The main purpose of any degree, in any institution of higher learning is to create graduates with competent knowledge and abilities to deal with vital challenges that affect the country; any deviations to this purpose requires a review and rethinking of the whole system, such as a curriculum transformation. Grounded in a critical post humanist paradigm, qualitative reflective semi-structured interviews were held with 12 graduates to ascertain their experiences with the Bachelor of Indigenous Knowledge System (BIKS) programme delivery and content during their 4 years stay at the University of Venda. Responses from graduates indicated that BIKS’s strength depend within its multidisciplinary method. It also exposed the graduates to the work environment through integrated learning program, although, there were also sentiments that such exposure was insufficient and at times irrelevant. The experience of the students provided insights into what could be the focus of the revision of the curriculum to ensure global citizenship competencies, employability and or entrepreneurial acumen amongst graduates. One of the challenges of IKS, that the students drew attention to, was a lack of the curriculum’s capacity to beneficiate, as its focus was not sufficiently business oriented. Work-based learning and other forms of exposure might have to be revamped to enhance entrepreneurial skills and to ensure that students learn how to create thriving IKS inspired businesses to create employment opportunities amongst others.
This work is licensed under a Creative Commons Attribution 4.0 International License.