Revitalizing Indigenous Knowledge in Preprimary Education Curricula for Borena Oromo of Southern Ethiopia and Northern Kenya: A Comparative Case Study

Abstract

This study investigates how Indigenous Knowledge (IK) is being revitalized and integrated into public pre-primary education (PPE) for the Borena Oromo community in southern Ethiopia (Borena Zone) and northern Kenya (Marsabit County). Using a qualitative approach—including document analysis, interviews with policymakers and curriculum experts, focus group discussions with teachers, parents, and elders, and classroom observations, the research explores the practices of integrating IK into PPE in both countries. The findings reveal distinct approaches: Ethiopia emphasizes regional contextualization but lacks structured implementation guidelines, while Kenya’s Competency-Based Curriculum mandates localized content but faces gaps in teacher preparedness and linguistic tensions. Common challenges across both contexts include a lack of detailed implementation guidelines, insufficient teacher training in Indigenous pedagogies, resource constraints, donor dependency, urbanization, and the erosion of knowledge between generations. Furthermore, sociocultural factors such as limited parental engagement in curriculum design and the dominance of global languages hinder effective integration. The study underscores the vital role of community elders in co-designing curricula and advocating for de-colonial, ecological, and Indigenous Knowledge Systems (IKS) approaches to close the gap between policy and practice. Institutionalizing elders’ participation, establishing cross-border IK hubs, co-designing curricula with communities, and strengthening ecological resilience are recommended. In conclusion, centering IK as a dynamic and foundational element of PPE is essential for fostering holistic and identity-affirming learning and development for Borena children.