Original Forms of Education

 

By: Nicole Manuthu

Introduction

Education is the transmission and acquisition of knowledge from one source to another, as well as the application of the skills learnt. The presence of other experienced figures is also necessary for education to take place, as they test our instincts and help strengthen our areas of weakness. At home, parents are considered to be our first teachers, instilling norms and values (Abeka, n.d.). This article serves to explore the original forms of education from African traditional societies and ancient civilised societies, and the impact of Europe on Kenya’s education, as well as the components of traditional education, highlighting its benefits and shortcomings. 

learning begins at home

Was the evolution of education driven by survival instincts? From the family unit to a community one, human beings needed a way to preserve history as well as form a common language. Before formal education, in African traditional societies, education was community-based and occurred through apprenticeship. Beliefs and traditions were passed down through stories, songs, stories, rituals, and art. Outside the home environment, well-known figures who had experienced mastery in spirituality, herbal medicine, and war tactics would teach the young practices that would build their skills and sustain their customs. 

Background

Traditional education refers to a framework of formal learning established over the years. Egypt, being one of the earliest civilizations, had a traditional education that was well established by priests who aimed at preserving it. They were considered to be intellectuals, as they not only took practical subjects but also practiced teaching through vocational training. In ancient India, children were taken to ‘gurukul’, where they spent their time under the supervision of ‘gurus’. The curriculum focused on morals and values, practical skills in medicine and agriculture, and literature, which was taught orally. In ancient Rome, wealthy families would hire skilled teachers to tutor their children, emphasizing history, law, and administration. The two education systems shared similarities such as practical skills in agriculture and military tactics, ethics, and student-teacher relationships. On the other hand, they differed on gender equality and social status. Some of these practices have been adopted over the centuries. 

In medieval times, the church was known to run Christian-based schools that would teach reading and writing in Latin, which was critical in record-keeping and translation. Students were taught theological concepts such as moral and ethical values and practical business skills concerning trade, as the church had a huge impact on the politics and economy. Fast forward to the pre-colonial period in the 19th century, missionaries were sent to Kenya to pioneer the spread of Christianity through evangelization. Thereafter, the creation of missionary stations followed and contributed to the establishment of schools and health facilities. The earliest mission school was set up at Rabai by the Church Missionary Society in 1846, with the initial focus being conversion to Christianity. Over the years, the curriculum has adopted a wider range of subjects in basic numeracy and literacy skills through vocational training. Missionaries and the mission stations played a significant role in the establishment of formal education in Kenya. 

Since independence, Kenya has adopted three systems of education, namely, 7-4-2-3, 8-4-4, and the newest being the competency-based curriculum (CBC). What differentiates CBC from the two former systems is that it has personalized the learner’s needs, set career-ready standards, and incorporated hybrid learning, making learning efficient. The first two systems heavily relied on traditional methods of education and proved to be less practical, burdensome, and learners failed to adapt easily to the employment space (Wanjohi, 2011). Below, we will delve further into traditional methods of learning, its characteristics, as well as its benefits and challenges.

Traditional Education and its Learning Methods

Traditional education, also referred to as customary education, is described as a form of learning in an approved academic institution that adheres to a standardied curriculum and is primarily distinguished by a teacher-centered approach in which students are taught by professionals approved by the national education board. In Kenya, the introduction of formal education is traced back to the 18th century following the arrival of missionaries who set up the first missionary school at Rabai. As a result, the Swahili people were among the first to acquire this type of education. Similar to the gurukuls, vocational training mainly consisted of theology, basic literature, and arithmetic, which helped the locals pick up basic skills of reading and writing. Unlike modern learning, traditional education heavily relies on tangible learning tools such as textbooks, a classroom setup, and a teacher.

Teacher-centred learning

Customary learning suggests teaching professionals to be the key source of knowledge as they use direct instruction to ensure maximum understanding and application of information among the learners. They offer learning objectives and expectations meant to be met by the end of the learning period. For parents, teachers are viewed as temporary guardians who nurture their children in a formal and structured environment. This is evident at parent-teacher meetings when parents believe that the teacher is looking out for the learner’s best interests. Learning materials

In ancient societies, preservation of historical texts took the form of scrolls that would be passed down from generation to generation. Fast forward to modern urbanisation, textbooks were introduced as a reliable source of valuable information, compiling mathematical formulas, major historical events, and geographical phenomena, to name but a few, that would be taught to students worldwide. In Kenya, the establishment of the Jomo Kenyatta Foundation accelerated the publishing of textbooks for primary schools. A standard curriculum would be set and published that assisted teachers in meeting learning objectives and ensured learners were well prepared for standardised assessments. Textbooks serve as a secondary learning tool through assignments, reading, and research. Despite the availability of alternative learning tools, they remain a valuable resource for education.

