Indigenous Knowledge and Vocational Education: Marginalisation of Traditional Medicinal Treatments in Rwandan TVET Animal Health Courses

Authors

DOI:

https://doi.org/10.23962/10539/31372

Keywords:

Livestock farming, Cattle, Animal health, Indigenous knowledge, Ethno-veterinary medicine, Medicinal herbs, Technical and vocational education and training (TVET), Rwanda

Abstract

This study explores Rwandan ethno-veterinary knowledge and the degree to which this knowledge is reflected in the country’s technical and vocational education and training (TVET) instruction. The knowledge considered is the Indigenous medicinal knowledge used by rural Rwandan livestock farmers to treat their cattle. Through interviews with farmers, TVET graduates and TVET teachers, and an examination of the current TVET Animal Health curriculum, the research identifies a neglect of Indigenous knowledge in the curriculum, despite the fact that local farmers use numerous Indigenous medicinal innovations to treat their animals. The focus of the Rwanda’s TVET Animal Health curriculum is on Western-origin modern veterinary practices. The authors argue that this leaves Rwandan TVET Animal Health graduates unprepared for optimal engagement with rural farmers and with the full range of potential treatments.

References

Ademola, I. O., & Eloff, J. N. (2011). Anthelmintic activity of acetone extract and fractions of Vernonia amygdalina against Haemonchus contortus eggs and larvae. Tropical Animal Health Production, 43(2), 521–527. https://doi.org/10.1007/s11250-010-9727-7

Alliance for a Green Revolution in Africa (AGRA). (2019). The hidden middle: A quiet revolution in the private sector driving agricultural transformation. Africa Agriculture Status Report 2019. https://agra.org/wp-content/uploads/2019/09/AASR2019-The-Hidden-Middleweb.pdf

Barucha, Z. P. (2019, February 20). How small farms are leading the way towards sustainable agriculture. Independent. https://www.independent.co.uk/news/science/smallfarms-sustainable-agriculture-climate-change-africa-farming-a8786216.html

Blaustein, R. J. (2008). The Green Revolution arrives in Africa. BioScience, 58(1), 8–14. https://doi.org/10.1641/B580103

Bruchac, M. (2014). Indigenous knowledge and traditional knowledge. In C. Smith (Ed.), Encyclopedia of global archaeology (pp. 3814–3824). Springer. https://doi.org/10.1007/978-1-4419-0465-2_10

Byavu, N., Henrard, C., Dubois, M., & Malaisse, F. (2000). Phytothérapie traditionnelle des bovins dans les élevages de la plaine de la Ruzizi. Biotechnology, Agronomy, Society and Environment, 4(3), 135–156. https://www.researchgate.net/publication/26392451_Phytotherapie_traditionnelle_des_bovins_dans_les_elevages_de_la_plaine_de_la_Ruzizi

Chander, M., Subrahmanyeswari, B., Mukherjee, R., & Kumar, S. (2011). Organic livestock production: An emerging opportunity with new challenges for producers in tropical countries. Revue scientifique et technique, 30(3), 969–983. https://doi.org/10.20506/rst.30.3.2092

Colin, S. (2011). Fundamentals of animal science (1st ed.). Delman Cengage Learning. Cronje, A., Beer, J., & Ankiewicz, P. (2015). The development and use of an instrument to investigate science teachers’ views on indigenous knowledge. African Journal of Research in Mathematics, Science and Technology Education, 19(3), 319–332. https://doi.org/10.1080/10288457.2015.1108567

Danmole, B. T. (2011). Emerging issues on the universal basic education curriculum in Nigeria: Implications for the science and technology component. Pakistan Journal of Social Sciences, 8, 62–68. https://doi.org/10.3923/pjssci.2011.62.68

Dewey, J. (1959). Moral principles and education. Philosophical Library. Ezeanya-Esiobu, C. (2019). Indigenous knowledge and education in Africa. Springer Nature. https://doi.org/10.1007/978-981-13-6635-2

Ezeanya-Esiobu, C., Oguamanam, C., & Ndungutse, V. (2020). Marginalisation of Indigenous knowledge in African education: The case of Rwandan traditional medicinal treatments for livestock. Open AIR Working Paper 24. Open African Innovation Research (Open AIR).

