Exploring the Inclusion of Gumuz Indigenous Knowledge in Non-Formal Adult Literacy Program: Kamashi Woreda in Benishangul Gumuz Regional State
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Date
2018-07
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Addis Ababa University
Abstract
The overall objectives of this study was to explore the inclusion of Gumuz indigenous knowledge in non-formal adult literacy program .To this end, a descriptive survey design was used and both quantitative and qualitative methods were employed. Data were gathered from 5 Benishangul Gumuz Regional education experts, 11 District education experts, 10 school directors, 11 adult literacy facilitators, 90 adult learners of Kamashi District. Among five Kamashi Zone Woredas’ one Woreda was selected by using purposive sampling technique and three cluster centers were similarly selected by using purposive sampling from sample Woreda. The instruments used to collected data were: 1) questionnaire 2) interview, 3) FGD 4) document analysis and 5) Observation check list. The data obtained through the use of questionnaires were analyzed quantitatively by using frequency count, percentage and average. Whereas the information gathered by interview guide and FGD were transcribed qualitatively analyzed, interpreted and expressed by using descriptive statements. The study fining revealed that non-formal adult literacy program hardly transfer Gumuz indigenous knowledge through its curriculum, further the program does not give adequate attention for IK of Gumuz people. The finding of study generally indicates that the integration of indigenous knowledge and cultural values of the communities within non-formal adult literacy curriculum for adult and youth requires adequate attention. The study also shows that, unless non-formal adult literacy education program reflect genuine commitment to the integration of indigenous culture, acceptance of multiple perspectives of cultural knowledge in its curriculum, adult literacy education will continue to be irrelevant to the adult learners. Therefore, the integration of indigenous knowledge and cultural values in non-formal adult literacy program and medium of instruction is an area that needs attention. Furthermore, the effort to make local language as a medium of instruction and bringing literacy education near to peoples’ culture is remained unrealized dream. In this respect, all the stakeholders, intellectuals and leaders must work together to overcome challenges and dilemmas that impede the use of mother-tongue as medium of instruction in adult literacy education program and the practical works on the ground should match with the language policy of the country.
Key words: Indigenous knowledge practices, mother tongue, local language, language policy, medium of instruction, views.
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Keywords
Indigenous knowledge practices, mother tongue, local language, language policy, medium of instruction, views