ABSTRACT
This chapter discusses the potential of a collaborative model in some detail to advocate for the synthesis of Africa's Indigenous and Western Education systems in national curriculums. A syncretic African education system requires the information to examine how best to structure gender equity in the contemporary curriculum. The syncretic process of identifying and incorporating women's representation in African knowledge production and its application and transfer in the national curriculum is a remedy to these inequities. Most of the Science teachers readily offered examples of Indigenous Science they used informally in lessons and they articulated support of a syncretic Science curriculum. The Igbo Education system, based on participants' experiences, creates patterns of balanced knowledge production and transfer within the Sciences, especially Agriculture and Medicine fields. In contrast, Western Education, through participants' experiences in the Sciences, demonstrated an overall male dominance, as reflected in classroom observations, participant interviews, textbook review, and documented tertiary first degree Science program matriculation rates.
