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Methods of integrating indigenous knowledge into the development and promotion of adult learning materials

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Document pages: 10 pages

Abstract: Linking indigenous knowledge systems and practices to adult education programmes is invaluable in promoting and transmitting indigenous perspectives from generation to generation. In fact, education is the most reliable way to ensure social continuity, because it should be based on learners real life experience and their immediate environment and social reality. This requires the development of relevant adult learning materials and the use of participatory promotion methods. With this in mind, this study aims to explore the integration of indigenous knowledge into adult education practice. Therefore, a case study design is adopted. The study sample consisted of 18 experts, 7 adult education literacy center coordinators,nd 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.

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