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1. Why indigenous crops matter 2. Soil and plant health 3. Agripreneurship 101 4. The food value chain 5. Regenerative agriculture 6. Indigenous plants in depth 7. Financial literacy 8. Water, weather & climate

Star course · Course 6 of 8 · 10 modules

Indigenous plants in depth

10 modules  ·  4 hours  ·  All levels ·  Free

This is the heart of the Shiriki knowledge platform. Ten modules, each focused on a specific group of indigenous plants — their names across African languages, their growing requirements, their nutritional properties, their culinary traditions, their agroecological roles, and their market potential. By the end of this course, you will know these crops deeply enough to grow them, cook them, teach them, and sell them.

By the end of this course you will be able to

Identify and correctly name 15 indigenous African food crops in at least 4 African languages
Describe the growing requirements, harvest timing, and post-harvest handling for each crop
Explain the nutritional profile and culinary uses of each crop with enough detail to speak to a chef, a nutritionist, or a community member
Articulate the agroecological function of each crop — nitrogen fixation, soil building, water management — in your own words
Identify the most appropriate market channel for each crop and describe the buyer relationship needed to access it
Connect each crop to its cultural history and significance across multiple African communities
Design a planting plan for a diverse indigenous crop system using the crops from this course
Teach the basics of each crop to a community group, school, or extension gathering
Module 1 - Amadumbe
1
Amadumbe and Root Crops
24 min

Root crops grow underground and represent some of the most resilient food systems in Africa. They are nutrient-dense, storage-efficient, and culturally significant.

Amadumbe

Amadumbe (taro) is a dual-purpose crop producing edible leaves and nutrient-rich corms.

Local Names:
Zulu: Amadumbe | Igbo: Ede | Yoruba: Koko | Global: Taro

Why it matters

Amadumbe contains higher protein and minerals than most root crops and has a low glycaemic index.

Reflection:
Have you ever eaten amadumbe? If yes, where? If no, where could you find it locally?

Check your understanding

1. The Igbo name for amadumbe is:
A) Macabo
B) Lambo
C) Ede
D) Dasheen
2. Bambara groundnut is important because:
A) It grows everywhere
B) It has a complete amino acid profile
C) It is a fruit
D) It is imported only
Module 2 - Nitrogen Fixers
2
Nitrogen Fixers — Living Soil Builders
24 min

Check your understanding

Module 2 · Quiz

1. Cowpeas are called "sukuma wiki" because:
A) They are grains
B) They sustain families through the week
C) They are medicinal
D) They are imported
2. Slenderleaf controls Striga because:
A) It triggers suicidal germination
B) It blocks sunlight
C) It is toxic
3. Lablab preparation requires:
A) Raw consumption
B) Soaking and boiling
C) Dry roasting only
Module 3 - Leafy Greens
3
The leafy greens — morogo, spider plant, and jute mallow
22 min
African leafy greens are the most immediately commercial category — fast-growing, high demand, and culturally essential across multiple communities.

Morogo — community staple

Morogo refers to wild African leafy greens widely consumed across Southern Africa in daily household meals.

Spider plant — heritage vegetable

A UNESCO-recognised traditional vegetable used for nutrition, medicine, and cultural identity across Africa.

Jute mallow — diaspora opportunity

Highly demanded in Nigerian, Kenyan, and Egyptian cuisine, but largely missing from local formal supply chains.

Check your understanding

Module 3 · 3 questions + reflection

1. Why is morogo strategically important for Gauteng producers?
A) Highest priced vegetable
B) Grows in winter outdoors when others fail
C) Lowest water use
D) Longest shelf life
2. “Shona cabbage” means:
A) Imported vegetable
B) Only eaten by Shona people
C) Daily staple in Shona culture
D) Rare wild plant
3. Jute mallow texture is valuable because:
A) It is a defect
B) Defines key dishes like ewedu and molokhia
C) Only appears when overcooked
D) Exists only dried
Module 4 - Grains
4
The grains — sorghum, finger millet, and amaranth
22 min
Grains are the foundation of civilisation — Africa’s original grain systems were built on sorghum, finger millet, and amaranth.

Sorghum — Africa’s original grain

Sorghum has been cultivated for at least 5,000 years and remains one of the most drought-resistant staple crops.

Finger millet — more calcium than milk

Finger millet contains around 344mg calcium per 100g, making it one of the richest plant calcium sources in the world.

Amaranth — dual-use superstar

Used as both leafy vegetable (morogo) and grain, amaranth is one of the highest-value indigenous crops.

Check your understanding

Module 4 · 3 questions + reflection

1. The Zulu name for sorghum is:
A) Mabele
B) Amabele
C) Amazimba
D) Uphoko
2. Finger millet contains approximately how much calcium compared to milk?
A) Less than milk
B) About the same
C) About three times more
D) About ten times more
3. Amaranth is called dual-use because:
A) grows in all climates
B) leafy vegetable + grain crop
C) medicinal plant
D) soil builder only
Module 5 - Medicinal Plants
5
Medicinal plants — bitter leaf, African potato, and moringa
22 min
The boundary between food and medicine in African plant tradition is not a sharp line — it is a spectrum. These plants function as both nourishment and healing systems.

