceptual analysis drawing on Ubuntu philosophy, decolonial theory, ethnomathematics, and information and knowledge management scholarship, this paper develops a theoretical framework it names the Ubuntu Digital Mathematics Governance Framework (UDMGF). Findings – Through conceptual analysis drawing on Ubuntu philosophy, decolonial theory, ethnomathematics, and information and knowledge management scholarship, this paper develops a theoretical framework it names the Ubuntu Digital Mathematics Governance Framework (UDMGF). Implications – The framework has implications for curriculum designers, educational technology developers, policymakers, and knowledge management scholars working to centre African epistemologies in digital education. Originality – The paper offers an original conceptual synthesis that positions Ubuntu not merely as a philosophical ideal but as a practical instrument for knowledge governance capable of transforming the architecture and ethics of digital mathematics education in Africa.
Rationale of Study – Far from being static relics of the past, Indigenous knowledge systems represent living, dynamic frameworks of innovation that increasingly command global academic and policy attention. This paper aimed to examine the intersection of Indigenous knowledge (IK) with contemporary challenges in three domains: health information systems, agriculture and food sovereignty, and environmental management. Methodology – The study employed a qualitative approach using a desk research design to source information from peer-reviewed literature, international policy frameworks, and documented case studies. The study obtained information from 345 documents from databases such as Web of Science, Scopus, Google Scholar, ScienceDirect, SpringerLink, Taylor & Francis Online, Wiley Online Library, SAGE Journals, and JSTOR and 128 articles were used for thematic analyses. Findings – Indigenous knowledge systems offer viable and innovative solutions to contemporary challenges in health information systems, agriculture, food sovereignty, environmental management, and climate adaptation. However, the continued marginalisation of Indigenous knowledge through colonial institutional structures limits its contribution to sustainable development. The study therefore concludes that strengthening Indigenous self-determination, protecting knowledge sovereignty, and promoting equitable knowledge co-production are essential to harnessing the full potential of Indigenous innovation in Africa and beyond. Implications – This study suggests that realising the full potential of Indigenous innovation requires radical, structurally inclusive partnerships that centre Indigenous self-determination, protect intellectual sovereignty, and enable genuine co-production of knowledge. Originality – This paper argues Indigenous knowledge systems are key to Western paradigms, emphasising their diversity in management and innovation. It explores Indigenous knowledge in the health, agriculture, and environmental sectors and presents a framework that illustrates Indigenous innovation across interconnected systems.