Freire, P. (1968). Pedagogy of the oppressed. Penguin Books. Gumbo, M. T. (2016). A model for indigenising the university curriculum: A quest for educational relevance. In V. Msila, & M. T. Gumbo (Eds.), Africanising the curriculum: Indigenous perspectives and theories (pp. 121–139). Sun Press.

Hamburger, M., & Hostettmann, K. (1991). Bioactivity in plants: The link between phytochemistry and medicine. Phytochemistry, 30, 3864–3874. https://doi.org/10.1016/0031-9422(91)83425-K

Hirwa, C. D. A., Kugonza, D. R., Murekezi, T., Rwemarika, J. D., Kayitesi, A., Musemakweri, A., Shabayiro, J. P., Shumbusho, F., Manzi, M., & Safari, T. (2017a). Management and phenotypic features of indigenous cattle in Rwanda. International Journal of Livestock Production, 8(7), 95–112. https://doi.org/10.5897/IJLP2017.0362

Hirwa, C. D. A., Ebong, C., Mutabazi, J., Mutimura, M., Nyirishema, F., & Wallace, P. A. (2017b). Livestock farming and management: The case of meat production and processing in Rwanda. Asian Journal of Animal Sciences, 11, 96–107. https://doi.org/10.3923/ajas.2017.96.107

International Institute for Sustainable Development (IISD). (2020, February 20). UN agencies explore farm-to-fork policy frameworks to achieve SDGs 1, 2. https://sdg.iisd.org/news/un-agencies-explore-farm-to-fork-policy-frameworks-to-achievesdgs-1-2/

Kabera, J., Tuyisenge, R., Ugirinshuti, V., Nyirabageni, A., & Munyabuhoro, S. (2014). Preliminary investigation on anthelmintic activity and phytochemical screening of leaf crude extracts of Tithonia diversifolia and Tephrosia vogelii. African Journal of Microbiology Research, 8(25), 2449–2457. https://doi.org/10.5897/AJMR2013.6525

Kamara, A., Conteh, A., Rhodes, E. R., & Cooke, R. A. (2019). The relevance of smallholder farming to African agricultural growth and development. African Journal of Food, Agriculture, Nutrition and Development, 19(1), 14043–14065. https://doi.org/10.18697/AJFAND.84.BLFB1010

Kiberu, B., Kabatesi, L., Karinda, P., & Mugabi, S. (2009). Labour market information system-WDA: Situation of 4 pilot TVET institutions in Rwanda. https://docplayer.net/23695677-Labour-market-information-system-wda.html

Kiggundu, J. (2007). Intellectual property law and the protection of indigenous knowledge. In I. Mazonde, & P. Thomas (Eds.), Indigenous knowledge systems and intellectual property in the Twenty-First Century: Perspectives from Southern Africa (pp. 26–47). CODESRIA.

Kloppenburg Jr, J. (1998). First the seed: The political economy of plant biotechnology. University of Wisconsin Press.

Kuhn, T. (1962). The structure of scientific revolutions. University of Chicago Press.

Mawere, M. (2015). Indigenous knowledge and public education in Sub-Saharan Africa. Africa Spectrum, 50(2), 57–71. https://doi.org/10.1177/000203971505000203

Mazimpaka, E. (2017). Characterization of cattle production systems in Nyagatare District of Eastern Province, Rwanda. Rheology: Open Access, 1(2), 1–21. https://www.omicsonline.org/open-access/characterization-of-cattle-production-systems-innyagatare-district-ofeastern-province-rwanda.php?aid=91895

Mbanzamihigo, L., Dethie, F., Kabera, N. J., Ugirinshuti, V., & Nyirabageni, A. (2013). Evaluation of the effectiveness of two medicinal plants Vernonia amygdalina and Leonotis nepetaefolia on the gastrointestinal parasites of goats in Rwanda: Case study of Huye and Gisagara districts. Journal of Veterinary Medicine and Animal Health, 5(8), 229–236.

McLaren, P. (2003). Critical pedagogy: A look at the major concepts. In A. Darder, M. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (pp. 69–96). RoutledgeFalmer.

Memmi, A. (1965). The colonizer and the colonized. Beacon Press.

