THE ROLE OF INDIGENOUS KNOWLEDGE SYSTEM IN ENHANCING QUALITY BASIC EDUCATION IN NIGERIA

Education remains one of the most important instruments for human development, social transformation and national progress. However, the quality and relevance of basic education particularly in Nigeria, continued to generate scholarly debate due to concerns about cultural alienation, declining moral values and the persistent dependence on western indigenous knowledge system, which encompasses the accumulated wisdom, beliefs, , values and experiences developed by indigenous communities over generations, offered significant opportunities for addressing these challenges. This article presents a philosophical appraisal of the role of indigenous knowledge systems in enhancing quality basic education in Nigeria in line with the global called on Education For All (EFA). The article examines the epistemological, axiological metaphysical and African philosophy as foundations of indigenous knowledge and evaluates its relevance in contemporary educational practices in Nigeria. The article further argues that indigenous knowledge constitutes legitimate and reliable source of knowledge capable of enriching educational contents by promoting cultural identity, fostering moral development and enhancing problem-solving skills among basic education learners. Drawing insight from education philosophers such as pragmatism, re-constructivists and essentialists, the article contents that the integration of indigenous knowledge into formal education can contribute significantly in the achievement of culturally relevant, inclusion and sustainable education. There are major challenges hindering the incorporation of indigenous knowledge into formal education and propose strategies for effective integration. The article concludes that quality basic education in Nigeria can be substantially enhanced through a deliberate recognition and incorporation of indigenous knowledge system within educational policy and curriculum development.