The development of indigenous vocational skills education among the maasai community in longido district, Tanzania

This study investigated the development of indigenous vocational skills education among the Maasai Community in Longido District, Tanzania. Specifically, the study was first aimed at determining the status of indigenous education among the Maasai community. Second, it investigated the methods the Maasai use to enable the development of vocational skills through the provision of indigenous education. Third, the study also sought to establish the impact of the indigenous Maasai education on their community as well as other communities in Tanzania. The study employed a qualitative case study design. The sample, drawn using simple random sampling and purposive sampling methods, had 80 participants made up of community elders, parents, youths and children; Ward Executive Officers, Division Executive Officers, the Community Development Officer; and the representatives of cultural groups. Data was collected through semi-structured interviews, documentary search and observation techniques. How were data analysed? And was analysed according to Creswell (2003) six steps The study established that indigenous education was sustained among the Maasai community from childhood to the initiation rites teachings. Such education was pivotal in equipping Maasai inductees with knowledge and vocational skills relevant to their community and environment. The participatory teaching-learning method used by the Maasai facilitated the acquisition of knowledge and vital vocational skills that enabled them to transform their economy and promote domestic tourism. On the basis of the findings, the study recommends that the Maasai indigenous education should be preserved for posterity through use of modem methods, including documentation to keep the records of such knowledge and vocational skills alive. On the other hand, the governmental and non-govemmental organisations should educate the Maasai on harmful social practices associated with indigenous education such as FGM, forced and early marriages, which have health human rights