Connecting indigenous knowledge systems and practices with adult education programs has priceless value of promoting and transferring indigenous perspectives from generation to generation. Indeed, education is the surest path to ensuring social continuity when it ought to be based on the real-life experiences of learners and what their immediate environment and social realities entail. This demands the development of relevant adult learning materials and the utilization of participatory facilitation methodologies. Considering this in mind, this study was aimed to explore the integration of indigenous knowledge into adult education practices. In doing so, a case-study design was employed. The study sample was composed of eighteen experts, seven adult education literacy center coordinators, and seventy adult learners. Interview and FGD were considered the major data-gathering tools. Also, thematic analysis was the center of this study’s data analysis. As a result, the finding indicated that even though adult learners have diverse learning experiences, narrow emphasis has been given to the development of learning concepts and objectives in adult learning materials. The application of appropriate facilitation methods through participating experienced learners remains symbolic. To enhance the positive inclusion of indigenous knowledge into adult learning, learning material and its facilitation environment must be conducive and adequately be portraited. Therefore, the objective of this study is to explore the existing practice of indigenous knowledge integration into adult education in North Wollo, from the perspectives of learning material development and utilization of the facilitation methodology.

中文翻译：

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将本土知识融入成人学习材料开发和促进方法

将土著知识体系和实践与成人教育计划联系起来，对于促进和代代相传土著观点具有无价的价值。事实上，教育是确保社会连续性的最可靠途径，当它应该基于学习者的现实生活经验以及他们的直接环境和社会现实所需要的内容时。这需要开发相关的成人学习材料并使用参与式促进方法。考虑到这一点，本研究旨在探索将土著知识融入成人教育实践。在这样做时，采用了案例研究设计。研究样本由十八名专家、七名成人教育扫盲中心协调员和七十名成人学习者组成。访谈和 FGD 被认为是主要的数据收集工具。此外，专题分析是本研究数据分析的中心。因此，研究结果表明，尽管成人学习者有不同的学习经历，但成人学习材料中的学习概念和目标的发展却被狭隘地强调。通过参与的有经验的学习者应用适当的促进方法仍然具有象征意义。为促进将土著知识积极纳入成人学习，学习材料及其促进环境必须是有益的，并且要充分描绘。因此，本研究的目的是探索将土著知识融入北沃洛成人教育的现有做法，