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Effect of Adult Education on Adults’ Participation in Indigenous Knowledge Programmes

Abstract

Adult education refers to organized learning opportunities through which adults acquire knowledge, skills, attitudes, and competencies for personal, social, educational, and practical development, while indigenous knowledge programmes refer to structured learning activities through which individuals acquire, share, and develop knowledge originating from the experiences, practices, and traditions of local communities. Adult education can provide adults with learning skills, confidence, and opportunities that may encourage engagement with indigenous knowledge programmes. However, limited awareness and educational opportunities may reduce adults’ involvement in such programmes. Therefore, this study examines the effect of adult education on adults’ participation in indigenous knowledge programmes. Adult education can be provided through literacy classes, community learning centres, workshops, vocational programmes, practical training, discussion groups, and other forms of non-formal learning. These programmes can help adults develop reading, communication, critical thinking, and practical learning skills. They can also expose learners to different sources of knowledge and encourage them to recognize the educational value of their own experiences and those of other community members. Through these learning experiences, adult education may create a foundation for adults to engage with programmes that focus on indigenous knowledge. Indigenous knowledge programmes involve learning activities related to locally developed knowledge, practices, skills, beliefs, agricultural methods, traditional crafts, local environmental practices, oral traditions, and other forms of community knowledge. Participation may involve attending learning sessions, observing demonstrations, sharing experiences, acquiring practical skills, and interacting with knowledgeable community members. Adult education may influence participation by improving adults’ confidence, communication abilities, learning attitudes, and ability to engage with structured educational activities. Consequently, exposure to adult education may encourage greater participation in indigenous knowledge programmes. The study will adopt a correlational research design. The population will comprise adults who have participated in selected adult education programmes or have access to such programmes, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected using a structured questionnaire designed to measure adult education and participation in indigenous knowledge programmes. The instrument will be subjected to appropriate validity and reliability procedures before administration. Data collected will be analysed using descriptive statistics and an appropriate inferential statistical technique to determine the effect of adult education on adults’ participation in indigenous knowledge programmes. The study is expected to establish that adult education has a significant effect on adults’ participation in indigenous knowledge programmes. Adults with greater exposure to adult education are expected to demonstrate stronger involvement in indigenous knowledge learning activities, practical demonstrations, knowledge-sharing sessions, and other related programmes. The findings are also expected to indicate that adult education can improve the learning skills and confidence required for adults to engage meaningfully with indigenous knowledge programmes. The findings will have implications for the teaching and learning of adults. Adult education facilitators may need to incorporate relevant indigenous knowledge into appropriate learning activities and create opportunities for learners to connect formal learning with local experiences. Discussions, practical demonstrations, storytelling, community-based projects, and experience-sharing activities can provide useful approaches for introducing indigenous knowledge within adult education. Such approaches may also encourage adults to recognize local knowledge as a valuable component of learning. The study will be beneficial to adult learners, adult education facilitators, indigenous knowledge holders, community learning centres, cultural organizations, programme administrators, and education planners. Adult learners may benefit from increased opportunities to acquire and exchange locally relevant knowledge and skills. Facilitators may gain insight into approaches for integrating indigenous knowledge into adult education, while knowledge holders may have opportunities to contribute their expertise to structured learning activities. Education planners may also use the findings to support adult education programmes that recognize relevant local knowledge. The study recommends that adult education institutions should provide learning activities that create appropriate opportunities for adults to engage with indigenous knowledge programmes. Facilitators should incorporate relevant local knowledge, practical demonstrations, storytelling, experience-sharing, and community-based learning into suitable programmes. Programme administrators should also collaborate with indigenous knowledge holders to support meaningful learning experiences. In conclusion, adult education can provide a useful foundation for increasing adults’ participation in indigenous knowledge programmes and strengthening opportunities for the acquisition and exchange of locally relevant knowledge.

Keywords: Adult education, indigenous knowledge, indigenous knowledge programmes, adult learners, traditional knowledge, community learning, local knowledge, experiential learning, non-formal education, practical learning, knowledge sharing, adult learning, cultural knowledge, community education, learning participation