HARNESSING ADULT AND NON-FORMAL EDUCATION FOR INDIGENOUS KNOWLEDGE PROMOTION IN NIGERIA'S EDUCATIONAL POLICIES AND PRACTICES

Abstract

This paper explores the critical role of adult and non-formal education in promoting and preserving indigenous knowledge within Nigeria's educational framework. Indigenous knowledge, deeply rooted in local customs, practices, and ecological wisdom, is often marginalized in formal education systems dominated by Western paradigms. However, adult and non-formal education characterized by its flexibility, community-based orientation, and responsiveness to local contexts offers a viable platform for integrating traditional knowledge systems into national development strategies. The paper examines current Nigerian educational policies to assess the extent to which they accommodate indigenous epistemologies and evaluates programs and practices that successfully utilize non-formal avenues for cultural preservation and community empowerment. It argues that embedding indigenous knowledge in adult education curricula not only supports cultural identity and sustainability but also enhances lifelong learning, rural development, and social inclusion. Policy recommendations are offered to strengthen institutional support, curriculum development, and capacity building for a more inclusive and culturally relevant education system.

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