Oromo Indigenous Education: The Case of Gindaberate District, Oromia
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Date
2007-07
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Addis Ababa University
Abstract
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.
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Keywords
Oromo Indigenous Education