Former Prime Minister PJ Patterson has called for the “decolonising” of the curricula at schools in Africa and the Caribbean to those that promote African and indigenous knowledge systems and culture.

It is among several initiatives needed to “educate African and Caribbean people fit for the 21st century”, Patterson, statesman in residence of the PJ Patterson Institute for Africa-Caribbean Advocacy, said in his Africa Day 2024 message on Saturday.

This year’s theme for Africa Day is ‘Educate an African Fit for the 21st Century: Building resilient education systems for increased access to inclusive, lifelong, quality, and relevant learning in Africa.’

Patterson, who hailed the interconnectedness between the Caribbean and Africa as a powerful platform for collaboration and knowledge exchange, cited education as a tool for empowerment and a pathway to healing and transformation.

He said central to this vision is the need to build resilient education systems that ensure increased access and equity for all learners.

“We must remove barriers to education, whether they be economic, cultural, or systemic, and ensure that every child has the opportunity to learn and grow to his or her full potential,” Patterson said.

But, according to the prime minister, access alone is not enough.

“We must also prioritise the quality and relevance of education, ensuring that it equips learners with the skills they need to succeed in the modern world. This means embracing innovative teaching methods, incorporating technology into the classroom, and fostering critical thinking, creativity, and problem- solving skills and knowledge of Africa,” he said.

“Moreover, education must be lifelong and inclusive, extending beyond the classroom and reaching learners of all ages and backgrounds. Whether through formal schooling, vocational training, or community-based initiatives, we must create opportunities for continuous learning and skill development throughout people’s lives,” Patterson added.

Meanwhile, he stressed that “we must also confront the legacies of colonialism and oppression that continue to shape our education systems.

“This means decolonising curricula, promoting indigenous knowledge systems, and celebrating the diversity of African cultures and languages,” Patterson said, adding “We must work together, across borders and boundaries, to share best practices, resources, and expertise.”

Patterson noted that one of the most significant opportunities lies in the retention and revitalisation of folk information. By incorporating this folk information into formal education systems, we can create more inclusive and culturally relevant curricula that resonate with students’ lived experiences, he said.

“This not only enriches the learning process but also fosters a sense of pride and belonging among learners, strengthening their connection to their heritage and identity,” said Patterson.