UNIVERSITYOF GONDAR

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF CIVICS AND ETHICAL EDUCATION

Title: THE ROLE OF INDIGENOUS KNOWLEDGE SYSTEM IN CONFLICT

RESOLUTION, IN THE CASE OF GRADE 9TH A STUDENTS, EAST
HARARGHE ZONE, OROMIA REGION, ETHIOPIA

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

DEGREE OF CIVICS AND ETHICAL EDUCATION

Name Group id
1. Tasew Birhane Alemu -----------------------------Gus/6593/09
2. Tatek Tesfaye Abebe -----------------------------Gus/7942/09
3. Daba Wakgari Chewaka-------------------------- Gus/3928/09
4. Teji Wesena Tola -----------------------------Gus/3978/09
5. Tofik Nure Mahamad -----------------------------Gus/5990/09
6. Gizaw Hailu Wakayo ---------------------------- GUS/3944/09

Advisor: Mr. Zemene T.

August 2022

GONDAR Ethiopia

i
 UNIVERSITYOF GONDAR
COLLEGE OF SOCIAL SCIENCE AND HUMANITIES
DEPARTMENT OF CIVICS AND ETHICAL EDUCATION

Title: THE ROLE OF INDIGENOUS KNOWLEDGE SYSTEM IN CONFLICT

RESOLUTION, IN THE CASE OF GRADE 9TH A STUDENTS, EAST
HARARGHE ZONE, OROMIA REGION, ETHIOPIA

Approved by:
Advisor
Name ___________________________________signature____________
Examiner
Name ___________________________________signature _____________
Name ___________________________________signiture _____________
Name ___________________________________signature _____________
Name ___________________________________signature_____________

ii
Table of Contents
ACKNOWLEDGEMENTS................................................................................................................................v
ABSTRACT...................................................................................................................................................vi
CHAPTER ONE..............................................................................................................................................1
INTRODUCTION...........................................................................................................................................1
Background of the study..........................................................................................................................1
Statement of the Problem.......................................................................................................................3
General Objectives of the study..............................................................................................................4
Research Questions.................................................................................................................................5
Significant of the Study............................................................................................................................5
Limitation of the study............................................................................................................................5
Delimitation of the Study.........................................................................................................................6
Ethical Considerations.............................................................................................................................6
Organization of the study........................................................................................................................6
CHAPTER TWO.............................................................................................................................................8
Review of related literature.........................................................................................................................8
CHAPTER THREE........................................................................................................................................12
3. RESEARCH MEHODS AND PROCEDURES................................................................................................12
3.1. Description of the Study Area.........................................................................................................12
3.1.1. Background Information..............................................................................................................13
3.1.2. Origin and Historical Development.........................................................................................13
3.1.3 Administration and Governance...............................................................................................13
3.1.4. Economic Activities.................................................................................................................13
3.2. Research Design, Methodology and Procedures............................................................................14
3.2.1 Research Design............................................................................................................................14
3.2.2. Sampling Techniques, Sampling Frame and Sample Size.......................................................14
3.3. Data sources, Data types and Research Instruments......................................................................15
3.4. Data Collection Methods................................................................................................................15
3.5. Data Analysis..................................................................................................................................15
CHAPTER FOUR..........................................................................................................................................17
4.1.Interpritation and data analysis...........................................................................................................17
CHAPTER FIVE............................................................................................................................................19
5. CONCLUSION AND RECOMMENDATIONS..............................................................................................19
5.1. CONCLUSION..................................................................................................................................19
5.2RECOMMENDATIONS.......................................................................................................................21

iii
REFERENCE................................................................................................................................................22
APPENDIX-I................................................................................................................................................24
APPENDIX-II...............................................................................................................................................25

iv
 ACKNOWLEDGEMENTS

Over all we would like to laud God, who empowered us to succeed in our work. Following to
God we are exceptionally much thankful to our advisor, Mr.ZemeneTegegn, for his
extraordinary helpful and exceptionally basic comments from the starting to the conclusion of
our work. His opportune take after up made a difference us a incredible bargain in forming the
think about in a great way. Appreciative and particular affirmations moreover made to DEDER
Auxiliary School Communities, particularly Ato BirhanuTirfe by sharing encounters for our in
arrange to update our capability at Degree level. Similarly, we much obliged to deliver our
ardent thankful to our accomplices for their ethical and fabric back for our think about. Other
than our much obliged encourage expands to Division Head of Geology and School Director.