Ministry for Agriculture and Animal Resources (MINAGRI). (2000). Strategic Plan for the Transformation of Agriculture in Rwanda – Phase II (PSTA II). https://rwanda.countrystat.org/fileadmin/user_upload/countrystat_fenix/congo/docs/PSTA_IIphp.pdf AJIC Issue 27, 2021

Ministry of Education (2008a). Rwanda Education Sector Strategic Plan 2008–2012. https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/rwanda_essp_2008-2012.pdf

Ministry of Education (2008b). Technical and Vocational Education and Training (TVET) Policy in Rwanda. https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/rwanda_technical_vocational_education_policy.pdf

Ministry of Education (2013). Education strategic plan 2013/14–2017/18. https://www.mineduc.gov.rw/fileadmin/user_upload/Education_Sector_ Strategic_Plan_2013_-_2018.pdf

Ministry of Education, Science, Technology and Scientific Research. (2003). Rwanda National Curriculum Development Centre 6 year plan: 2003 to 2008. https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/rwanda_curriculum_reform_plan_march_2003.pdf

Msila, V. (2016). Africanisation of education and the search for relevance and context. In V. Msila, & M. Gumbo (Eds.), Africanising the curriculum: Indigenous perspectives and theories (pp. 57–69). Sun Press. https://doi.org/10.18820/9780992236083

Muhizi, T., Sinumvayo, J. P., Nkurunziza, J. B., Grelier, S., & Coma, V. (2011). Antibacterial activity assessment of different crude extracts obtained from the leaves of Caesalpinia decapitala grown in Rwanda. Rwanda Journal, 24, 7–14. https://www.ajol.info/index.php/rj/issue/view/9026

Muthee, D., Kilemba, G., & Masinde, J. (2019). The role of indigenous knowledge systems in enhancing agricultural productivity in Kenya. Eastern Africa Journal of Contemporary Research, 1(1), 34–35. https://www.researchgate.net/publication/332408330_The_Role_of_Indigenous_Knowledge_Systems_in_Enhancing_Agricultural_Productivity_in_Kenya_Article_information_For_Authors

Mwadime, R. K. (1999). Indigenous knowledge systems for an alternative culture in science: The role of nutritionists in Africa. In L. M. Semali, & L. K. Joe (Eds.), What is indigenous knowledge? Voices from the academy (pp. 243–267). Falmer Press.

Nhalevilo, E. Z. F. A. (2013). Rethinking the history of inclusion of IKS in school curricula: Endeavoring to legitimate the subject. International Journal of Science and Math Education, 11, 23–42. https://doi.org/10.1007/S10763-012-9382-8

Njoroge, G. N., & Bussmann, R. W. (2006). Herbal usage and informant consensus in ethnoveterinary management of cattle diseases among the Kikuyus (Central Kenya). Journal of Ethnopharmacology, 108(3), 332–339. https://doi.org/10.1016/j.jep.2006.05.031

Nshimiyimana, J., & Mutandwa, E. (2010). Seasonal dynamics and distribution of ticks in Rwanda: Implications for tick control strategy in Rwanda. International Journal of Animal and Veterinary Advances, 2(1), 21–25. https://maxwellsci.com/print/ijava/v2-21-25.pdf

Nyamanga, P. A., Suda, C., & Aagaard-Hansen, J. (2008). The socio-cultural context and practical implications of ethnoveterinary medical pluralism in Western Kenya. Agriculture and Human Values, 25(4), 513–527. https://doi.org/10.1007/s10460-008-9141-1

Oguamanam, C. (2006). International law and indigenous knowledge: Intellectual property, plant biodiversity, and traditional medicine. University of Toronto Press. https://doi.org/10.3138/9781442676244

Oguamanam, C. (2008). Local knowledge as trapped knowledge: Intellectual property, culture, power and politics. The Journal of World Intellectual Property, 11(1), 29–57. https://doi.org/10.1111/j.1747-1796.2008.00333.x

Oguamanam, C. (2019). A benchmark on the bench. Esquire Publications.

Owuor, J. (2007). Integrating African indigenous knowledge in Kenya’s formal education system: The potential for sustainable development. Journal of Contemporary Issues in Education, 2(2), 21–37. https://doi.org/10.20355/C5Z594

Paul, J. A. & Wahlberg, K. (2008). A new era of world hunger? The global food crisis analyzed. Friedrich Ebert Stiftung and Global Policy Forum.

Rugg, H. O. (Ed.). (1927). The foundations of curriculum-making: Twenty-sixth yearbook of the National Society for the Study of Education (Part II). Public School Publishing.

Runyambo, I., Minani, V., Bizuru, E., Nyirambangutse, B., Nsengimana, J. S., & Ndimukaga, M. (2016). Assessment of traditional ecological knowledge and beliefs in the utilization of important plant species: The case of Buhanga Sacred Forest, Rwanda.

