Re-Positioning the Twenty-First Century Teacher for the Implementation of Heritage-Based Education

Moyo Mlungisi. and Hahlani Onismo Stephen
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Moyo Mlungisi.: United College of Education
Hahlani Onismo Stephen: National University of Science Technology

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 10, 2935-2946

Abstract: Most African systems of education seem to be struggling to prepare students to be successful workers, creators of employment, and even active citizens. This is attributed to the former colonial educational policies and practices inherited into the system. Thus, our African heritage has become vulnerable and hence the need for a total revamp of classroom pedagogies at all levels. It is prudent to acknowledge that immeasurable knowledge imbedded in our African heritage is an empowerment tool that has to be harnessed for sustainable development. Embracing heritage knowledge systems at all levels will inform viable education policies and practices resulting in the need to re-position the twenty-first century classroom teacher. This theoretical paper focused on teacher education and pedagogy as key components for quality education and fulfillment of Education 5.0. It is inevitable therefore for teacher education curriculum to prepare teachers that are practical-oriented and who will appreciate the background and history of the communities where learners come from. The following questions guided findings and conclusions in this paper. (a) What is the role of the twenty-first century teachers in embracing heritage-based education? (b) How can the twenty-first century teacher embrace on heritage-based education for sustainable development? The paper proposes a teacher education curriculum that exposes trainee teachers to the significant pillars of our heritage as a nation. Pedagogy that harnesses contemporary technologies and heritage-based knowledge systems should be the guiding principles in teaching and learning.

Date: 2024
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