Bitter leaf (Vernonia amygdalina)

Bitter leaf is a perennial medicinal and food plant used across Africa...

Bitter leaf across languages
Ewuro (Yoruba) Onugbu (Igbo) Grawa (Amharic) Mlonge (Swahili) Isidindi (Zulu)

Moringa (Moringa oleifera)

Moringa is one of the most nutrient-dense plants on earth...

Reflection

Does your community still use these plants traditionally?

Check your understanding

Module 5 · 3 questions + reflection

1. Bitter leaf is described as a perennial because:
A) It grows only once
B) It grows for multiple years
C) It is a seasonal crop
D) It is imported
2. Ndolé is a dish from:
A) Nigeria
B) Ghana
C) Cameroon
D) Kenya
Module 6 - West African Kitchen Crops
6
Okra, garden egg, and the West African kitchen crops
18 min
These crops originate in West and Central Africa and have travelled globally through trade, migration, and the African diaspora — becoming essential ingredients in cuisines across the world.

Check your understanding

Module 6 · Quiz

1. The word "gumbo" comes from:
A) French colonial term
B) Spanish stew tradition
C) West African word for okra
D) Native American cooking method
2. The most important harvesting rule for okra is:
A) Water after every harvest
B) Harvest every 2–3 days and remove oversized pods
C) Prune leaves weekly
D) Harvest only once per month
Module 7 - Designing Indigenous Crop Systems
7
Designing a diverse indigenous crop system — putting it all together
20 min
Designing a farm system is not theory — it is decision-making based on space, season, soil, infrastructure, and market reality.

Check your understanding

Module 7 · Quiz

1. Which planning question comes first?
A) Soil condition
B) Market target
C) Infrastructure
D) Management capacity
2. Slenderleaf is mainly used for:
A) Cash crop sales
B) Soil building
C) Fruit production
D) Grain harvesting
Module 8 - Seed Saving
8
Seed saving — keeping indigenous diversity alive
20 min
Seed saving is the foundation of food sovereignty — the practice of selecting, harvesting, and storing seeds from your own crops to preserve diversity and independence across seasons.

Why seed saving matters

Commercial hybrid seeds do not breed true...

Check your understanding

Module 8 · Quiz

1. Why can hybrid seeds not be reliably saved?
A) They lose germination after one season
B) They do not breed true in the next generation
C) They require chemical treatment
D) They only grow in greenhouses
Module 9 - Indigenous Crops and African Identity
9
Indigenous crops and African identity — the cultural dimension
18 min
Growing indigenous crops is not only agriculture — it is cultural continuity.

Check your understanding

Module 9 · Quiz

1. The name “ditloo marapo” demonstrates:
A) Colonial naming influence
B) Observational precision in describing plant form
C) Modern agricultural branding
D) Random naming tradition
2. The “humble food” narrative was mainly created by:
A) Farmers themselves
B) Nutritional science
C) Colonial agricultural systems
D) Urban farming movements
Module 10 - Teaching Indigenous Crops
10
Teaching indigenous crops — sharing the knowledge
16 min
Knowledge only has value when it is shared. This final module focuses on how to teach indigenous crop knowledge in simple, practical, and powerful ways to communities, schools, and farmers.

The most effective way to teach — show, don't tell

The most powerful learning happens in the field. When people see crops growing, touch them, and taste them, understanding becomes immediate and real.

A farm is not just production — it is a living classroom where indigenous crop knowledge becomes visible and unforgettable.

Teaching the names — the first step

Teaching crop names in multiple languages makes plants culturally familiar. When people hear names from their own language, the distance between culture and food disappears.

Names are not just labels — they are cultural ownership and living knowledge systems.

A simple 30-minute indigenous crop workshop

5 minutes: Show crops and ask what people recognize. 10 minutes: Share key nutritional facts. 10 minutes: Hands-on demonstration of seeds and plants. 5 minutes: Questions and seed distribution.

Giving people seeds to plant is the most powerful teaching tool — it creates ownership and continuation.

Your first teaching moment

Identify a group you can teach within the next 30 days. Prepare a short session, include seeds, and share what you have learned.

Reflection

Who will you teach first? What will you show them, and how will you start the conversation about indigenous crops?

Course completion

Module 10 · Final Quiz

1. The most powerful way to teach indigenous crops is:
A) Reading textbooks
B) Showing crops in real growing environments
C) Online lectures
D) Written exams
2. Teaching crop names in local languages is important because:
A) It improves spelling
B) It builds cultural connection and ownership
C) It helps export crops
D) It standardizes agriculture