Koedoe: African Protected Area Conservation and Science, 58(1), 1–11. https://doi.org/10.4102/koedoe.v58i1.1348

Rwanda Environment Management Authority. (2019). Guideline and Toolkit for Access and Benefit Sharing of Traditional Knowledge Associated with Genetic Resources in Rwanda: Information for Providers, Users, and Regulatory Institutions.

Srikantaiah, D. (2005). Education: Building on indigenous knowledge. Indigenous Knowledge (IK) Notes, No. 87. World Bank. https://openknowledge.worldbank.org/handle/10986/10747

Swee, K. Y., Wan, Y. H., Boon, K. B., Woon, S. L., Huynh, K., & Noorjahan, B. A. (2010). Vernonia amygdalina, an ethnoveterinary and ethnomedical used green vegetable with multiple bioactivities. Journal of Medical Plants Research, 4(25), 2787–2812. https://doi.org/10.5897/JMPR.9001288

Touqeer, S., Saeed, M. A. & Ajaib, A. (2013). A review on the phytochemistry and pharmacology of genus Tephrosia. Phytopharmacology, 4(3), 598–637. http://inforesights.com/phytopharmacology/files/pp4v3i4.pdf

Trifonas, P. (2003). Toward a decolonizing pedagogy: Social justice reconsidered. In P. Trifonas (Ed.), Rethinking education for social change. Routledge.

UN. (2012). Realizing the future we want for all: Report to the Secretary-General. UN System Task Team on the Post-2015 UN Development Agenda. https://www.un.org/millenniumgoals/pdf/Post_2015_UNTTreport.pdf

UN. (2020). The sustainable development goals report 2020. https://unstats.un.org/sdgs/report/2020/#sdg-goals

UNCTAD, & UNEP. (2008). Organic agriculture and food security in Africa. https://unctad.org/system/files/official-document/ditcted200715_en.pdf

UNESCO. (n.d.). Indigenous knowledge and knowledge transmission: Revitalising knowledge – Indigenous education. https://en.unesco.org/links/transmission

USAID Rwanda. (2016). Feed the future innovation lab for livestock systems Rwanda: Animal source foods production and marketing brief. Livestock Lab. https://livestocklab.ifas.ufl.edu/media/livestocklabifasufledu/pdf-/pdfs-by-country-pre2019/Rwanda_Brief_ASFProdMkt_final.pdf

Van Niekerk, L. (2004). Distance education as a function of community. South African Journal of Higher Education, 18(3), 185–195. https://doi.org/10.4314/sajhe.v18i3.25490

Warren, D. (1991). Using indigenous knowledge in agricultural development. World Bank.

Waweru, W. W., Osuwat, L. O., & Wambugu, F. K. (2017). Medicinal plants used in Rwanda. Journal of Pharmacognosy and Phytochemistry, 6(1), 322–324.

White, D. (1983). After the divided curriculum. The Victorian Teacher, 7.

Williams, D. L., & Muchena, O. N. (1991). Utilizing indigenous knowledge systems in agricultural education to promote sustainable agriculture. Journal of Agricultural Education, 32(4), 52–57. https://doi.org/10.5032/jae.1991.04052

WIPO IGC (2019, April 9). The protection of traditional knowledge: Draft articles. WIPO/GRTKF/IC/40/4Rev 2, 22 March 2019.

WIPO Intergovernmental Committee on Intellectual Property and Genetic Resources, Traditional Knowledge and Folklore (IGC). https://www.wipo.int/meetings/en/doc_details.jsp?doc_id=433260

Workplace Development Authority (WDA). (n.d.). Sector: Agriculture and food processing: Animal health. https://mis.rp.ac.rw/curriculum/3/41

World Health Organisation (WHO). (2020). Traditional, contemporary, and integrative medicine. https://www.who.int/health-topics/traditional-complementary-andintegrative-medicine#tab=tab

Downloads

Published

31-05-2021

Issue

Section

Research Articles

How to Cite

“Indigenous Knowledge and Vocational Education: Marginalisation of Traditional Medicinal Treatments in Rwandan TVET Animal Health Courses” (2021) The African Journal of Information and Communication (AJIC) [Preprint], (27). doi:10.23962/10539/31372.
Views
  • Abstract 320
  • PDF 120