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In this article, the author highlights the importance of lifelong learning and equity issues in the South, mostly comprising formerly colonised nations, with a focus on Africa. The term 'South' is used more in a political sense to represent marginalisation rather than geographical location. These regions possess rich indigenous knowledge, along with context specific cultural, spiritual and social values. These qualities all have implications for how equity in lifelong learning might be addressed in southern contexts, but they also have a potential contribution to make to broader lifelong learning debates. The paper begins with a brief outline of some documented references to traditional lifelong learning and indigenous knowledge in Africa, and the philosophical foundations on which these are based. This is followed by a short discussion on some equity-conscious views for development, and how greater recognition of indigenous values systems might influence policy.