v
 ABSTRACT

Ethiopia has been practicing various indigenous conflict resolution mechanisms for many
centuries. The study on which this research based was aimed at describing the role indigenous
knowledge system in conflict resolution in Deder Senior Secondary School in Deder Town.
Descriptive research method and purposive sampling techniques was used with observation to
collect data. Frequency and percentage analysis was employed to analyze the data. The
findings reveal that indigenous conflict resolution mechanisms are more important to resolve
conflict. Indigenous conflict resolution typically involves consensus building based on open
discussions to exchange information and clarify issues about the conflict. The desired end result
of indigenous conflict resolution mechanisms is a sense of harmony, solidarity and shared
dialogue among conflicting persons or groups not punishment. The absence of clear policy
direction in the application of indigenous conflict resolution mechanisms has been found to be a
limiting factor. Indigenous conflict resolution mechanisms have great untapped potential in
maintaining social solidarity among a multiethnic and multicultural society such as Ethiopia
where inter-communal conflicts are prevalent.
Keywords: conflict, Elders or shimagle, the role indigenous knowledge system and institution in
conflict resolution, Religious leader and Indigenous knowledge

vi
 CHAPTER ONE

INTRODUCTION

Background of the study

Conflict occurs between people in all kinds of human relationship and all social setting. Because
of the wide range of potential differences among people, the absence of conflict usually signals
the absence of meaningful interaction. Conflict by itself is neither good nor bad. However, the
manner in which conflict is handled determines whether it is constitutive or destructive (Deutsch
& Coleman, 2000). Conflict is defined as an incompatibility of goals or values between two or
more parties in a relationship, combined with attempts to control each other and antagonistic
feeling toward each other. Fisher (2000) resolution of conflict is crucial for day to day
coexistence as human societies are in constant search of resolution mechanism of conflicts
(Pankhurst and Getachew, 2008).
Ethiopia is a country where various ethnic groups live together. Eldership has been part of Ethiopian
culture which runs deep into the Ethiopian history but there are regional variations in the traditional
eldership mechanisms of conflict resolutions. Besides the formal system of conflict resolution, different
social groups have distinctive traditional settings and relationships, where the indigenous mechanisms
could play a significant role in resolving and preventing violent conflicts in the community and society at
large
The root causes of conflict are unfulfilled or threatened human needs, including security,
identity, dignity, recognition and justice. It is important to note that one great source of conflict
is competition over scarce resources for survival. We may find ourselves in conflict when we
think there are not enough resources like food, money, grazing land to sustain us.
Peace is the most important ingredient for smooth functioning of the community. Peace building
is largely equated with the construction of a social environment that advances a sense of
confidence and improves conditions of life. As conflict occurs at personal, communal, social,
national and global levels, the styles of conflict resolution/management used differ largely at
these different levels
Conflicts in Ethiopia could easily be handled at the grass-root levels by the societies themselves
without the direct intervention of the government. After all, Ethiopia is believed to be the home
of more than 80 ethnic groups. They have their own distinct languages, and cultures. These
various ethnic and cultural groups for so long years have developed their own unique political or
administrative, economic, social and judicial systems. They had been able to sustain themselves
without necessitating to have copied the Western modes of governance in mechanisms of
conflict resolution.

Societies world-wide have long used indigenous mechanisms to prevent and resolve conflicts. In
every community, systems of indigenous conflict resolution often based on community customs,

