Abstract
Integration of indigenous knowledge into adult education recognizes collaboration based on indigenous frameworks and methodologies and gives more attention to people’s history, politics, cultural beliefs, and philosophical views. The most important beginning phases and tasks in promoting indigenous-based learning are establishing a responsive organizational structure that helps to identify and agree on what roles and responsibilities are played by each concerned stakeholder. Considering this in mind, this study aimed to explore intersectoral coordination and their participation in the integration of indigenous knowledge into adult education. In doing so, a qualitative research approach and a case-study design were employed. The study sample was composed of adult education experts and coordinators. Data was obtained through interviews, FGD, and document analysis. Furthermore, thematic analysis was the centre of this study data analysis. As a result, the study finding revealed that stakeholders’ coordinated effort has been observed that lacks consistency in supporting indigenous-based adult education programs due to their deprived collaboration and the presence of not functional administrative structure. This makes the provision and the integration of indigenous-based knowledge systems into adult education sporadic in its coverage of indigenous learning contents and experiences.
Highlights
Indigenous knowledge is a unique body of knowledge developed over time and continues to develop through generations living in close contact with nature and inhabitants [1, 2]. e local community can use their ideas and beliefs in another way of knowing nature, which contributes to a better understanding of the social, cultural, economic, political, and natural aspects of local environments [3]
Significant contributions to global knowledge have originated from indigenous people and nature [7]. e emergence of inclusive education has demonstrated its relevance in meeting the needs of every learner irrespective of geographical, race, gender, and ability difference [7]. erefore, indigenous perspectives are relevant to adult education programs as a way to explicitly address the social injustices committed towards indigenous peoples and as a form of epistemic and restorative justice for indigenous peoples [8, 9]
Consecutive establishment of the AE strategies and guidelines, especially the National Adult Education Strategy of Ethiopia, has given high recognition for concerned stakeholders’ involvement to consolidate and sustain the AE program starting from the national to the grassroots level [33, 34]. rough this decentralization, documented evidence of NW education department and all interviewed experts confirmed that the NW administrative zone intersectoral departments established AE administrative structure composed of six governmental office departments, such as Education Office, Agriculture Office, Health Office, Women and Children Affair Office, Finance and Economy Cooperation Office, and Technique and Vocational Training Office. ey had signed a Memorandum of Understanding and formed two major committees, namely, the AE Board and the AE technique committee to perform the AE program through collective effort
Summary
Indigenous knowledge (hereafter, IK) is a unique body of knowledge developed over time and continues to develop through generations living in close contact with nature and inhabitants [1, 2]. e local community can use their ideas and beliefs in another way of knowing nature, which contributes to a better understanding of the social, cultural, economic, political, and natural aspects of local environments [3]. At is why IK is generated by societal members as they seek solutions to their daily problems based on existing societal wisdom, other local resources, and a sense of creativity [6]. Due to this fact, significant contributions to global knowledge have originated from indigenous people and nature [7]. Many education providers and actors are most likely to be successful in integrating indigenous perspectives into their curricula when they structure their programs guided by the local community and its knowledge holders [9]. As pioneered by Bewer et al [9], educational administrators, curriculum developers, and educators as concerned representatives of AE providers must be mindful of how IK is treading through AE program provision
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