Indigenous Knowledge and Education in Africa

Ezeanya-Esiobu, Chika

doi:10.1007/978-981-13-6635-2

Cited by 79 publications

(27 citation statements)

References 9 publications

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“…The activities within the Eco-Club curriculum make use of local examples, including animals, birds, trees and the issues such as boreholes, poaching and deforestation (Johnson & Ryan, 2015). This aligns with Ezeanya-Esiobu’s (2017) assertion that locally relevant examples will enable greater association and appreciation of the learner’s own environment. This also supports Poole et al’s (2013) recommendation that a locally relevant curriculum is needed to build knowledge and skills ‘to enhance the activities of everyday life’ (pp.…”

Section: Findings and Discussionsupporting

confidence: 77%

Non-formal Education for Sustainable Development: A Case Study of the ‘Children in the Wilderness’ Eco-Club Programme in the Zambezi Region

Adams

Farrelly

Holland

2020

Journal of Education for Sustainable Development

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Augmenting low income or subsistence lifestyles in developing countries with knowledge, skills and values to enable communities to live in a more sustainable manner is becoming increasingly important as the demands to simply survive increase. Consequently, education for sustainable development (ESD) has emerged strongly in recent years to become a key mechanism for a more sustainable future. Using a case study approach to determine a non-formal ESD programme’s response to the United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) (2005) ESD ‘characteristics’, this study aims to gauge the success and value of non-formal ESD. A qualitative research was undertaken in 2017 employing various data collection methods, including interviews, focus group discussions, observations and the examination of national policy documents and the non-formal ESD curriculum. The study found that the non-formal education sector provided significant support to the formal education system, leading to improved vertical integration from international guidelines to local-level implementation. The findings demonstrate the potential of the non-formal sector to augment ESD in developing contexts where the national government may lack policy or the ability to provide schools with adequate educational resources.

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Section: Findings and Discussionsupporting

confidence: 77%

Non-formal Education for Sustainable Development: A Case Study of the ‘Children in the Wilderness’ Eco-Club Programme in the Zambezi Region

Adams

Farrelly

Holland

2020

Journal of Education for Sustainable Development

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“…According to Ezeanya-Esiobu [53], some of the ethnoveterinary remedies are inconvenient to prepare or use because certain plants are available only at certain times of the year. Miglas and Belachew [54] contended that ethnoveterinary medicine dosages are uncertain and not standard as they have an empirical basis.…”

Section: Limitations Of Ethnoveterinary Medicinementioning

confidence: 99%

Review on Ethnoveterinary Practices in Sub-Saharan Africa

Eiki

Sebola

Sakong

et al. 2021

Veterinary Sciences

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Background: Livestock represents an important sector for the livelihood of sub-Saharan African countries’ inhabitants. In these countries, farmers raise livestock to meet household food demands and as additional sources of incomes, but its production is hampered by rampant animal diseases. The impact of animal diseases is particularly severe for poor communities that, although relying heavily on livestock, have limited access to modern veterinary services and therefore rely on indigenous medicines for the treatment of livestock ailments. Methods: The current review focuses on the ethnoveterinary health management practices found amongst livestock producers in sub-Saharan Africa. Documents were sourced from Google databases. Results: A total of 56 documents were reviewed, most of which were published recently (after 2000). The documents revealed the wide use of ethnoveterinary medicines among livestock producers in sub-Saharan African countries because of their cost and accessibility, threats to ethnomedicinal plant species through improper harvesting methods, overexploitation, the existence of inappropriate ethnoveterinary practices, and methods of conserving ethnomedicinal species. Conclusions: Given the persistent threats posed to ethnoveterinary medicine and/or practices in developing countries of sub-Saharan Africa, the findings of this review highlight the importance of integrating and promoting the use of ethnoveterinary medicine that is likely to be lost if it is not given enough importance. It is also important to obtain an overview of recent publications on ethnoveterinary medicines to identify the gaps and scope required to be filled by future studies. It is envisaged that the review will stimulate further ethnoveterinary research among livestock disease management practices, which could lead to new pharmaceuticals in the region.

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“…The colonial governments' Victorian-era norms for male and female roles likewise influenced the structure of education in the colonised territories (Ezeanya-Esiobu, 2019). Despite the fact that across much of the continent, African women worked alongside their husbands, the colonisers established all-male schools and hired mostly men to work in government offices and establishments.…”

Section: Indigenous Knowledge Education and Colonialismmentioning

confidence: 99%

Indigenous Knowledge and Vocational Education: Marginalisation of Traditional Medicinal Treatments in Rwandan TVET Animal Health Courses

Ezeanya-Esiobu

Oguamanam

Ndungutse

2021

Afr. j. inf. commun. (Online)

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This study explores Rwandan ethno-veterinary knowledge and the degree to which this knowledge is reflected in the country’s technical and vocational education and training (TVET) instruction. The knowledge considered is the Indigenous medicinal knowledge used by rural Rwandan livestock farmers to treat their cattle. Through interviews with farmers, TVET graduates and TVET teachers, and an examination of the current TVET Animal Health curriculum, the research identifies a neglect of Indigenous knowledge in the curriculum, despite the fact that local farmers use numerous Indigenous medicinal innovations to treat their animals. The focus of the Rwanda’s TVET Animal Health curriculum is on Western-origin modern veterinary practices. The authors argue that this leaves Rwandan TVET Animal Health graduates unprepared for optimal engagement with rural farmers and with the full range of potential treatments.

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Indigenous Knowledge and Education in Africa

Cited by 79 publications

References 9 publications

Non-formal Education for Sustainable Development: A Case Study of the ‘Children in the Wilderness’ Eco-Club Programme in the Zambezi Region

Non-formal Education for Sustainable Development: A Case Study of the ‘Children in the Wilderness’ Eco-Club Programme in the Zambezi Region

Review on Ethnoveterinary Practices in Sub-Saharan Africa

Indigenous Knowledge and Vocational Education: Marginalisation of Traditional Medicinal Treatments in Rwandan TVET Animal Health Courses

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