Abstract
Connecting indigenous knowledge systems and practices with adult education programs has priceless value of promoting and transferring indigenous perspectives from generation to generation. Indeed, education is the surest path to ensuring social continuity when it ought to be based on the real-life experiences of learners and what their immediate environment and social realities entail. This demands the development of relevant adult learning materials and the utilization of participatory facilitation methodologies. Considering this in mind, this study was aimed to explore the integration of indigenous knowledge into adult education practices. In doing so, a case-study design was employed. The study sample was composed of eighteen experts, seven adult education literacy center coordinators, and seventy adult learners. Interview and FGD were considered the major data-gathering tools. Also, thematic analysis was the center of this study’s data analysis. As a result, the finding indicated that even though adult learners have diverse learning experiences, narrow emphasis has been given to the development of learning concepts and objectives in adult learning materials. The application of appropriate facilitation methods through participating experienced learners remains symbolic. To enhance the positive inclusion of indigenous knowledge into adult learning, learning material and its facilitation environment must be conducive and adequately be portraited. Therefore, the objective of this study is to explore the existing practice of indigenous knowledge integration into adult education in North Wollo, from the perspectives of learning material development and utilization of the facilitation methodology.
Highlights
There has been a global shift toward recognizing and understanding the positive value of indigenous models of education as a legitimate form of education [1]
Adult learners’ experiences from diverse perspectives are an asset that needs to be utilized in sustainability education
Is may be carried out by promoting learners’ active participation in their learning experience and inviting them to decide on the content, skills, and knowledge that will be covered by whom
Summary
There has been a global shift toward recognizing and understanding the positive value of indigenous models of education as a legitimate form of education [1]. Scholars in the field conceptualized indigenous knowledge (hereafter, IK) as the cumulative body of strategies, practices, techniques, tools, intellectual resources, explanations, beliefs, and values accumulated over time in a particular locality, without the interference and imposition of external hegemonic forces [2,3,4,5]. It has been part of the rich cultural heritage of societies [6]. Learning about IK may help students recognize the strong connection formed between humans and nature in the foreground of culture from their context [10]
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