Rebecca Nthogo Lekoko

An insight into an African perspective on lifelong learning: towards promoting functional compensatory programmes

This paper argues that lifelong learning can be a torch for education that is relevant, appropriate and appreciated by many Africans if conceptualized within the African Indigenous Learning (AIL) framework. Such learning is entrenched deep in the practices, cultures and ways of knowing of many Africans. The fundamentals or the ideals of lifelong learning in AIL can be presented in three dimensions of time, space, and I/We. Woven together, these concepts present a context in which lifelong learning is defined by aspects such as learning‐in‐action (immediacy of application); interactive methods; and a time that is only valued in respect of events that constitute it. Generally, an understanding of lifelong learning from the western perspective hinges on the linearity, economics and individualism of learning and these concepts may not be well promoted within the framework of AIL. It is not difficult to imagine the impact of borrowed concepts of learning on Africans if applied uncritically. Africans cannot afford to be oblivious of the differences in contexts between them and the western world. Context, therefore, is central to the application of lifelong learning. The authors of this paper have a full understanding that people in different parts of Africa may view lifelong learning in different ways. Thus, the term ‘African’ is used to underscore the importance of context. The authors also note that the advantages of lifelong learning to Africa are obvious vis‐à‐vis learning as a human right and a social justice. While these ideals are helpful, Africans cannot be subservient to how lifelong learning comes packaged from the western perspectives. To illustrate some differences, some ideals of lifelong learning in the AIL are introduced through the case of an adult education compensatory programme, and a three dimensional model is proposed for applying these ideals.

Story-telling as a potent research paradigm for Indigenous communities

At first glance, it seems odd that a paper should be concerned with the place of story-telling in scientific studies when researchers such as ethnographers have long used this technique. However, the growth of knowledge generated through the extensively used classical research inquiries of qualitative and quantitative approaches has created a kind of mandarin and sheltered culture where anything that does not fall within these paradigms is received with skepticism, making it possible that indigenous ways of knowing, such as story-telling, be accepted feebly by the scientific communities. The argument presented in this paper is that to remove stories from empirically accepted research tools is to silence indigenous communities by depriving them of using a mode consistent with their culture and their ways of understanding the world they live in. Supporting this argument are discussions and examples focusing on aspects such as the nature and structure of stories; the social meaning of stories; potential benefits of using stories; methodological challenges in using story-telling as a research tool; the nature of story-telling and accompanying challenges of using new technologies such as photovoice. It is concluded that researchers who are skeptical about using story-telling are in danger of mimicking forces which have destroyed the cultures of many indigenous communities and silenced these communities with their strange and foreign ways of knowing. Using story-telling is a way of averting the use of mainstream theories that do not respect indigenous identity, culture, experiences and ways of knowing. Recommendations point to the need to bring together researchers and scholars whose current interest is in indigenous communities to discuss a number of issues including (i) storys dependability, (ii) the relationship between the researcher and the narrator who claims to have the right to narrate, (iii) authorship of stories, and (iv) intelligibility. When issues such as these are still being considered, it is an indication that story-telling is still evolving into a potent research tool.

Lifelong Learning for Africa’s Older Adults: The Role of Open Educational Resources and Indigenous Learning

The literature suggests that the number of people aged 65 and over in Africa will increase, at least until 2050. In this chapter, we explore these adults’ learning needs. We argue that Africa’s older adults need an approach that relates to their life circumstances and learning needs. At present, few participate in education, though lifelong learning has been advocated on an open access basis. We propose that a non-formal approach through the application of cost-free learning (Open Education Resources), and learning that draws on forms indigenous to the African cultural environment. This type of approach has great potential to promote a lifelong learning ethos. In addition, it can develop older adults as assets; and by aligning their resourcefulness with global agendas, it can contribute strategically to Africa’s development.