A thesis submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy. Johannesburg, 2013 / Biotechnology as a science has become increasingly more important because of what it has to offer in various fields. These include the development of medicines for human and animal health; improved crop agriculture for enhancing food security; and environmental sustainability, all of which are of the utmost importance, not only globally, but also in southern Africa. Through a participatory and collaborative process of biotechnology capacity development at the Universities of Namibia (UNAM) and the Witwatersrand (WITS) in the Southern African Development Community (SADC) region, it was identified that science curricula need to take cognizance of ‘worldview’ and the impact this may have in the context of teaching and learning. The purpose of this study was to investigate the potential barriers, or factors contributing, to learning in the two southern African universities in the context of the biotechnology curriculum. The study focused on how African epistemologies should be taken into consideration to facilitate capacity development in biotechnology at the tertiary education level, and in so doing, facilitate the development of a culturally sensitive, generic biotechnology curriculum which reaches across both literal and cultural borders and is relevant to these countries. The methodology of phenomenography was used in this case study and it resulted in two categories of description that formed the outcome space of the experience of biotechnology. These categories of description included a theoretical and practical perspective and a worldview perspective. This study has confirmed that worldview differences can lead to barriers to learning in biotechnology. Furthermore, theoretical and practical concepts included in the curriculum need to be carefully considered to make the curriculum responsive to African needs in order to provide for epistemological access, and so that the inherent cross-cultural experience between the learners’ life-world and biotechnology is recognized. The value of this study is affirmation that formulation, development, teaching and learning of a biotechnology curriculum should be regarded as an ‘African product’, where worldview and the theoretical and practical perspectives are carefully considered to provide a qualification to make a difference for capacity development in southern Africa. (339 words)