Role of indigenous education in mitigation of youth unemployment: A case of the Abagusii community of South-Gucha Sub-County, Kenya, 1905 - 1940

Abstract

Youth unemployment is a world-wide concern that is experienced in both developed and developing countries. In Kenya for example, 24% of youth aged between 18-35 years are unemployed. This is one of the reasons why today’s youth engage in certain vices or crimes and other unethical activities that were not experienced in the African traditional societies. In these societies, the issue of unemployment was rare and consequently, the rate of crimes was minimal. Several factors contributed to the low levels of unemployment and crime rates and African indigenous education. However, the Abagusii community, which is not only one of the most densely populated communities in Kenya but also one of the communities with high unemployment rates in the country, has gradually been abandoning its indigenous education. This is despite the fact that the indigenous education prepared youth for future roles. This study was aimed at critically examining the role of indigenous education in mitigation of youth unemployment among the Abagusii community of South-Gucha Sub-county from 1905-1940. In particular, the study sought to examine the values, attitudes, skills (content), methods of teaching and training as well as validation modes that underpinned the Abagusii indigenous education and the role indigenous education played in mitigation of youth unemployment. The study was informed by structural-functionalism theory. This theory enriched the study through the various structures that indigenous had and how each functioned in mitigation of youth unemployment. An ethno-historical research approach was employed with greater emphasis on with emic and etic research designs. To attain systematic collection of data, a combination of purposive and snowball sampling techniques were used. The targeted population was 2.2 million people where accessible population was 3000 people aged 70 years and above. The actual research sample was 35 informants. This study used interview schedules and some archival sources to collect primary data. To supplement the primary data, secondary data was obtained from published books, unpublished articles, government reports and records, internet sources, journals and periodicals. The validity and reliability of the instruments was determined through member checks, triangulation, external and internal criticism approaches. Data collected through oral interviews was transcribed and then translated to English language after which was coded, analysed and then interpreted. The results of the study revealed that there was a clear link between the Abagusii indigenous education and youth unemployment. It was revealed in the discussion that traditional Abagusii people highly valued their indigenous education as it played a major role in mitigation of youth unemployment through its values, attitudes and skills. Furthermore, the results of this study emphasized that indigenous education was the only channel through which youths attained values, skills and attitudes through myriad methods of instruction and validation modes that were applied. Hence indigenous education had a great impact on collective behaviour on youth so as to mitigate unemployment. The study recommends the integration and harmonization of best indigenous education elements within the modern system so as to make it more viable to curb youth unemployment in Kenya. More specifically emphasis should be to develop a concrete and all inclusive as well as an acceptable curriculum.