Indigenous Knowledge Management Transfer Systems across generations in Zimbabwe : IKS in other contexts

Indigenous knowledge transfer is becoming an increasingly important issue in the development fraternity as development practitioners seek answers to develop indigenous communities. This article reports on the findings of a study that was aimed at establishing how indigenous knowledge can be preserved and transferred and its interaction with social capital for the purposes of community development. The study was carried out using qualitative research methodology. The research was conducted in Mhakwe Ward, Chimanimani in Zimbabwe in 2006. The main methods employed for the research were observations, in-depth interviews, secondary data (historical documents) and life histories. The main findings pointed to the fact that transfer of indigenous knowledge could only be achieved through incorporating indigenous knowledge into the normal systems of ‘modern’ leanings like schools. This is because the young generation spends most of their time at these ‘modern’ institutions of learning. Findings established that indigenous knowledge risk being extinct hence documentation of this knowledge should be instituted to preserve it. While the implementation of this can be subject for future research, current research has identified imparting indigenous knowledge through ‘modern’ schooling as a more viable option for indigenous knowledge to be learnt by the younger generation.