Indigenous Knowledge also termed Traditional, Endogenous or Classical knowledge, often fails to contribute to the improvement of the qua lity of human life. This failure can be a ttributed purely to th e lower statu s accorded to this type of knowledge in society. This knowledge is accorded low status bec aus e it belongs to a particular racial or ethnic group which often, it is assumed, lacks the necessary cultural capital. De spite thes e negative perc eption s of Ind igenous K nowledge, there is a grow ing re alisation that this knowledge is part of the global heritage and a na tional re source to b e utilised for the bene fit of all humanity. This article presents an argument that there is a major role to be played by Indigenous Knowledge Systems in education in general and environmental education in particular. Environmental education as stated in the Brundtland Commission , the S outh African Environmental Education Policy Initiative (EEPI), and the NGO Form Principles, is seen as a key process that could enhance Indigenous Knowledge in formal ed ucation. Th e artic le further argues that the production of Indigenous Knowledge is contextually grounded through social constructivist approaches. However, it has the potential to be contextu ally and widely used.