Mali - Indigenous Knowledge : Blending the New and the Old
Based on research from an evaluation of functional adult literacy during the late 70s, focused on peanut-growing in the western region of Mali, results demonstrated that while literacy programs only attained its full quantitative objectives in just...
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| Format: | Brief |
| Language: | English |
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World Bank, Washington, DC
2012
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| Online Access: | http://documents.worldbank.org/curated/en/2000/10/1681433/mali-indigenous-knowledge-blending-new-old-vol-1-1 http://hdl.handle.net/10986/10813 |
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okr-10986-108132021-06-14T11:01:26Z Mali - Indigenous Knowledge : Blending the New and the Old Easton, Peter Belloncle, Guy INDIGENOUS KNOWLEDGE EVALUATION RESEARCH INDIGENOUS KNOWLEDGE ADULT LITERACY RURAL DEVELOPMENT MARKETING MANAGEMENT MARKETING OF FARM PRODUCE COMMERCIALIZATION TAX ACCOUNTING SOCIAL CAPITAL BASIC EDUCATION RURAL TRAINING TECHNICAL KNOWLEDGE EXPERIMENTATION ANALYTICAL METHODS LOCAL KNOWLEDGE LEARNING PROCESSES COLLECTIVE ACTIONS LEARNING READINESS ADULT EDUCATION ADULT LITERACY AGRICULTURAL EXTENSION COLLABORATION COMPETENCE CROPS CURRICULUM DEVELOPMENT PROJECTS DISEASES FARMERS INDIGENOUS KNOWLEDGE INHIBITION INSTRUCTION INTERVENTIONS LABORATORIES LEARNING LITERACY MARKETING NEEDS ASSESSMENT NEW TECHNOLOGIES NGOS PARASITES PEDAGOGY PERCEPTION PRIMING RECALL RURAL AREAS RURAL DEVELOPMENT SOIL FERTILITY SOILS TEACHERS TRAINEES YOUNG PEOPLE Based on research from an evaluation of functional adult literacy during the late 70s, focused on peanut-growing in the western region of Mali, results demonstrated that while literacy programs only attained its full quantitative objectives in just a few localities, the vast majority of participating communities, had nonetheless managed to produce a nucleus of literate people. These people, in charge of marketing commercial crops, including monitoring tax bills, soon enhanced the magnitude of literacy's uses in the rural environment. However, indigenous knowledge, which is social in nature, and culturally transmitted, comes forth in social situations, where groups of people resolve their perceptions, or communicate their wisdom across generations. The note thus focuses on the efforts by the Bank, and the Ministry of Education in supporting methods, and new directions for non-formal basic education, premised on the notion that literacy should be a starting point for training, relevant to rural development. The training had five closely related elements: technical content; hands-on developmental work; field inquiry or local needs assessment; comparison with indigenous knowledge; and, experimental trial and analysis. Varied training results, i.e., waterborne diseases, soil fertility, and indigenous accounting systems, produced new methodologies, evolving into a pedagogy to express indigenous knowledge, by focusing on local needs, based on local knowledge, associating local people as teachers in the learning process, and creating a context for collective reflection. 2012-08-13T13:11:14Z 2012-08-13T13:11:14Z 2000-10 http://documents.worldbank.org/curated/en/2000/10/1681433/mali-indigenous-knowledge-blending-new-old-vol-1-1 http://hdl.handle.net/10986/10813 English Indigenous Knowledge (IK) Notes; No. 25 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Brief Publications & Research Africa Mali |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
