Indigenous Knowledge Goes to School : Potentials and Perils of Community Education in the Western Sahel
Indigenous knowledge in West African schools, has yet to gain its stand in the official education sector in order to certify knowledge, and train the next generation, a sector seemingly unlikely to embrace local knowledge, or regard indigenous scie...
| Main Authors: | , , |
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| Format: | Brief |
| Language: | English |
| Published: |
World Bank, Washington, DC
2012
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2000/07/1711092/indigenous-knowledge-goes-school-potentials-perils-community-education-western-sahel-vol-1-1 http://hdl.handle.net/10986/10816 |
| Summary: | Indigenous knowledge in West African
schools, has yet to gain its stand in the official education
sector in order to certify knowledge, and train the next
generation, a sector seemingly unlikely to embrace local
knowledge, or regard indigenous science as a legitimate
source of inspiration. Nonetheless, non-formal education,
and literacy programs, frequently conducted in African
languages, and focused on local community needs, are current
exceptions. The note looks at some changes that created a
space for new curricula: structural adjustment policies
motivated schooling, as well as the state in providing it;
alternate formulas to increase enrollment are being
supported by governments, including a variety of
experimental programs; reform of primary and secondary
schooling is reversing traditional formal education in favor
of African-language curricula; and, civil society is playing
an enhanced role in educational provision. The search for
alternatives has taken a variety of forms, and, the note
examines the community involvement model, where financial,
administrative, and curricula participation become relevant
inputs to the inclusion of indigenous knowledge. However,
implementation is hindered by constraints in human,
financial, and technical resources, aggravated by political
issues. Despite obstacles to educational quality, and equity
spelled out in the debate, the perils, and potentials of
community school movements illustrate the policy changes
needed to achieve a contemporary indigenous knowledge. |
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