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This theoretical paper reviews the current theory about curriculum transformation and renewal in higher education in Africa and, in particular, South Africa. Although the findings are applicable to different universities, the pedagogical approach of North-West University will be the focus. The aim is to understand curriculum responsiveness pertaining to decolonisation and sustainable development that can align with the African Union's proposed Agenda 2063. The epistemology is from a practical public theological paradigm. A single-system research method has been followed to integrate current research about tertiary education curriculum transformation with the latest practice theory. Three different aspects are explored, namely how Agenda 2063 is applicable to higher education in a post-colonial context, the fibre of human relations based on Nagy's contextual theory, and the curriculum as a powerful tool for change. The paper concludes that lecturers and students can join forces in growing towards the Africa they want by active experiential student-centred pedagogy. [ABSTRACT FROM AUTHOR]