1
familial relationships, or embedded in institutional practices run alongside the formal state
sanctioned processes (Macfarlane, 2007; Mapara, 2009).
In a society where the majority of the populace is poor with widespread illiteracy culminating in
lack of access to justice and the high cost and scarcity of lawyers, traditional conflict resolution
stands out as the best method of conflict resolution. In Ethiopia, many rural and village
communities do not refer complaints to the police or prosecuting authorities, but instead deal with
them using indigenous tribal processes (Macfarlane, 2007; Gowok, 2008).
In Ethiopia various indigenous conflict resolution mechanisms has been practiced for many
centuries (Gowok, 2008; Endalew, 2014). These indigenous conflict resolution mechanisms are
deeply rooted in different ethnic groups of Ethiopia. They are associated with the cultural norms
and values of the peoples and gain their legitimacy from the community values instead of the
state. Besides, due to the multi-ethnic composition of the country, indigenous conflict resolution
mechanisms of Ethiopia are different from ethnic group to ethnic group. As a result, they do not
have uniform application all over the country (Endalew, 2013).
In the field of conflict resolution and peace building, thorough understanding of the nature,
dynamics and context of conflict occurrences should be the fundamental concern. Many
contemporary violent conflicts across the world cannot be conceived merely as war but also
characterized by a complex host of actors, issues and motives, which exists in extended families,
tribes, ethno-linguistic and religious groups. Incidentally, understanding the nature of conflict is
imperative to find out the most appropriate and feasible conflict resolution approaches (Mpangala,
2004).
The nature of conflict is imperative to find out the most appropriate and feasible conflict
resolution approaches (Mpangala, 2004). According to Zartman (2000), conflict can be prevented
and managed in certain occasions but resolved only if parties pursue a compromise and non-zero-
sum game results. Therefore, as Bukari (2013) argued, the biggest challenge facing human beings
nowadays is not only about the occurrence of conflict
Conflict is an inevitable phenomenon ubiquitous in human society raised from incompatibility
and differences of interests, goals and values for resources, ideas, perception, believes, power and
status (Swanstrom, 2005; Wanende, 2013).
Indigenous conflict resolution mechanisms refers to the local approach that communities use in
resolving localized disputes through historically accumulated and locally defined knowledge,
culture, and practices (Murithi, 2006). Regarding to this, Ginty (2008) also argues indigenous
mechanisms mean a locally agitated activities, usages, norms and practices used for conflict

2
resolution and peace building. The term indigenous is become interchangeable with many
distinctive dispute resolution mechanisms operating outside the scope of the formal justice
system. These include customary, traditional, non-state, informal, popular, and alternative
methods (Gebreyesus, 2014; Wajkowsha, 2016).
It is true that several societies everywhere have had their own long lived indigenous and
customary conflict resolution and transformation methods, which intensely entrenched in the
cosmology and cultures’ of the people; however it is hardly found in reality today (Zartman,
2000; Boege, 2006; Omeje, 2008 ). In Africa, the assimilation and imposition of exogenous
approaches of conflict in the indigenous one led steady attrition of African traditional values
(Bob-Manuel, 2010). Alongside, indigenous approaches to conflict resolution and peace process
are endowed with valuable insight for the rebuilding of social trust and restoration of conditions
for communal co-existence through more inclusive and community based process since they are
inherent and draw from cultural knowledge bases of the society (Lederach,1998; Murithi, 2008).
In Ethiopia, which is a museum of diversified ethnic groups, ICRMs have been practiced across
different communities for centuries in restoring the broken relationships and ensuring future
peaceful coexistence among the conflict parties (Gebreyesus, 2014). In communities of Amhara,
its accessibility makes the Shimglinaor Council of Elders’ is widely accepted and practiced
indigenous conflict resolution mechanism (Bamlak, 2013;

Statement of the Problem

In the ancient days and most especially under the Fetha Negast[law of the kings], conflicts
between individuals or communities were encouraged to be settled amicably at local level.
Elders- Shimagelle- or people appointed on ad-hoc basis to settle disputes played an
important role in resolving conflicts. Even today, these mechanisms are widely practiced
among the various ethnic groups to settle various conflicts and many other problems. For
instance, the institutions of Gadaa among the Oromo, the Shimagelleby the Amhara and
other ethnic groups are practiced (Gowok, 2008). Moreover, even after passing through the
procedures and penalties in the criminal court, some indigenous Ethiopians tend to use the
indigenous conflict resolution mechanism for reconciliation and in order to control acts of
revenge (Endalew, 2014).
However, regardless of their wider popular acceptance throughout the country, indigenous
conflict resolution mechanisms have been marginalized since the 1950s and 1960s when
the imperial regime was engaged in the extensive codification and overhaul of the existing

3
 laws with the aim of unifying and modernizing the laws. In the enactments codified at that
time, indigenous conflict resolution mechanisms related to family relations and
interpretations of contracts were incorporated as long as these practices did not contradict
the Codes (Bahta, 2014). Indigenous conflict resolution mechanisms are not recognized by
law and not properly organized (Endalew, 2014). Furthermore, in Ethiopia, there is lack of
proper attention given to protect, develop, and utilize indigenous conflict resolution
mechanisms in the development process. Since recent years, these indigenous conflict
resolution mechanisms received growing attention as evidenced by an increase in research
activities, publications, and policy interest as well as a growing attention given by the
government, judiciary and the civil society (Gowok, 2008). Several authors [Dejene, 2002;
Desalegn, Mukand, Ashim&Seleshi, 2005; Kelemework, 2011
The main purpose of this research was to indicate the role indigenous knowledge system
and institution in conflict resolution, grade 9thA students, in Deder Senior Secondary school
based on responses of sampled population. After identified the problem the researcher gave
a solution and apply on it.

