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...
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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/2000/07/1711092/indigenous-knowledge-goes-school-potentials-perils-community-education-western-sahel-vol-1-1 http://hdl.handle.net/10986/10816 |
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okr-10986-108162021-06-14T11:01:58Z Indigenous Knowledge Goes to School : Potentials and Perils of Community Education in the Western Sahel Easton, Peter Capacci, Chris Kane, Lamine ADDITION ADULT EDUCATION AGED COMMUNITY INVOLVEMENT COMMUNITY SCHOOLS CURRICULA CURRICULUM DIPLOMAS EDUCATION MODELS ELEMENTARY SCHOOLS EMPLOYMENT ENROLLMENT EXISTING NORMS FEMALE PARTICIPATION FINANCIAL CONSTRAINTS GENDER EQUITY INSTRUCTION INTERNATIONAL ORGANIZATIONS LANGUAGES LEADERSHIP LEARNING LITERACY LITERACY PROGRAMS LOCAL AUTHORITIES LOCAL DEVELOPMENT MORAL EDUCATION MOTIVATION NATIONAL LANGUAGE NONFORMAL EDUCATION OPPORTUNITIES PARENTS PARITY PARTNERSHIP PRIMARY EDUCATION PUBLIC SECTOR REFORM OF SCHOOLING RURAL AREAS SCHOOL ADMINISTRATION SCHOOL INFRASTRUCTURE SCHOOL LEAVERS SCHOOLING SCHOOLS SECONDARY EDUCATION STIPENDS TEACHER TEACHERS TEACHING TEACHING PERSONNEL TEXTBOOKS TRAINING UNIVERSAL PRIMARY EDUCATION URBAN AREAS INDIGENOUS KNOWLEDGE FORMAL EDUCATION LITERACY PROGRAMS LOCAL COMMUNITIES CURRICULUM CHANGE STRUCTURAL ADJUSTMENT POLICY FORMATION ENROLMENT RATIO GOVERNMENT SUPPORT FOR PARTICIPATION CIVIL SOCIETY HUMAN RESOURCES FINANCIAL NEEDS TECHNICAL CAPABILITIES OF THE COMMUNITY POLITICAL CONSTRAINTS INSTITUTIONAL FRAMEWORK QUALITY OF EDUCATION EQUITY IN EDUCATION EDUCATIONAL REFORMS 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. 2012-08-13T13:11:41Z 2012-08-13T13:11:41Z 2000-07 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 English Indigenous Knowledge (IK) Notes; No. 22 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 |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
ADDITION ADULT EDUCATION AGED COMMUNITY INVOLVEMENT COMMUNITY SCHOOLS CURRICULA CURRICULUM DIPLOMAS EDUCATION MODELS ELEMENTARY SCHOOLS EMPLOYMENT ENROLLMENT EXISTING NORMS FEMALE PARTICIPATION FINANCIAL CONSTRAINTS GENDER EQUITY INSTRUCTION INTERNATIONAL ORGANIZATIONS LANGUAGES LEADERSHIP LEARNING LITERACY LITERACY PROGRAMS LOCAL AUTHORITIES LOCAL DEVELOPMENT MORAL EDUCATION MOTIVATION NATIONAL LANGUAGE NONFORMAL EDUCATION OPPORTUNITIES PARENTS PARITY PARTNERSHIP PRIMARY EDUCATION PUBLIC SECTOR REFORM OF SCHOOLING RURAL AREAS SCHOOL ADMINISTRATION SCHOOL INFRASTRUCTURE SCHOOL LEAVERS SCHOOLING SCHOOLS SECONDARY EDUCATION STIPENDS TEACHER TEACHERS TEACHING TEACHING PERSONNEL TEXTBOOKS TRAINING UNIVERSAL PRIMARY EDUCATION URBAN AREAS INDIGENOUS KNOWLEDGE FORMAL EDUCATION LITERACY PROGRAMS LOCAL COMMUNITIES CURRICULUM CHANGE STRUCTURAL ADJUSTMENT POLICY FORMATION ENROLMENT RATIO GOVERNMENT SUPPORT FOR PARTICIPATION CIVIL SOCIETY HUMAN RESOURCES FINANCIAL NEEDS TECHNICAL CAPABILITIES OF THE COMMUNITY POLITICAL CONSTRAINTS INSTITUTIONAL FRAMEWORK QUALITY OF EDUCATION EQUITY IN EDUCATION EDUCATIONAL REFORMS |
