Influence of Cambridge International Education on environmental content in seven African syllabi
Cambridge International Education (CIE) presents a Western science based generic syllabus for use in foreign countries. Amid calls to decolonise the curriculum, this study investigated the extent to which seven African countries have decolonised the ecological and environmental content of their bio...
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Academy of Science of South Africa
2025-03-01
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| Series: | South African Journal of Science |
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| Online Access: | https://sajs.co.za/article/view/18607 |
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| author | Edith R. Dempster |
| author_facet | Edith R. Dempster |
| author_sort | Edith R. Dempster |
| collection | DOAJ |
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Cambridge International Education (CIE) presents a Western science based generic syllabus for use in foreign countries. Amid calls to decolonise the curriculum, this study investigated the extent to which seven African countries have decolonised the ecological and environmental content of their biology syllabi by departing from CIE. A decolonised syllabus may reduce the alienation students experience when they encounter Western science by infusing African epistemology into the syllabus, incorporating Indigenous knowledge, and using relevant familiar examples to illustrate scientific concepts. The seven African biology syllabi presented a Western science perspective, with five syllabi exhibiting CIE influence, ranging from very close similarity (Namibia and Lesotho) through some similarity (Rwanda and Botswana) to mostly dissimilar (Malawi). Uganda and South Africa displayed little CIE influence and incorporated more relevant content than other countries. Countries other than Botswana, Uganda and South Africa chose inappropriate examples to illustrate concepts and neglected the local environment and local Indigenous knowledge. Although all seven countries developed their own syllabi, sometimes in collaboration with CIE, not all have decolonised or contextualised their biology syllabi.
Significance:
This paper shows that seven African countries have adopted Western science epistemology for the ecology and environment sections of their biology syllabi. Five syllabi follow CIE syllabi to some extent, and few include Indigenous knowledge and content relevant to local context. I conclude that few of the seven countries have decolonised their syllabi.
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| format | Article |
| id | doaj-art-8a191898d4784703b89f5e22fed524c0 |
| institution | Kabale University |
| issn | 1996-7489 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Academy of Science of South Africa |
| record_format | Article |
| series | South African Journal of Science |
| spelling | doaj-art-8a191898d4784703b89f5e22fed524c02025-08-20T03:42:19ZengAcademy of Science of South AfricaSouth African Journal of Science1996-74892025-03-011213/410.17159/sajs.2025/18607Influence of Cambridge International Education on environmental content in seven African syllabiEdith R. Dempster0https://orcid.org/0000-0003-3779-4572School of Education, University of KwaZulu-Natal, Pietermaritzburg, South Africa Cambridge International Education (CIE) presents a Western science based generic syllabus for use in foreign countries. Amid calls to decolonise the curriculum, this study investigated the extent to which seven African countries have decolonised the ecological and environmental content of their biology syllabi by departing from CIE. A decolonised syllabus may reduce the alienation students experience when they encounter Western science by infusing African epistemology into the syllabus, incorporating Indigenous knowledge, and using relevant familiar examples to illustrate scientific concepts. The seven African biology syllabi presented a Western science perspective, with five syllabi exhibiting CIE influence, ranging from very close similarity (Namibia and Lesotho) through some similarity (Rwanda and Botswana) to mostly dissimilar (Malawi). Uganda and South Africa displayed little CIE influence and incorporated more relevant content than other countries. Countries other than Botswana, Uganda and South Africa chose inappropriate examples to illustrate concepts and neglected the local environment and local Indigenous knowledge. Although all seven countries developed their own syllabi, sometimes in collaboration with CIE, not all have decolonised or contextualised their biology syllabi. Significance: This paper shows that seven African countries have adopted Western science epistemology for the ecology and environment sections of their biology syllabi. Five syllabi follow CIE syllabi to some extent, and few include Indigenous knowledge and content relevant to local context. I conclude that few of the seven countries have decolonised their syllabi. https://sajs.co.za/article/view/18607decolonisationIndigenous knowledgeecologyenvironmental issues |
| spellingShingle | Edith R. Dempster Influence of Cambridge International Education on environmental content in seven African syllabi South African Journal of Science decolonisation Indigenous knowledge ecology environmental issues |
| title | Influence of Cambridge International Education on environmental content in seven African syllabi |
| title_full | Influence of Cambridge International Education on environmental content in seven African syllabi |
| title_fullStr | Influence of Cambridge International Education on environmental content in seven African syllabi |
| title_full_unstemmed | Influence of Cambridge International Education on environmental content in seven African syllabi |
| title_short | Influence of Cambridge International Education on environmental content in seven African syllabi |
| title_sort | influence of cambridge international education on environmental content in seven african syllabi |
| topic | decolonisation Indigenous knowledge ecology environmental issues |
| url | https://sajs.co.za/article/view/18607 |
| work_keys_str_mv | AT edithrdempster influenceofcambridgeinternationaleducationonenvironmentalcontentinsevenafricansyllabi |