INDIGENOUS KNOWLEDGE EVALUATION RESEARCH INDIGENOUS KNOWLEDGE ADULT LITERACY RURAL DEVELOPMENT MARKETING MANAGEMENT MARKETING OF FARM PRODUCE COMMERCIALIZATION TAX ACCOUNTING SOCIAL CAPITAL BASIC EDUCATION RURAL TRAINING TECHNICAL KNOWLEDGE EXPERIMENTATION ANALYTICAL METHODS LOCAL KNOWLEDGE LEARNING PROCESSES COLLECTIVE ACTIONS LEARNING READINESS ADULT EDUCATION ADULT LITERACY AGRICULTURAL EXTENSION COLLABORATION COMPETENCE CROPS CURRICULUM DEVELOPMENT PROJECTS DISEASES FARMERS INDIGENOUS KNOWLEDGE INHIBITION INSTRUCTION INTERVENTIONS LABORATORIES LEARNING LITERACY MARKETING NEEDS ASSESSMENT NEW TECHNOLOGIES NGOS PARASITES PEDAGOGY PERCEPTION PRIMING RECALL RURAL AREAS RURAL DEVELOPMENT SOIL FERTILITY SOILS TEACHERS TRAINEES YOUNG PEOPLE |
| spellingShingle |
INDIGENOUS KNOWLEDGE EVALUATION RESEARCH INDIGENOUS KNOWLEDGE ADULT LITERACY RURAL DEVELOPMENT MARKETING MANAGEMENT MARKETING OF FARM PRODUCE COMMERCIALIZATION TAX ACCOUNTING SOCIAL CAPITAL BASIC EDUCATION RURAL TRAINING TECHNICAL KNOWLEDGE EXPERIMENTATION ANALYTICAL METHODS LOCAL KNOWLEDGE LEARNING PROCESSES COLLECTIVE ACTIONS LEARNING READINESS ADULT EDUCATION ADULT LITERACY AGRICULTURAL EXTENSION COLLABORATION COMPETENCE CROPS CURRICULUM DEVELOPMENT PROJECTS DISEASES FARMERS INDIGENOUS KNOWLEDGE INHIBITION INSTRUCTION INTERVENTIONS LABORATORIES LEARNING LITERACY MARKETING NEEDS ASSESSMENT NEW TECHNOLOGIES NGOS PARASITES PEDAGOGY PERCEPTION PRIMING RECALL RURAL AREAS RURAL DEVELOPMENT SOIL FERTILITY SOILS TEACHERS TRAINEES YOUNG PEOPLE Easton, Peter Belloncle, Guy Mali - Indigenous Knowledge : Blending the New and the Old |
| geographic_facet |
Africa Mali |
| relation |
Indigenous Knowledge (IK) Notes; No. 25 |
| description |
Based on research from an evaluation of
functional adult literacy during the late 70s, focused on
peanut-growing in the western region of Mali, results
demonstrated that while literacy programs only attained its
full quantitative objectives in just a few localities, the
vast majority of participating communities, had nonetheless
managed to produce a nucleus of literate people. These
people, in charge of marketing commercial crops, including
monitoring tax bills, soon enhanced the magnitude of
literacy's uses in the rural environment. However,
indigenous knowledge, which is social in nature, and
culturally transmitted, comes forth in social situations,
where groups of people resolve their perceptions, or
communicate their wisdom across generations. The note thus
focuses on the efforts by the Bank, and the Ministry of
Education in supporting methods, and new directions for
non-formal basic education, premised on the notion that
literacy should be a starting point for training, relevant
to rural development. The training had five closely related
elements: technical content; hands-on developmental work;
field inquiry or local needs assessment; comparison with
indigenous knowledge; and, experimental trial and analysis.
Varied training results, i.e., waterborne diseases, soil
fertility, and indigenous accounting systems, produced new
methodologies, evolving into a pedagogy to express
indigenous knowledge, by focusing on local needs, based on
local knowledge, associating local people as teachers in the
learning process, and creating a context for collective reflection. |
| format |
Publications & Research :: Brief |
| author |
Easton, Peter Belloncle, Guy |
| author_facet |
Easton, Peter Belloncle, Guy |
| author_sort |
Easton, Peter |
| title |
Mali - Indigenous Knowledge : Blending the New and the Old |
| title_short |
Mali - Indigenous Knowledge : Blending the New and the Old |
| title_full |
Mali - Indigenous Knowledge : Blending the New and the Old |
| title_fullStr |
Mali - Indigenous Knowledge : Blending the New and the Old |
| title_full_unstemmed |
Mali - Indigenous Knowledge : Blending the New and the Old |
| title_sort |
mali - indigenous knowledge : blending the new and the old |
| publisher |
World Bank, Washington, DC |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/2000/10/1681433/mali-indigenous-knowledge-blending-new-old-vol-1-1 http://hdl.handle.net/10986/10813 |
| _version_ |
1764414470879182848 |