General Objectives of the study

This research was expected to indicate the role of indigenous knowledge system in conflict
resolution, Grade 9thA students, in Deder Senior Secondary school.
The overall objective of the research is:

 To analyze the roles of Indigenous Knowledge in understanding causes of conflicts and

its role for peace building, and
 Examine the relevance of Indigenous knowledge systems and institutions of pastoralist
groups for promoting sustainable peace among pastoralists.

The specific objectives of the study were:

 Identify the perceived causes of conflict in grade 9A student

 Assess the features and procedures of indigenous conflict resolution in the community.

4
 Research Questions
This study was attempted to answer the following questions:

1. What are the most effective factors that stand behind the role of indigenous knowledge
system and institution in conflict resolution?
2. What are the suggested solutions to overcome the problem of role of e indigenous
knowledge system and institution in conflict resolution?
3. How do students involved in the role of indigenous knowledge system and institution in
conflict resolution?

4. What does use the role of indigenous knowledge system and institution in conflict
resolution?

Significant of the Study

To achieve the main objectives of Education in Oromia region / Ethiopia, Deder Senior
Secondary School should look for use of the role of indigenous knowledge system and
institution in conflict resolution. Accordingly, the study might be significant in the following
regards:

 This study would help Ministry of Education/ Oromia Education Office to use the
indigenous knowledge system and institution in conflict resolution
 It gives general direction for Deder Town of education office to determine ways to use
the indigenous knowledge system and institution in conflict resolution.

 It helps the Civic and Ethical Education teachers to use the indigenous knowledge
system and institution in conflict resolution
 It enables school principals to improve the effectiveness to use the indigenous
knowledge system and institution in conflict resolution
Limitation of the study
The major problem encountered in this study related to the process of data collection. There
was reluctance among teacher participants to fill the questionnaires and return on time. Also
there is absence of adequate written documents, adequate information and lack of adequate
literatures. But, the researcher solved this problem by working hard and using different tactics
with smooth relationships of societies.

5
 Delimitation of the Study
To make the study more manageable and feasible, the study was delimited to select, Deder
Senior Secondary school, of the Oromia Region, focuses on the role of indigenous knowledge
system and institution in conflict resolution So, this study is not included other aspects of
underdevelopment issues in the school. This study was conducted at Deder Senior Secondary
school, the study population of grade 9 students and with the respective Civic and Ethical
Education teachers on the use of the indigenous knowledge system and institution in conflict
resolution.

Moreover, the methodological scope of the study was limited to descriptive research method
and purposive sampling techniques.

Ethical Considerations
When carrying out a research, the researcher should always take ethical issues into
considerations because any form of research could affect people in a wide variety of ways.
Some quantitative researches deal with sensitive, intimate and innermost issues in people’s
lives, and ethical issues come with the collection of such information. The respondents’
rights, autonomy and sensitivities should be respected and they should be given an informed
approval. Thus, the study was conducted with good relation between the researcher and
respondents by taking into account ethical aspects. Before collecting data, permission will be
assured from the selected study area administrative bodies. The purpose of the study is
introduced to participants prior to responding the questions. Respondents will not be forced to
participate in the study process so, that their rights and willingness was respected. The time of
the respondent to answer the question will be adjusted, some refreshment was taken to
facilitate and provide more information about the study issues. They were assured that any
information concerning them will never be passed to other body without their permission.
In general, issues in the study that were have embarrassment to participants, and
confidentiality was checked a head because such issues may allow participants to participate
or withdraw.

Organization of the study

The study was organized in five chapters; chapter one; introduction of the study,
background of the study, statement of the problems, objectives of the study, significance of

6
the study, Delimitation of the study, limitation of the study, Ethical consideration,
organization of the study. Chapter two; deals with review of related literature. Chapter
three; deals with research design and methodology. Chapter four; Interpritation and data

analysis, chapter five; conclusion and recommendations, conclusion, recommendations.

