Integration of Indigenous Knowledge into Adult Learning Material Development and the Facilitation Methodology

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.

Indigenous-Based Adult Education Learning Material Development: Integration, Practical Challenges, and Contextual Considerations in Focus

“…Unfortunately, major challenges facing the inclusion of IK into AE learning materials and facilitation methodology and contextual consideration were not explored adequately and he suggested to explore. In this sense, this study is the extension of work of Assefa's [27] study. Inspired by this, therefore, the researchers initiated to study indigenous based AE learning materials development with special emphasis to exploring hindering factors and forwarding some contextual considerations.…”

“…In doing this study, qualitative research approach with case study design recognized by [48] was employed. Since this study is the extension work of Assefa [27] entitled Integration of Indigenous Knowledge into Adult Learning Material Development and the Facilitation Methodology, he suggested that "the integration of IK into AE practice has been practiced fully of many ups and downs. Therefore, researchers are suggested to scrutinize practical challenges, available opportunities, and contextual considerations of IK and AE" (pp.…”

“…Beforehand, many studies have been conducted in Ethiopia focusing on exploring the systems and practices of integration established between IK and AE. As far as the researchers' knowledge is concerned, IK and AE issues have been explored by previous studies [1,[25][26][27][28][29][30]. The practice and integration of IK based AE in the North Wollo [hereafter, NW] zone were studied in detail by Assefa [27].…”

“…As far as the researchers' knowledge is concerned, IK and AE issues have been explored by previous studies [1,[25][26][27][28][29][30]. The practice and integration of IK based AE in the North Wollo [hereafter, NW] zone were studied in detail by Assefa [27]. Unfortunately, major challenges facing the inclusion of IK into AE learning materials and facilitation methodology and contextual consideration were not explored adequately and he suggested to explore.…”

Nurses-Led Municipal Leadership and Governance Program: Experiences of Local Chief Executives in Central Visayas, Philippines

“…Part of their learning need is to connect learning to this knowledge/experience base. Adult learners should draw out participants’ experiences and knowledge relevant to the topic (Assefa, 2021 ; Peregoy et al, 2023 ). The MLGP’s impact extends beyond personal transformation to encompass leadership competence and health system improvements.…”