Indigenous Education System and Environmental Conservation Initiatives for Sustainable Development: Experiences from Nyamwezi in Uyui District, Tanzania

Abstract

For centuries, African communities in their localities have co-existed with their natural environment in a harmonious manner leading to sustainability of both, the humans and the natural resources base. This co-existence is enabled by what is referred to as the indigenous environmental knowledge system. Indigenous knowledge has always been transferred from one generation to the next through norms, stories and cultural practices.  This paper explores Indigenous Education systems and their implications to the conservation practices of the environment in Uyui district in Tabora region. The paper dwells on both primary and secondary data to provide insights on how Indigenous Education Systems embedded with traditional, initiation and local religious affiliation, have been used since time immemorial as one of the indirect initiatives of preserving, protecting and managing natural catchment forests.  Random, Snowball and purposive sampling techniques were used to get a total of 120 respondents for this study. The study revealed that local communities in Uyui district have their system of knowledge affiliated with traditions, rituals and taboos which have been used to protect environmental and natural resources since the pre-colonial era up to the post-colonial epoch in Tanzania. The majority of respondents argue that the indigenous knowledge system was practical in protecting the natural resources in the local areas as it was embedded in the taboos, traditional rituals and religious beliefs. Failure or abandonment of the indigenous traditions has led to mismanagement of forest resources and other natural resources. The paper recommends both local and central government incorporate Indigenous knowledge and experiences in their endeavors of protecting and preserving the Environment in Uyui district in Tabora region for sake of sustainable development in Tanzania.