An examination of adult literacy programs in promoting the use of indigenous knowledge systems in Potiskum Local Government Area, Yobe State
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- NGN 5000
Background of the study
Adult literacy programs have long been recognized as catalysts for cultural preservation and knowledge dissemination. In Potiskum, Yobe State, these programs are increasingly being harnessed to promote the use of indigenous knowledge systems that have sustained local communities for generations. Indigenous knowledge encompasses traditional practices, cultural narratives, and localized wisdom that are integral to the community’s identity and sustainable development. Through adult literacy initiatives, individuals gain the ability to read and write in both national and local languages, thereby preserving and transmitting indigenous knowledge (Gambo, 2023). These programs integrate traditional wisdom with modern educational techniques, creating curricula that honor cultural heritage while providing practical skills for contemporary life. As global pressures and modernization challenge the survival of indigenous practices, there is a renewed emphasis on ensuring that local knowledge is documented, shared, and integrated into community development. Literacy education, therefore, serves as a bridge between the past and present, allowing younger generations to appreciate and apply indigenous principles in fields such as agriculture, healthcare, and environmental conservation (Sule, 2024). Moreover, the promotion of indigenous knowledge through literacy programs can empower community members by fostering a sense of pride and identity, while also enhancing resilience in the face of external challenges. However, despite these potential benefits, the practical application of indigenous knowledge in modern contexts remains limited. Many programs struggle with reconciling traditional practices with modern methodologies, and there is often a lack of formal documentation of local knowledge systems. Additionally, socio-economic and political factors sometimes lead to the marginalization of indigenous perspectives in favor of standardized curricula. As such, a comprehensive examination of how adult literacy programs in Potiskum contribute to the preservation and promotion of indigenous knowledge systems is essential. This study seeks to evaluate the effectiveness of these programs in integrating traditional wisdom with modern educational practices, thereby offering a pathway for sustainable cultural and community development (Adesola, 2025).
Statement of the problem
Although adult literacy programs in Potiskum are designed to promote the use of indigenous knowledge systems, several challenges undermine their effectiveness. One of the primary issues is the diminishing role of traditional knowledge in formal education, where standardized curricula often overlook local cultural practices. This marginalization has resulted in a gradual erosion of indigenous wisdom among the younger generation, despite the availability of literacy programs. Many adult learners, while acquiring basic literacy skills, are not exposed to curricula that reflect their cultural heritage, thereby limiting the transmission of indigenous knowledge (Gambo, 2023). Furthermore, there are logistical and resource constraints—such as inadequate training materials and a shortage of educators proficient in local languages—that prevent the effective integration of indigenous content into teaching modules. Political and economic pressures also contribute to a preference for globally recognized educational models, which often sidelines traditional knowledge systems in favor of modern scientific approaches (Sule, 2024). The gap between policy intentions and the actual classroom implementation of culturally relevant curricula remains significant. Without systematic documentation and integration of indigenous knowledge, the potential benefits of these literacy programs in preserving cultural identity and enhancing community resilience are lost. This study aims to address these concerns by investigating the factors that impede the effective promotion of indigenous knowledge through adult literacy programs and by proposing strategies to overcome these limitations. The findings are expected to provide actionable recommendations for educators and policymakers to enhance the cultural relevance of adult literacy initiatives in Potiskum (Adesola, 2025).
Objectives of the study
• To evaluate the effectiveness of adult literacy programs in integrating indigenous knowledge systems.
• To identify challenges that hinder the inclusion of local cultural content in literacy curricula.
• To propose strategies for enhancing the promotion of indigenous knowledge through adult education.
Research questions
• How effectively do adult literacy programs in Potiskum promote the use of indigenous knowledge systems?
• What are the key barriers to incorporating indigenous content into adult literacy curricula?
• What strategies can be implemented to improve the integration of traditional knowledge into educational programs?
Research Hypotheses
• H1: Adult literacy programs significantly enhance the preservation and transmission of indigenous knowledge.
• H2: Inadequate educational resources and teacher training negatively affect the integration of indigenous content.
• H3: Culturally tailored curricula will improve the utilization of indigenous knowledge systems among adult learners.
Significance of the study
This study is significant as it examines how adult literacy programs can serve as vehicles for preserving and promoting indigenous knowledge systems in Potiskum. By highlighting effective practices and identifying key challenges, the research offers valuable insights for educators, cultural preservationists, and policymakers. The findings will inform strategies to create more culturally relevant educational programs that strengthen community identity and sustainable development (Gambo, 2023; Adesola, 2025).
Scope and limitations of the study
This study is limited to evaluating adult literacy programs in Potiskum Local Government Area, focusing on their role in promoting indigenous knowledge systems. It examines program curricula, resource availability, and cultural relevance.
Definitions of terms
• Adult Literacy Programs: Educational initiatives aimed at improving reading and writing skills among adults.
• Indigenous Knowledge Systems: Traditional and local knowledge that is developed over generations within a community.
• Potiskum: A local government area in Yobe State characterized by rich cultural heritage.
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