HINDRANCES TO THE IMPLEMENTATION OF INTEGRATED INDIGENOUS KNOWLEDGE INTO THE SECONDARY SCHOOL CURRICULA OF THE SHEGER CITY ADMINISTRATION, ETHIOPIA: IMPLICATION FOR POLICY INPUTS

Abstract

This study explores the challenges faced in the implementation of Integrated Indigenous Knowledge within Secondary school curriculum, specifically in the Sheger City Administration of Ethiopia. The implementation of Indigenous Knowledge into the curriculum is a crucial step toward preserving cultural practices and enhancing educational relevance. The study employed a qualitative case study and used semi-structured interviews and focus group discussions to gather in-depth insights from school teachers and students in the implementation of integrated indigenous knowledge. The findings identify barriers associated with cultural, social, pedagogical, institutional, and technological issues. Specifically, western cultural influences, inappropriate teachers’ training, centrally prepared inflexible curriculum, lack of advocacy, inadequate technological infrastructure, and mismatch between the nature of Indigenous knowledge and technological tools are the barriers to the implementation of Indigenous knowledge. The research suggests continuous revision of curriculum frameworks, and teacher training to address gaps through flexible curriculum structure and community partnerships with Indigenous elders in implementing indigenous knowledge. It calls for improving educational technology and digitalizing culturally responsive resources to enhance students’ learning.