7
 CHAPTER TWO

Review of related literature

Literature review used as to indicator of the references used by researcher in the research title of
the study topic, That was the role of indigenous knowledge system and institution in conflict
resolution at Deder Senior Secondary School (Deder Town) will be description of the study area
which give us relevant information about the topic and school which under the study.
Societies world-wide have long used indigenous mechanisms to prevent and resolve conflicts.
In every community, systems of indigenous conflict resolution often based on community
customs, familial relationships, or embedded in institutional practices run alongside the formal
state sanctioned processes (Macfarlane, 2007; Mapara, 2009).
In a society where the majority of the populace is poor with widespread illiteracy culminating
in lack of access to justice and the high cost and scarcity of lawyers, traditional conflict
resolution stands out as the best method of conflict resolution. In Ethiopia, many rural and
village communities do not refer complaints to the police or prosecuting authorities, but instead
deal with them using indigenous tribal processes (Macfarlane, 2007; Gowok, 2008).
In Ethiopia various indigenous conflict resolution mechanisms has been practiced for many
centuries (Gowok, 2008; Endalew, 2014). These indigenous conflict resolution mechanisms are
deeply rooted in different ethnic groups of Ethiopia. They are associated with the cultural norms
and values of the peoples and gain their legitimacy from the community values instead of the
state. Besides, due to the multi-ethnic composition of the country, indigenous conflict resolution
mechanisms of Ethiopia are different from ethnic group to ethnic group. As a result, they do not
have uniform application all over the country (Endalew, 2013).

In the field of conflict resolution and peace building, thorough understanding of the nature,
dynamics and context of conflict occurrences should be the fundamental concern. Many
contemporary violent conflicts across the world cannot be conceived merely as war but also
characterized by a complex host of actors, issues and motives, which exists in extended
families, tribes, ethno-linguistic and religious groups. Incidentally, understanding the nature of
conflict is imperative to find out the most appropriate and feasible conflict resolution
approaches (Mpangala, 2004).

8
The nature of conflict is imperative to find out the most appropriate and feasible conflict
resolution approaches (Mpangala, 2004). According to Zartman (2000), conflict can be
prevented and managed in certain occasions but resolved only if parties pursue a compromise
and non-zero-sum game results. Therefore, as Bukari (2013) argued, the biggest challenge
facing human beings nowadays is not only about the occurrence of conflict.

Conflict is an inevitable phenomenon ubiquitous in human society raised from incompatibility

and differences of interests, goals and values for resources, ideas, perception, believes, power
and status (Swanstrom, 2005; Wanende, 2013).

Indigenous conflict resolution mechanisms refers to the local approach that communities use in
resolving localized disputes through historically accumulated and locally defined knowledge,
culture, and practices (Murithi, 2006). Regarding to this, Ginty (2008) also argues indigenous
mechanisms mean a locally agitated activities, usages, norms and practices used for conflict
resolution and peace building. The term indigenous is become interchangeable with many
distinctive dispute resolution mechanisms operating outside the scope of the formal justice
system. These include customary, traditional, non-state, informal, popular, and alternative
methods (Gebreyesus, 2014; Wajkowsha, 2016).

It is true that several societies everywhere have had their own long lived indigenous and
customary conflict resolution and transformation methods, which intensely entrenched in the
cosmology and cultures’ of the people; however it is hardly found in reality today (Zartman,
2000; Boege, 2006; Omeje, 2008 ). In Africa, the assimilation and imposition of exogenous
approaches of conflict in the indigenous one led steady attrition of African traditional values
(Bob-Manuel, 2010). Alongside, indigenous approaches to conflict resolution and peace process
are endowed with valuable insight for the rebuilding of social trust and restoration of conditions
for communal co-existence through more inclusive and community based process since they are
inherent and draw from cultural knowledge bases of the society (Lederach,1998; Murithi,
2008).

Apart from this, African indigenous knowledge systems, which practiced for long time through
emphasizing on communality and interdependence are rooted in the social, cultural, historical
and believe system of the communities (Endalew, 2014). As a result, Africa indigenous conflict

9
resolution mechanisms (ICRMs) inclined on whole community as parties in a dispute through
recognizing truth telling, healing, reparation and reconciliation as a major instruments in the
lives of African society (Daniel, 2010; Murithi, 2006; Bukari, 2013; Mpangala, 2004; Olateju,
2013). Despite cultural differences and ritual ceremonies in Africa, indigenous conflict
resolution mechanisms are holistic, consensus oriented and we-group approach to avoid vicious
circle of conflict and they are complementary with the principles of restorative justice (Boege,
2006).