In-person learning

Conventional learning requires that students attend physical classes for a specific period of time, depending on the learning institution. For young learners, their learning routine runs for longer hours a day with brief lessons with breaks in between. In secondary academic institutions such as colleges or universities, learners are considered to be more responsible and are therefore offered optional learning routines specifically for the course they initially chose. In-person learning is beneficial because it creates a sense of community and holds the three pioneers of learning – the student, the teacher who provides academic supervision at school, and the parent or guardian who guarantees full attendance – accountable.

Characteristics

1. It is teacher-centered, as teachers are expected to show up and teach daily classes as per the school policies.
   

2. Students are required to attend in-person lectures or classes Monday through Friday.

3. Teamwork or group discussions whereby learners are assigned specific concepts to work together on and present their views or findings in class.  

4. Heavy reliance on hard copies of textbooks, which the teachers would use to teach as per the curriculum, while students would use them for referrals during class, while revising for exams, or for take-away assignments.

5. School uniforms that learners would wear during school time for easy identification and orderliness. 

6. Provision of extracurricular activities through physical education and clubs such as sports, art, or board games. 

students in class with their teacher

Benefits of Traditional Learning Methods

Physically taught classes prompt active learning that assists learners in interpreting and understanding the content taught at their own pace, improving their learning abilities and positively impacting their memorization skills. For example, group discussions are interactive and practical and improve the learners’ attention spans. 

It builds a strong foundation for student-teacher relationships, whereby learners can physically interact with their teachers by asking for further clarification or giving feedback on concepts they find challenging. Additionally, teachers are able to offer one-on-one feedback, reinforcing positive educational growth. 

It improves interpersonal relationships amongst learners who would engage with their classmates, boosting their confidence, developing their cognitive abilities, teaching them the importance of collaboration, and challenging their critical thinking and communication skills.

Easier access to tangible learning materials, such as textbooks or previous assessments, that promote active engagement and offer a better presentation of abstract concepts. These learning materials would also accommodate students who come from struggling financial backgrounds and unfortunately cannot afford personalized hard copies.

It ensures proper and reliable information delivery from the teacher to the students. Regularly emphasizing and achieving learning objectives as well as clear and concise teaching improves academic outcomes among students who understand learning expectations and frequently engage with the content. 

Challenges of Traditional Learning Methods

Traditional education is heavily teacher-centered in the sense that meeting academic deadlines or presenting high academic progress seems more important, creating unnecessary pressure on the learners, which not only fails to meet their learning needs but also creates a monotonous learning environment. Eventually, students are forced to meet academic goals not on their own volition but on their teachers’. 

It consists of a limited learning approach that assumes students' learning abilities are the same, failing to acknowledge the different learning styles among the learners. For example, in a classroom setting, a teacher may be biased in asking questions that only a handful of students understand, therefore assuming the whole class is absorbing information at the same pace. 

It emphasises memory retention over comprehension. Traditional education offers standard testing and heavily relies on the learning objectives as per the curriculum. While taking assessments, students may opt to cram and recall concepts taught in class without truly understanding them. 

Inaccessibility to schools or learning materials fails to accommodate students with diverse needs. In remote or developing areas, students may face physical and geographical challenges such as limited transportation options, especially for those who live far. Regions prone to environmental disasters naturally force learners to miss out on learning for some days, and learners with disabilities or chronic illnesses may fail to attend physical classes. 

Due to its heavy reliance on published materials, traditional learning is unable to catch up with the latest technological advancements, contributing to learners struggling to adapt to digital working spaces in the future. 

Conclusion

Over the years, education has boosted our adaptability as human beings by improving social cohesion, economic growth, environmental awareness and sustainability, as well as a high life expectancy. Traditional education holds an important role, as it sets the foundation of our current education system, moulding intellectual abilities of the past and present (EuroSchool, 2023). As we approach a new era of education, and as much as the need for creativity and adaptation is crucial, we are encouraged to embrace the innovation of conventional techniques rather than rejecting tradition. 

References

Abeka, S. (n.d.). 1.6 Method of African Traditional Education. Pressbooks.

Browning, Robert, Naka, Arata, Thomas, Murray, R., Riché, Pierre, Huq, Shamsul, M., Nakosteen, K, M., Gelpi, Ettore, Swink, Lee, R., Shimahara, Nobuo, Anweiler, . . . Hsi-En, T. (2025, March 21). Education | Definition, Development, History, Types, & Facts. Encyclopedia Britannica. 

EuroSchool. (2023, December 19). What are the advantages and disadvantages of traditional teaching methods. EuroSchool. 

Wanjohi, A.M. (2011). Development of Education System in Kenya since Independence. KENPRO Online Papers Portal.