The inclusion of indigenous knowledge into adult education programs: Implications for sustainable development

References

• Abate, S.G., 2022. Analysis of the adult education policy initiatives in Ethiopia: implications for policy reconsideration. Education research international, 2022, 8334675.
   Web of Science ®Google Scholar
• Abera, T., 2020. Indigenous knowledge for sustainability education in Ethiopia. IMPACT: international journal of research in humanities, arts and literature, 8 (1), 39–48.
   Google Scholar
• Ajanaw, A., and Hone, M., 2018. Reaching harmony across indigenous and mainstream contexts: an emergent narrative. Journal of indigenous social development, 7 (2), 1–21.
   Google Scholar
• Asmamaw, M., Seid, T., and Ambelu, A., 2020. The role of local knowledge in enhancing the resilience of dinki watershed social-ecological system, central highlands of. PLoS one, 15 (9), e0238460–18.
   PubMed Web of Science ®Google Scholar
• Assefa, Y., 2021. Integration of indigenous knowledge into adult learning material development and the facilitation methodology. Education research international, 2021, 2231759.
   Web of Science ®Google Scholar
• Assefa, Y., 2022. Exploring “intersectoral collaboration” towards the integration of indigenous knowledge into adult education programs in North Wollo, Ethiopiaitle. Education research international, 2022, 5075195.
   Google Scholar
• Avdagić, E., and Ellwanger, W., 2017. Management models in organization for adult education. In: B. Avramovska, M. Hirsch, and E. Schmidt-Bahlau, eds. Adult education centres as a key to development-challenges and success factors. Bonn: DVV International.
   Google Scholar
• Bag, M., 2017. Industrialization: a threat to the indigenous knowledge of ethno-medicine. ACME intellects international journal of research in management, social science & technology, 20 (20), 1–13.
   Google Scholar
• Baye, B., and Teshome, W., 2020. The role indigenous knowledge in agricultural farming practices: the case of Gonder and Gojam area, Amhara regional state, Ethiopia. International journal of advanced research in biological sciences, 7 (12), 106–112.
   Google Scholar
• Belete, S., 2011. Adult education and development: non-formal skills training. In: DVV, ed. Adult education and development. Bonn: DVV International.
   Google Scholar
• Bewer, V., et al., 2020. The importance and promise of integrating Indigenous knowledge in nursing education. The Canadian journal of critical nursing discourse, 2 (1), 11–24.
   Google Scholar
• Creswell, J.W., and Creswell, J.D., 2018. Research design: qualitative, quantitative, and mixed methods approach. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Diaz, A., and Romero, J., 2017. Reinforcing the right to education through inter-institutional collaboration. In: B. Avramovska, M. Hirsch, and E. Schmidt-Bahlau, eds. Adult education centres as a key to development-challenges and success factors. Bonn: DVV International.
   Google Scholar
• Emeagwali, G., and Dei, G.J.S., 2014. African indigenous knowledge and the disciplines. In: G.T. Emeagwali and G.J.S. Dei, eds. African indigenous knowledge and the disciplines. Rotterdam: Sense Publishers.
   Google Scholar
• Eyong, C.T., 2007. Indigenous knowledge and sustainable development in Africa: case study on centeral Africa. In: E.K. Boon and L. Hens, eds. Indigenous knowledge systems and sustainable development: relevance for Africa. Delhi: Kamla-Raj Enterprises.
   Google Scholar
• FDRE, 1994. Education and training policy. https://moe.gov.et/storage/Books/Education%20and%20Training%20Policy%20of%20Ethiopia.pdf
   Google Scholar
• Hamilton-Ekeke, J., and Dorgu, E., 2015. Curriculum and indigenous education for technological advancement. British journal of education, 3 (11), 32–39.
   Google Scholar
• Hodson, D., 2020. Going beyond STS education: building a curriculum for sociopolitical activism. Canadian journal of science, mathematics and technology education, 20 (4), 592–622.
   Web of Science ®Google Scholar
• Lodhi, S., and Naseem, I., 2012. The implication of indigenous knowledge management. IScience series data report, 4 (9), 83–92.
   Google Scholar
• Mawere, M., 2015. Indigenous knowledge and public education in Sub-Saharan Africa. Africa spectrum, 50 (2), 57–71.
   Web of Science ®Google Scholar
• Ouma, C.F., and Namande, B., 2015. Tapping indigenous knowledge to power the national development agenda: the indigenous knowledge resource centre approach. Maktaba journal of library and information studies, 1, 1–13.
   Google Scholar
• Robso, M., 2021. Where indigenous knowledge is beyond modernity: an experience from the Ethiopian orthodox church traditional adult education practices, Ethiopia. Palarch’s journal of archaeology of Egypt/Egyptology, 18 (1), 4143–4160.
   Google Scholar
• Sandhaas, B. (2009). Portrait adult education Ethiopia. In: DVV international (IX; 137 S. – (Internal Paper; 76)). urn:nbn:de:0111-pedocs-109147
   Google Scholar
• Shamsedeen, S., 2016. The role of adult education as a catalyst for social change in Nigeria. Pyrex journal of educational research and review, 2 (2), 10–14.
   Google Scholar
• Singh, S., and Saha, A., 2017. Documentation of indigenous knowledge in the farming system. International journal of bio-resource, environment and agricultural sciences (IJBEAS), 3 (2), 548–553.
   Google Scholar
• Soressa, K., and Hasan, M., 2016. The practice of integrated functional adult literacy program in Ethiopia: The case of Oromia. International journal of innovative research and development, 5 (9), 128–133.
   Google Scholar
• Tawil, S., 2016. Education and the 2030 agenda for sustainable development. In: H. Hinzen and S. Schmitt, eds. Agenda 2030-education and lifelong learning in the sustainable development goals. Bonn: DVV International.
   Google Scholar
• Tufa, M., and Gebremariam, F.M., 2017. The Role of indigenous healing practices in environmental protection among the Maccaa Oromo of Ilu Abbaa. Social sciences and education research review, 4 (1), 30–53.
   Google Scholar
• UNESCO, 2017. Annual report of 2016. Hamburg: UNESCO Institute of Lifelong Learning.
   Google Scholar
• Yared, N., et al., 2020. Combining indigenous knowledge and modern education to foster sustainability competencies: towards a set of learning design principles. Sustainability, 12 (6823), 1–20.
   PubMedGoogle Scholar
• Yilfashewa, S., and Garkebo, B., 2017. Andragogical methods to sustain quality adult education in Ethiopia. International journal of instruction, 10 (3), 47–62.
   Google Scholar
• Zidny, R., Sjöström, J., and Eilks, I., 2020. A multi-perspective reflection on how indigenous knowledge and related ideas can improve science education for sustainability. Science & education, 29 (1), 145–185.
   Web of Science ®Google Scholar