On the contrary, Ayittey (2014) argues that the indigenous idiom, which relies on African
solution for African problems through African indigenous mechanisms and institutions, has
become dishonored. For him it does not mean an intervention of African dictators through
corrupt legal system, rather Africans indigenous conflict resolution mechanisms that Tesfaye 31
are deeply rooted in the tradition, custom and values of African society to ensure future peaceful
co-existence. In Ethiopia, which a museum is of diversified ethnic groups, ICRMs have been
practiced across different communities for centuries in restoring the broken relationships and
ensuring future peaceful coexistence among the conflict parties (Gebreyesus, 2014). In
communities of Amhara, its accessibility makes the Shimglinaor Council of Elders’ is widely
accepted and practiced indigenous conflict resolution mechanism (Bamlak, 2013

In the ancient days and most especially under the FethaNegast[law of the kings], conflicts
between individuals or communities were encouraged to be settled amicably at local level.
Elders- Shimagelle- or people appointed on ad-hoc basis to settle disputes played an important
role in resolving conflicts. Even today, these mechanisms are widely practiced among the
various ethnic groups to settle various conflicts and many other problems. For instance, the
institutions of Gadaa among the Oromo, the Shimagelleby the Amhara and other ethnic groups
are practiced (Gowok, 2008). Moreover, even after passing through the procedures and penalties
in the criminal court, some indigenous Ethiopians tend to use the indigenous conflict resolution
mechanism for reconciliation and in order to control acts of revenge (Endalew, 2014).

However, regardless of their wider popular acceptance throughout the country, indigenous
conflict resolution mechanisms have been marginalized since the 1950s and 1960s when the
imperial regime was engaged in the extensive codification and overhaul of the existing laws
with the aim of unifying and modernizing the laws. In the enactments codified at that time,

10
indigenous conflict resolution mechanisms related to family relations and interpretations of
contracts were incorporated as long as these practices did not contradict the Codes (Bahta,
2014). Indigenous conflict resolution mechanisms are not recognized by law and not properly
organized (Endalew, 2014). Furthermore, in Ethiopia, there is lack of proper attention given to
protect, develop, and utilize indigenous conflict resolution mechanisms in the development
process. Since recent years, these indigenous conflict resolution mechanisms received growing
attention as evidenced by an increase in research activities, publications, and policy interest as
well as a growing attention given by the government, judiciary and the civil society (Gowok,
2008). Several authors [Dejene, 2002; Desalegn, Mukand, Ashim&Seleshi, 2005; Kelemework,
2011)

11
 CHAPTER THREE

3. RESEARCH MEHODS AND PROCEDURES

3.1. Description of the Study Area

Figure 1: Map of Deder town (Source: Own work from National GIS Data).

12
 3.1.1. Background Information
Deder town is found in Eastern Ethiopia, located in the Eastern Hararghe Zone of Oromia
Region, orDeder is located to the East of Finfinne city at 426 Km. West of Harar town at 106
Km as well as West of Dire Dawa. This town is located between a latitude of 09018’00” N and
9020’30” N and longitude of 41O26’00’’E and 41o27’00’’E. In the north, south, east and west, the
town is bordered by local kebeles of MadaJalala, Nano Jalala, Biyo Nagaya and obi
respectively. The elevation variation ranges from 1200-3138 meters or 7658 feet above mean sea
level and having annual rain fall of 964.4 mm and 29OC of annual temperature. The land form of
the town is up and down and situated beside Obi Mountain (DTMO, 2014). In 2005 the Deder
town was put under new urban reform by urban proclamation of 65/2005 of the Oromia regional
state. During this time, the town is serving as a seat for Deder rural district administration and
the Deder town municipal administrative body (DTMO, 2022)

3.1.2. Origin and Historical Development

The name “Deder” is said to have originated from the Oromo word “dada” which is a term
referring to creating peace and stability. It was named after a peace made through mediation in
the area between Obora tribes. Deder town was established before the 1900after the Turkish
invade the eastern part of Ethiopia. It was act as a camp for the Turkish invaders who expand
Islam religion in the Eastern part of Ethiopia. Then after it was used as a military garrison and
through time it became a market center to buy agricultural production like coffee from local
surrounding areas central statistical authority (CSA, 2007).

3.1.3 Administration and Governance

Deder was started to be administered in municipality in 1997. Now, it is governed under the
Oromia Regional State administered by Deder town Municipal administrative body. It has its
own administrative structure that is led by Mayor. The town has two Kebeles, Deder 01 and 02
that covers about a total area of 1511.18 hectare. By now the town is serving as a seat for Deder
rural district administration and Deder town municipal administrative body (DTMO, 2022).

