1. Theme: Implementing a STEM Reform:
Successes and Opportunities
Sub-Theme: The place of Indigenous Knowledge Systems (IKS) in the Teaching of Science.
A Case study of SeSotho Mainstreaming in
Fifteen Primary Schools in Gwanda
Maretha Dube
Joshua Mqabuko Nkomo Polytechnic

2. Introduction Zimbabwe is multilingual and multicultural
Since colonial times English has enjoyed dominance over indigenous languages such as IsiNdebele, ChiShona and other so-called minority languages like SeSotho and ChiVenda etc.
SeSotho as one of the marginalised indigenous languages has suffered serous underdevelopment over the years.
It’s removal from the school curriculum meant that it had to be replaced by IsiNdebele. At infants level currently SeSotho IKS have no significant place in the curriculum.
However, SeSotho has been reintroduced in the primary schools following the provisions of the Permanent Secretary’s circular. Number 1 of 2002 and the 2013 Zimbabwe Constitution.
Civic organisations like the Zimbabwe Indigenous Languages Promotion Association (ZILPA) played a big role in lobbying.

3. Indigenous Knowledge Systems (IKS)
Indigenous Knowledge Systems (IKS) refers to unique local knowledge that is particular to a given culture or society
This body of knowledge is particular to a given geographical area upon which the indigenous people have been surviving for years. (
In this study IKS refer to the way of life of the BaSotho people

4. Focus of the Study
This paper argues for a place of Indigenous Knowledge Systems (IKS) in the teaching of Science at primary school level.
It is a case study seeking to establish how IKS could be part of science teaching through mainstreaming SeSotho.

5. Methodology
A qualitative approach was used to generate, collect and analyse data.
The study focused on Gwanda South district which is predominantly Sotho speaking.
The qualitative approach was chosen so as to have an in-depth understanding of the respondents perceptions about the use of SeSotho IKS in the teaching of science. (Welman et al 2005)

6. Participants
Purposive sampling was used. Purposive sampling focuses on rich sources of information in the phenomenon being studied (Chisaka 2014).
Sample size: 15 heads, 15 infants teachers, 15 teachers in charge of infant classes, 1 chief and 3 councillors
The sample was chosen from 15 primary schools that offered SeSotho in Gwanda South.

7. Instruments
Semi-structured interviews and group discussions were used to generate and collect data.
Different instruments were used with the same respondents for purposes of triangulation and trustworthiness of the data
(Thomas and Nelson 2001).

8. Data Analysis
Data collected from interviews and focus group discussions were analysed qualitatively.
A generic approach of analysis was used to identify themes and patterns (Creswell, J. W. 2009)

9. Findings
Data presentation based on the findings indicated the following patterns; need to use the mother tongue to teach infant classes, infusion of IKS in science teaching, successes and opportunities.

10. Use of mother tongue
Mother tongue (SeSotho) should be used to teach infants so as to enhance their understanding of concepts and develop the Sotho culture.
This could enhance the sense of identity (Maseko and Dlamini 2013).
Supporting Documents
Zimbabwe Constitution.
- Permanent Secretary’s circular number 1 of 2002 (Ministry of Education Sports and Culture).

11. IKS in Science Teaching
IKS need to be enhanced through the teaching of SeSotho in schools.
IKS can be infused in the teaching of science topics like food and health etc.
There are some scientific principles involved in some traditional practices as indicated below:
Food processing involving fermentation
the brewing of sweet beer (amahewu) and beer from millet (mhunga) and sorghum (amabele).
milk is fermented to make sour milk (amasi). The process involves the action of micro-organisms and enzymes to produce the desired end product (Emeagwali -

12. Food preservation through drying
Traditionally drying is used to preserve certain types of food (Nyota and Mapara 2007).
Vegetables are dried or boiled before drying to make umfushwa (dried vegetables)
Meat is cut into long stripes, salted and dried, imihwabha / chimukuyu (biltong). At times ash from certain trees is used instead of salt.
Mushroom can be boiled and dried.
Birds and small animals like hare and rock rabbits can be first boiled then dried on the fire or smoked.
Fish can be smoked.
Smoking adds some aroma and improves the flavour.
The removal of water and addition of salt is meant to restrict bacterial activity.

13. Medicine
The aloe can be used to treat stomach ailments and prevent new castle diseases in chickens.
A mixture of eucalyptus, guava and lemon leaves can be used to treat a bout of ‘flu’
Scorpion bites can be neutralised by rubbing scorpion ashes on the spot of the bite, and eating the ash. The treatment has the effect of a vaccine.

14. Successes SeSotho has been introduced in schools.
The 2013 Zimbabwe Constitution provides for the teaching of indigenous languages.
The Permanent Secretary’s circular number 1 of 2002 emphasises the teaching of indigenous languages.
ZILPA has successfully lobbied for the teaching of indigenous languages including SeSotho.
However, resources are still a challenge.

15. Opportunities
IKS could find their way into the school curriculum through the use of SeSotho.
Through the constitutional provision, government support could be forthcoming in form of resources.
The current curriculum reform should seek ways of infusing IKS in the teaching of science at primary school level.
The Sotho community embraces the reintroduction of SeSotho in the schools.
Knowledge of IKS can lead to conservation of resources , leading to mitigating climate change through greening the environment.

16. Conclusions
The teaching of SeSotho is not yet fully mainstreamed due to lack of human and material resources.
SeSotho IKS are not yet being used in the teaching of science although there are opportunities through the on-going curriculum reform exercise.

17. Recommendations
It is recommended that resources such as teachers and text books should be made available for successful mainstreaming of SeSotho IKS in the primary schools.
The on-going curriculum reform should infuse IKS in the teaching of science in schools.

18. Thank you
Reaboka
Siyabonga
Tatenda