2025/07/09 by Assefa, Yalalem
#Adult Education #Indigenous knowledge #Integration
paper · doi:10.20372/nadre:8354
Integration of indigenous knowledge into adult education recognizes collaboration based on indigenous frameworks and<br> methodologies and gives more attention to people’s history, politics, cultural beliefs, and philosophical views. (e most important<br> beginning phases and tasks in promoting indigenous-based learning are establishing a responsive organizational structure that<br> helps to identify and agree on what roles and responsibilities are played by each concerned stakeholder. Considering this in mind,<br> this study aimed to explore intersectoral coordination and their participation in the integration of indigenous knowledge into<br> adult education. In doing so, a qualitative research approach and a case-study design were employed. (e study sample was<br> composed of adult education experts and coordinators. Data was obtained through interviews, FGD, and document analysis.<br> Furthermore, thematic analysis was the centre of this study data analysis. As a result, the study finding revealed that stakeholders’<br> coordinated effort has been observed that lacks consistency in supporting indigenous-based adult education programs due to their<br> deprived collaboration and the presence of not functional administrative structure. (is makes the provision and the integration<br> of indigenous-based knowledge systems into adult education sporadic in its coverage of indigenous learning contents<br> and experiences.