3.1.4. Economic Activities

In the 1930s Deder was a center of coffee production, having a coffee market on saddle between
the mount Obi and Migna. The town was occupied by the Italians 21, July 1936. Between 1954
and 1967 Deder received telephone service. Records at the Nordic Africa Institute Website
provide details of school in the town during the year 1968. By 1957 a Mennonite Mission had
been established in the town, which includes a school and a hospital. The economic activities of

13
Deder Town is based on the whole sale trading of coffee and chat to the neighboring towns such
as Dire Dawa, Harar and Jigjiga. Besides, retailer trading of different goods in shops, as well as
service sectors like hotels, restaurants and cafeterias are sources of income for the Deder Town
(DTMO, 2022).

3.2. Research Design, Methodology and Procedures

3.2.1 Research Design
The research design was used as best means to assessing the role of the indigenous
knowledge system in conflict resolution and use descriptive research design. Accordingly,
the goal of the study was the role of indigenous knowledge system and institution in conflict
resolution and analyses its results. Hence, the research objective is focus on the description
of the use of the indigenous knowledge system and institution in conflict resolutionso,
quantitative set of research questions most likely lead to an investigation of the same
outcome or phenomenon.

This study was based on descriptive research design. This is a research design that that
intends to examine the situation as it is without any manipulation of variables. According to
Kothari (2005), such designs are efficient methods of collecting descriptive data regarding
the characteristics of populations, current practices and conditions or needs. They also help
gather information from large cases by employing the use of samples hence cutting down on
costs. Given the above stated attributes, descriptive research design is adopt. In order to
capture descriptive data from select samples and generalize the findings to the populations
from which the sample is select.

3.2.2. Sampling Techniques, Sampling Frame and Sample Size

To obtain the sample from the targeted study population in the area, purposive sampling
technique was used. In order to achieve the intended objectives of the study, purposive
th
sampling was used to select 5 teachers, 70 students from grade 9 A for quantitative
questionnaire and observation.

14
 3.3. Data sources, Data types and Research Instruments
The proposed study was based on primary and secondary sources. The literature review was
entirely depending on secondary sources and documents and personal observation was used
while the analysis quantitative data was collected through questionnaire from purposively
selected sample population.

3.4. Data Collection Methods

Quantitative method was employed to analyze and interpreted the obtained data. The data
which was collect using questionnaires is organize, analyze and discussion using descriptive
statistical values such as percentage and frequencies. Therefore, questionnaires were
conducted in collecting quantitative data. Questionnaires were conduct with 75 concerned
bodies from school to get detail information and data about the issues under study. The
advantages of questionnaires are that certain conclusion could be making through
questionnaires and personal observations. It was the most basic and popular method which
allows the researcher to probe more deeply follows questionnaires.

The quantitative data obtained from close-questionnaire were analyzed using descriptive
Frequency and Percentage, will be use to describe categorical data regarding the
contribution of students and subject teachers. Finally, data gathered through, questionnaire
and, personal observation techniques was analyzed.

Moreover, questionnaires are designed in the role of indigenous knowledge system and
institution in conflict resolution. The researcher is gives more attention on basic concepts
which is raises by the respondents and extends it for further explanation. Frequency and
percentages will be use for making available and proper data collection also used
observation. For the data collection, a checklist was prepared and used. Such data is collect
using questionnaires.

3.5. Data Analysis

In order to analysis the data, the researcher was used the descriptive research method and
adopted for analysis of quantitative data.

15
This part of the study deals with the presentation and analysis of data collect from the
respondents to address the basic research questions. The close-ended questionnaires of likert
scale having four degree of agreements such as; Strongly Agree = 4; Agree = 3; Disagree =
2 and Strongly Disagree = 1 were used for students’ attitudes. After analyzing the data, to
gives solution for the study problem.

16
 CHAPTER FOUR

4.1.Interpritation and data analysis

Data collected through the questionnaires was coded and reorganized into two main categories based on
the sampled population the target that the study was intended to
achieve. The data collected from the sample are statistically analyzed by using frequency and
percentage. The results were presented in the following table 4.1
Table 4.1.ITEM SET FOR TEACHERS
No Questionnaires Category
.
Strongly Disagree Strongly Agree
Disagree agree
Fre. % Fre % Fre % Fre %
. . .
1 The students highly participate in the role of 2 40% 3 60%
indigenous knowledge system in conflict
resolution.

