Intergenerational learning of traditional knowledge through informal education: the Mongolian context

ABSTRACT

The purpose of this paper is to contribute to the research on intergenerational learning of Traditional Knowledge (TK) through informal education. Using qualitative methods, case study was used to explore storytelling by nomadic herders to educate the youth in Mongolian rural areas. This case study consists of 22 interviews with nomad herders, their children, and urban older adults with more education. The first part provides an overview of the TKof pastoralists and the impact of modernisation. The second part addresses the concept of a TK system as informal and nonformal learning within lifelong education , as well as its contextualisation in Mongolia. Thereafter, the research methodology and the study design are outlined, and data presented. The last part identifies the issues of TK transmission within the intergenerational informal learning practice of nomads . The findings suggest that intergenerational informal learning programs are necessary as part of lifelong learning, to promote Traditional nomadic culture and knowledge, and develop incentive policies for participation. The article concludes with recommendations to develop intergenerational informal learning for TK transmission. This study contributes to a richer understanding of lifelong education, particularly the usefulness of older and younger generations transmitting as well as learning nearly forgotten knowledge and values.

KEYWORDS:

• Traditional knowledge
• lifelong education
• intergenerational learning
• informal learning
• horse culture

Acknowledgments

Many thanks to the herders, volunteers, and my students who participated in this study. You all made this research possible and this article a reality. It has been a privilege to listen to your reflections and to learn from your views on learning in informal education. I would also like to express my gratitude to the anonymous reviewers of this manuscript. The constructive feedback and comments were truly helpful.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Originality statement

The work described has not been published before; it is not under consideration for publication anywhere else.

Notes

1. Documentary film directed by Byambasuren Davaa, Luigi Falorni.

2. The main administrative unit of Mongolia, divided into 21 aimags.

3. Smaller administration unit, aimag divided into soums.

4. Airag-Fermented Mare’s Milk (see from: https://www.mongolfood.info/en/recipes/airag.html)

Additional information

Notes on contributors

Batchuluun Yembuu

Dr. Batchuluun Yembuu is a Professor of Geography at the Mongolian National University of Education in Ulaanbaatar, Mongolia. For over a decade she was the Director of the National Centre for Non formal and Distance Education. As a teacher, trainer and lecturer, she is currently involved in research activities related to lifelong learning and education, curriculum and textbook development.Her research interests include lifelong learning, open access and geography education for all, such as climate change and water education and education for sustainable development. She has contributed to many publications in international journals and several books, both in the Mongolian and in the English language.