A legal icon in the country, Yusuf Olaolu Ali (SAN), has stressed the need to decolonise Africa’s education system in order to empower the future generation.
Delivering the first distinguished public lecture at the Thomas Adewunmi University, Oko, Kwara state at the weekend, Ali, who said that the Nigerian education system was greatly impacted by British colonial domination.
He added that, “rather than meeting the requirements of the native population, the British formal education system was designed to serve the interests of the colonial government,”
He, therefore, posited that Africans, especially, education stakeholders should decolonise their brain, thoughts, ways, actions, outlook and work ethics as part of measures to decolonise African education.
He also said that African leaders should promote use of local languages for impactful academic activities.
“During the colonial era, producing clerks, interpreters, and low-level administrative staff to support the colonial administration was the main objective of education. The goal of the educational system was to further the interests of the colonial authority rather than to empower the indigenous populace,” he said.
The legal icon also recommended that Africa should implement curricula revisions that reflect African viewpoints, aimed at empowering indigenous languages in education, and fostering culturally relevant pedagogy.
He said that it is important to de-emphasise educational certificates, adding that Africa should decolonise educational also assessment and evaluation.
The legal luminary further called for adequate funding to support research and policies geared towards decolonisation, adding that both teachers and students, “who are critical stakeholders in the education sector,” should be empowered.
He noted that decolonising professional development for teachers is critical, as recognising and valuing indigenous knowledge. Furthermore, assisting teachers in incorporating technology into school is critical for modernising the learning process.
“Decolonising educational spaces requires redesigning physical learning environments, establishing inclusive and secure spaces for marginalised groups, and fostering conversation and critical thinking in classrooms,’ he stressed.
He, then, called for promotion of African-centred research methodology, formation of collaborative research relationships with African scholars as well as addressing of ethical concerns in African education research as critical steps towards decolonising educational research.
He reiterated that promotion of students’ agency and voice; elimination of gender inequalities, and expansion of access to high-quality education for everyone are all priorities.”
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