Engineering education is the job of teaching the engineering skills and principles practical practice. It is also one of African education systems' most important engines and pillars, as well as a key factor in maintaining social growth and development. But despite how important engineering education is for the African continent as a whole, there is still a serious problem in applying practice to most of the things taught to engineering students on the continent. It may be true that nothing is more practical than a good theory but it is important to put a good theory into practice for the growth of engineering education in Africa, but it is never easy. Moreover, in recent times engineering education in Africa remains unresponsive to today's workplace demands imposed on engineering graduates. A number of studies and cross-examinations were conducted with the objective of suggesting effective ways and methods by which African engineering education can be responsive and match other established continents on earth. Despite these efforts of numerous writers, scholars and researchers in the field of critical engineering education in Africa, much remains to be desired, as on the continent education in engineering remains largely unresponsive to the realities of today. Thus, this study suggests and explores that practice theory can be used as an alternative path to achieving responsiveness in African engineering education. Ultimately, the study concludes that the interweaving of theory with practice becomes much closer to achieving responsiveness than the norm for engineering education in Africa. This can be accomplished by offering class lessons, tutorials, assignments, and exams that are more genuine, realistic, and practical, i.e., resembling more real-life issues, and that background should in most cases be aligned with real-life situations.