Oromo Indigenous Education The Case Of Gindaberate District Oromia

Now day, human beings need practical activities and linkages in the world . Atrnworst, hindrance of transfer learning brings a developmental lag of anrnindividual and a society. Its overcoming begins in learning indigenousrneducation inclusive of the others through nostrification. Accordingly, thernpurpose of this study is to describe Oromo indigenous education for anrnindividual from birth to sixteen years of age using a case study design in anrnOromo cultural setting. The study follows a qua litative research paradigm inrngeneral and an indigenous research methodology in its principles in particular.rnMoverover, it is viewed from African and Oromo world-views. To this end, thernd a ta were collected from six informants selected by purposive and theoreticalrnsampling methods. During in-depth interview, the documentary data wererntriangulated with data from informants. These data were a nalyzed andrnpresented based on the basic research questions going through a life-cycle andrnlife-space of an individual on the stress of major society's life-style.rnSubsequently, the finding showed that Oromo indigenous education is richrnenough in its goals, contents, methods, agents and assessments. Oromornindigenous education is eclectic, inclusive and role-orientated education. It fitsrnthe needs, culture and environment of the Oromo society.

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