In order to develop an African-based decolonized Technology Education framework, it is important to review the key aspects of the African education system. The African education system can be traced from pre-colonial (Indigenous) education, in which children were taught through the family education system. That is, knowledge, values, and skills were passed from father to son and mother to daughter. This type of education was changed by colonization, which influenced African children to look down upon their traditional education. In the post-colonial era, scholars are beginning to question the relevance of the type of education they inherited from their colonial masters. Postcolonial theory is used to deconstruct some of the misconceptions and assumptions that have been adopted as truth from the West. This chapter aims to develop a relevant African-based decolonized Technology Education framework to guide the development of a Technology Education curriculum that views design, innovation, and entrepreneurship as contributing to sustainable development and bothopreneurship. While the chapter has reference to the rest of the chapters of this book, it hinges more on Chapters 4, 11, 12, and 13. These specific chapters focus on Technology Education for the three countries (South Africa, Botswana, and Zimbabwe). Coupled with the four pillars that are the basis of African people’s practices, which are context, bothopreneurship, co-creation, and sustainable development, the chapter contributes an African Technology Education Decolonization Framework (ATEDF).

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