African traditional education refers to ways of teaching and learning in Africa which are based on indigenous knowledge accumulated by Africans over centuries in response to their different physical, agricultural, ecological, political and sociocultural challenges (Merriam, 2007). In other words, what is taught or what children have to learn fits their abilities and succeeding stages of development. This type of education provides not only a means for survival but also “connects” children to various social networks. The occupation of the individual, the social responsibilities, the political role as well as the moral and spiritual values was targeted in all educational considerations (Gwanfogbe, 2006). Moumouni (1968) described this type of education as “the school of life” whose objectives were manifold, focused on producing an honest, respectable, skilled and co-operative individual who fitted into the social life of the society and enhanced its growth. Fafunwa (1974) argues that indigenous African education was functional because the curriculum was developed to attend to the realities of the community and was needs-based.
DOMAINS OF TRAINING IN THE AFRICAN TRADITIONAL EDUCATION SYSTEM
In African traditional education of youngsters involves Intellectual, Physical and-Attitudinal training because the society needed such skills for its development.
INTELLECTUAL TRAINING
Intellectual training, started with language (mother tongue) training and follow with sanitary and aesthetic education. Those challenging the African education focus their arguments on the absence of intellectual training. Yet a close study of the educational system, especially the foregoing paragraphs, reveals active encouragement of intellectual development as well as training in other domains of knowledge. If reasoning abstractly is an intellectual exercise, then much of Africa’s education before outside influence involved intellectual training. The learning process emphasized observation, imitation and participation which are indisputably abstract processes.
Besides, the child was taught the characteristics of seasons and how to determine the beginning of each season by observing atmospheric changes, the appearance or disappearance of certain fauna and flora. The effects of the changing seasons on the environment including the vegetation, the water level, and communication systems were taught to show how these changes could affect farmers, traders, builders, travelers, hunters, fishermen and all other forms of activities. Following Western classifications, such studies covered disciplines like Geography, Environmental studies, Nature studies, Rural Science, Meteorology and Bio-geography.
The study of nature or botany was through identification of plants by name and utility as food, medicine, flowers, and fuel. Animal husbandry, amply covered aspects of modern veterinary sciences, included knowledge of animal care and treatment.
Local history was taught, first, at family level, then at village or clan level and later at ethnic level. Heroes were identified and songs of praise composed and showered on them and their rulers, demonstrating levels of intellectual engagements
The themes of mental drills varied with the occasions and the person or focal events. For example, childbirth and in some societies, the birth of twins was given special meaning and ritual attention.
In some societies a distinction was made between male and female death rites and the age and the status of the dead. Ululations at festivals (religious or others) also had specific themes and were also done through lengthy incantations and recitations which were interrupted mainly by choruses. Priests, diviners and healers were adept at this form of oratory.
Mathematics was also well developed. The children were introduced quite early to the notion of counting and calculating local produce. Through games, folklore and rhymes, these notions were further impressed. Concepts of addition, subtraction, multiplication and division had always existed in all African languages prior to their introduction in school.
The notion of quantities existed though not as precise as those of the West.
Knowledge and competence in geometrical shapes and trigonomy was more evident in house construction. The construction of components of a house was done separately on the ground and then assembled together. That these pieces fitted together when erected is proof that the architectural level was well developed and the mathematical involvement was highly sophisticated. Unfortunately that is rapidly being lost to lack of research and incorporation into school curricula. It is therefore undeniable that pre-colonial indigenous education was well developed in all parts of Africa before the introduction of alien education systems.
PHYSICAL TRAINING
According to Fafunwa (1974) the indigenous African education was functional and needs-based. Physical training was done by introducing the young on some kinds of games like wrestling, running and canoe races, training of traditional doctors for healthy living, cooking, dressing, hunting, farming, trading, swimming, carpentry, training to become a black smith, drumming, dancing which involved a lot of song and body movements. It was also aimed at the training of responsible husbands and housewives to handle home and family affairs. The curriculum of this system of education was developed to attend to the realities of the community. The learning process emphasized observation, imitation and participation
ATTITUDINAL TRAINING
The development of character and communal spirit was taught through the use of exercises like wrestling to in still the spirit of reconciliation and solidarity. Such healthy competitive spirits were also taught to peer-group right from the early age. In some communities mock wars were organized. Usually in all societies, both winners and losers were congratulated and sometimes rewarded because the essence of each competition was not to win but to acquire the spirit of gallantry, tolerance and solidarity.
Aspects of communal solidarity or taboos were taught by the establishment of laws against killing, witchcraft, stealing, adultery, incest, disloyalty, infidelity, perfidy, corruption, etc. The divulging of the secrets of the society was tantamount to committing treasonable felony against the ethnic community and very often attracted ostracism. These measures were taken to ensure the imbuement of the spirit of honesty, kindness, uprightness, decency and cooperation. It was commonly accepted to remain childless than to have an uncouth child who would bring dishonour to the family and the society.
EVALUATIONS IN THE AFRICAN TRADITIONAL EDUCATION SYSTEM
To assess a child’s level of understanding and ability to practice the basic concepts of ethics, some teachers set up deliberate tests for evaluation. This was particularly the case with attempts to test for honesty, kindness, endurance, cooperation, concern or love for others, and for animals and public property.
Through conversation and running of errands, levels of development in psychology, philosophy, sociology, literature and other disciplines pertaining to thinking, oratory and social competence were evaluated in children.
The abilities and talents of children were also evaluated from their performance and demonstration of interest in given tasks. The responses and reactions were carefully analyzed over time to determine the character and ability and to help orient the children in vocational tracks. Many clan heads determined heirs from the degrees of social responsibility in their children.
Terminal evaluation for its part was largely deliberate. It was planned and had to involve a particular age group. The elders had to set up a program outlining the activities involved and the duration. The teachers concerned were local professionals with recognized experiences or assumed inherited family expertise.
There was first of all an intensive training covering all the required disciplines as well as all what were considered to have been known and what was assumed yet unknown but appropriate at that age. The best students in theoretical output were often directed towards priesthood and family leadership. Those excellent in practical work were encouraged to further develop their skills in the specific trades or professions.
Graduation was during initiation into manhood or womanhood, typically organized separately. Graduation ceremony in some societies involved circumcision for boys and in others for both sex.
From: Handbook of African Educational Theories and Practices
A Generative Teacher Education Curriculum