Oromo Indigenous Education: The Case of Gindaberate District, Oromia

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Addis Ababa University


Now day, human beings need practical activities and linkages in the world . At worst, hindrance of transfer learning brings a developmental lag of an individual and a society. Its overcoming begins in learning indigenous education inclusive of the others through nostrification. Accordingly, the purpose of this study is to describe Oromo indigenous education for an individual from birth to sixteen years of age using a case study design in an Oromo cultural setting. The study follows a qua litative research paradigm in general and an indigenous research methodology in its principles in particular. Moverover, it is viewed from African and Oromo world-views. To this end, the d a ta were collected from six informants selected by purposive and theoretical sampling methods. During in-depth interview, the documentary data were triangulated with data from informants. These data were a nalyzed and presented based on the basic research questions going through a life-cycle and life-space of an individual on the stress of major society's life-style. Subsequently, the finding showed that Oromo indigenous education is rich enough in its goals, contents, methods, agents and assessments. Oromo indigenous education is eclectic, inclusive and role-orientated education. It fits the needs, culture and environment of the Oromo society.



Oromo Indigenous Education