UNICEF states that in 88 countries studied "more than 13 million children currently under the age of 15 have lost both parents to Aids, most of them in sub-Saharan Africa" (UNICEF 2002). The impact of this Aids pandemic cannot be overstated. Indeed the long-term impact of such statistics is scarcely imaginable and has not been experienced in the world to date. Sustainable, indigenous technology may be a way of providing a meaningful educational experience for such marginalised young people. However the concept of sustainable, indigenous technology is not always clearly defined. This paper seeks to discuss this concept in relation to education and in particular considers the impact of the HIV/AIDs pandemic in Tanzania. The paper will outline: (1) The impact of the Aids pandemic on children under 15; (2) The difficulties in engaging marginalised youth in education; (3) Sustainable indigenous technology education approaches; and (4) How sustainable indigenous technology education can reengage marginalised.