| spellingShingle |
ADDITION ADULT EDUCATION AGED COMMUNITY INVOLVEMENT COMMUNITY SCHOOLS CURRICULA CURRICULUM DIPLOMAS EDUCATION MODELS ELEMENTARY SCHOOLS EMPLOYMENT ENROLLMENT EXISTING NORMS FEMALE PARTICIPATION FINANCIAL CONSTRAINTS GENDER EQUITY INSTRUCTION INTERNATIONAL ORGANIZATIONS LANGUAGES LEADERSHIP LEARNING LITERACY LITERACY PROGRAMS LOCAL AUTHORITIES LOCAL DEVELOPMENT MORAL EDUCATION MOTIVATION NATIONAL LANGUAGE NONFORMAL EDUCATION OPPORTUNITIES PARENTS PARITY PARTNERSHIP PRIMARY EDUCATION PUBLIC SECTOR REFORM OF SCHOOLING RURAL AREAS SCHOOL ADMINISTRATION SCHOOL INFRASTRUCTURE SCHOOL LEAVERS SCHOOLING SCHOOLS SECONDARY EDUCATION STIPENDS TEACHER TEACHERS TEACHING TEACHING PERSONNEL TEXTBOOKS TRAINING UNIVERSAL PRIMARY EDUCATION URBAN AREAS INDIGENOUS KNOWLEDGE FORMAL EDUCATION LITERACY PROGRAMS LOCAL COMMUNITIES CURRICULUM CHANGE STRUCTURAL ADJUSTMENT POLICY FORMATION ENROLMENT RATIO GOVERNMENT SUPPORT FOR PARTICIPATION CIVIL SOCIETY HUMAN RESOURCES FINANCIAL NEEDS TECHNICAL CAPABILITIES OF THE COMMUNITY POLITICAL CONSTRAINTS INSTITUTIONAL FRAMEWORK QUALITY OF EDUCATION EQUITY IN EDUCATION EDUCATIONAL REFORMS Easton, Peter Capacci, Chris Kane, Lamine Indigenous Knowledge Goes to School : Potentials and Perils of Community Education in the Western Sahel |
| geographic_facet |
Africa |
| relation |
Indigenous Knowledge (IK) Notes; No. 22 |
| description |
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. |
| format |
Publications & Research :: Brief |
| author |
Easton, Peter Capacci, Chris Kane, Lamine |
| author_facet |
Easton, Peter Capacci, Chris Kane, Lamine |
| author_sort |
Easton, Peter |
| title |
Indigenous Knowledge Goes to School : Potentials and Perils of Community Education in the Western Sahel |
| title_short |
Indigenous Knowledge Goes to School : Potentials and Perils of Community Education in the Western Sahel |
| title_full |
Indigenous Knowledge Goes to School : Potentials and Perils of Community Education in the Western Sahel |
| title_fullStr |
Indigenous Knowledge Goes to School : Potentials and Perils of Community Education in the Western Sahel |
| title_full_unstemmed |
Indigenous Knowledge Goes to School : Potentials and Perils of Community Education in the Western Sahel |
| title_sort |
indigenous knowledge goes to school : potentials and perils of community education in the western sahel |
| publisher |
World Bank, Washington, DC |
| publishDate |
2012 |
| url |
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 |
| _version_ |
1764414482513133568 |