This paper, which is part of a doctoral thesis, proposes a model for the effective inclusion of Indigenous Agricultural Knowledge Systems in the Zimbabwe Secondary School Agriculture Curriculum. The model is informed by literature and research participants interview contributions. The research participants comprised twelve local farmers, six agriculture teachers, two Agriculture Education Officers, two university Agriculture lecturers, three college Agriculture lecturers and two Agriculture Extension officers. A careful comparison of components of indigenous agricultural knowledge and practices in the Zimbabwe Secondary School Agriculture Curriculum and those that existed in the studied communities had revealed a huge gap that needed to be uncovered by including more indigenous knowledge into the curriculum in question. The study then modified the Participatory Curriculum Development cycle proposed by Rudebjer, Taylor and Del Castillo’s (2001:18) to design a Participatory Curriculum Development model for effective inclusion of indigenous agricultural knowledgeKeywords:
Model, Effective inclusion, Indigenous Agricultural Knowledge, Zimbabwe Secondary School Agriculture Curriculum.