Education and Curriculum Development of Africa Vol. 1: Indigenization and Knowledge Production in Ethiopia

This book, the first of two volumes, focuses on the conceptualization of Indigenous Knowledge and Curriculum, Ethiopian/African Philosophy and the possibilities of Indigenization/Africanization of African Education. Its main purpose is to overview the practices of traditional/indigenous education of Africa with emphasis on Ethiopia’s experience connected with curriculum development, and make possible suggestions that could contribute to curriculum development endeavors of Africa. The cultural heritage of the majority African countries is either ignored or not adequately considered in the formulation of educational policies and curricula in their modern African educational systems. Hence, a new path and paradigm shift are needed. To this end, considering Africa's outstanding IK with useful experiences of other countries in education particularly in the curriculum is critical to bring the required change. Foreword Acknowledgments Contents List of Tables Introduction Chapter 1: Traditional/Indigenous Education Conceptualization of Indigenous Knowledge/Traditional Knowledge Indigenous Knowledge/Traditional Knowledge: Meaning, Functions, and Classification Defining Indigenous Knowledge/Traditional Knowledge Significance of IK Characteristics and Functions of IK/TK Functions/Role of IKS Traditional/Indigenous Education Knowledge and Education Indigenous Education Traditional/Indigenous Education Versus Formal, Non-formal, and Informal Education Indigenous/Traditional Education Versus Modern Education Indigenous Education Versus Formal Education Research Paradigms and Methodologies of Traditional/Indigenous Knowledge Conclusion References Chapter 2: Indigenous/Traditional Education of Africa African Indigenous/Traditional Education: Meaning, Characteristics/Features Defining African Indigenous/Traditional Education Characteristics/Features of the African “Traditional” Education Challenges and Prospects of Integrating African Indigenous Knowledge Systems Traditional/Indigenous Education: Philosophy, Characteristics, Goals, Contents, and Modes Philosophical Basis of African Indigenous/Traditional Education Features/Characteristics of Traditional African Indigenous Education The Aim of African Traditional Education The Content of the African Traditional Education Modes of African Traditional Learning Integrating African Indigenous Knowledge System with Western Education System Challenges of IKSs Paradigm Shift of Indigenous African Knowledge Major Findings of the Study Challenges in Promoting Africa’s Own Indigenous Intellectual Traditions Local Higher Educational Institutions in Promoting Indigenous African Thoughts and Education Challenges Connected with Promoting African Indigenous Intellectual Traditions The Impact of Globalization on Traditional Wisdom and Knowledge of Africa Integrating Indigenous Knowledge with “Western and Modern” Education The Consideration of Indigenous Knowledge in Modern Education of Africa The Role of Local Universities in Pioneering New Education Systems in Africa Conclusion References Chapter 3: Traditional/Indigenous Education of Ethiopia Non-formal Indigenous/Traditional Education of Ethiopia IKS Transfer Method Practices Traditional Medicine Knowledge Transfer IK Land Management and Soil Conservation Knowledge Transfer Practices Indigenous Governance Transfer Methods of Ethiopia Traditional/Indigenous Conflict Resolution Methods The Gadaa Indigenous Governance System Weaving Knowledge Transfer Practices Formal Indigenous/Traditional of Ethiopia: Church, Quranic, and Falasha/Bete-Israel (Ethiopian Jews) Education Indigenous/Traditional Formal Education: Church and Quran Education Church Education Nibab Bet (School of Reading) Qidasse Bet (School of Training the Altar Priest) Zema Bet (School of Liturgical Music) Classification of Chants Studies in Zema Bet Zimmare Mewasit Bet (School of Zimmare Mewasit) Aquaquam Bet (School of Plainchant) Qene Bet (School of Poetry) Mestaf-bet (School of Commentaries) Beta Israel or Falasha Education Quranic Education Objectives, Curricula, and Methods of Teaching of Quranic Islamic Education (IE) The Stage of the Islamic Education The Significance of Quranic Education Conclusion References Appendix A Analysis and Interpretation of Data Basic Questions of the Study Appendix B Appendix C Characteristics of the Respondents Index