2 The community is participating in the role of 3 60% 2 40%

indigenous knowledge system in conflict
resolution method

3 There are enough information may get about the 2 40 3 60%

role of indigenous knowledge system in conflict %
resolution from students

4 The Teacher used the role of indigenous 2 40% 3 60

knowledge system in conflict resolution method %
in the school

5 The relation between the school and the 1 80 1 20%

community based on indigenous knowledge %
system in conflict resolution method is high.
Source: Own Survey, 2022
Questions from number 1 to 5 given for teachers were set to scale the role ofindigenous knowledge system
and institution in conflict resolution method. These questions had a four point answer range. For question
number 1, 60% respondents marked agreed, 40% strongly agreed. For question number 2, 60% strongly
agreed with the proposition, 40% agreed with it. For question number 3, 60% said that they agree with the
question, 40% disagreed with it. For question number 4, 60% disagree and 40% strongly disagreed with it.
For question number 5, 80% disagree and 20% agreed.
The above table shows frequency and percentage of standard Teachers’ the role of indigenous knowledge
system and institution in conflict resolution method. The result reveals that, the community used the role
of indigenous knowledge system and institution in conflict resolution method.
Table 4.2.item set for students
No. Questionnaires Category
Strongly Disagree Strongly Agree
Disagree agree
Fre. % Fre. % Fre. % Fre. %
1 The students highly participate in the role of 65 87 5 13
indigenous knowledge system in conflict
resolution method.

2 The community is participating in the role of 3 8 67 92

indigenous knowledge system in conflict
resolution method.
17
 3 There are enough information may get about the 68 95 2 5
role of indigenous knowledge system in conflict
resolution from students

4 The Teacher used the role of indigenous 15 37 55 63

knowledge system in conflict Resolution method
in the school

5 The relation between the school and the 65 87 5 13

community based on indigenous knowledge in
conflict resolution method is high.
Source: Own Survey, 2022

As it can be seen in Table 4.2, the students responded to items related to the role of indigenous
knowledge system and institution in conflict resolution method. However, the most frequent fewer
attitudes towards the role of indigenous knowledge system and institution in conflict resolution
method were 87 % of the participants answered disagree and 13% were agreed. For question number
2, 92% of the participants answered agree and 8% said disagree it indicates more community
participation. For question number 3, 95% stated they disagreed with that statement and 5% agreed.
For question number 4, 63% disagree and 37%strongly disagreed.
For question number 5, 87% participants responded disagreed and 13% answered agreed.

According to the responded of the students all of them agreed the importance of the role of indigenous
knowledge system and institution in conflict resolution method. The first set of questions was set to
measure the role of indigenous knowledge system and institution in conflict resolution method. From
the data analysis it can be seen that the knowledge is less positive in question number 1up to 5. This
indicate that a few knowledge about the role of indigenous knowledge system and institution in
conflict resolution method.

18
 CHAPTER FIVE

5. CONCLUSION AND RECOMMENDATIONS

5.1. CONCLUSION
The major goal of this study was to examine the role of indigenous conflict resolution
mechanisms in Oromia region, Deder Town. To achieve this study, a quantitative research design
was employed to explore the role of indigenous conflicts resolution method in the community
and its implication for social solidarity.
The data were collected through quantitative research and observation. A total of 75 informants
were selected purposefully for this study.

The result of the analysis in Table 4.1 Questions from number 1 to 5 given for teachers were set
to scale the role of indigenous knowledge system and institution in conflict resolution method.
These questions had a four point answer range. For question number 1, 60% respondents marked
agreed, 40% strongly agreed. For question number 2, 60% strongly agreed with the proposition,
40% agreed with it. For question number 3, 60% said that they agree with the question, 40%
disagreed with it. For question number 4, 60% disagree and 40% strongly disagreed with it. For
question number 5, 80% disagree and 20% agreed.

The above table shows frequency and percentage of standard Teachers’ the role of indigenous
knowledge system in conflict resolution method. The result reveals that, the community used the
role of indigenous knowledge system in conflict resolution method.

As it can be seen in Table 4.2, the students responded to items related to the role of indigenous
knowledge system and institution in conflict resolution method. However, the most frequent fewer
attitudes towards the role of indigenous knowledge system and institution in conflict resolution
method were 87 % of the participants answered disagree and 13% were agreed. For question
number 2, 92% of the participants answered agree and 8% said disagree it indicates more
community participation. For question number 3, 95% stated they disagreed with that statement
and 5% agreed. For question number 4, 63% disagree and 37%strongly disagreed.
For question number 5, 87% participants responded disagreed and 13% answered agreed.

19
 According to the responded of the Teachers all of them agreed the importance of the role of
indigenous knowledge system and institution in conflict resolution method. The first set of
questions was set to measure the role of indigenous knowledge system and institution in conflict
resolution method. From the data analysis it can be seen that the knowledge is more positive in
question number 1up to 5. These indicate that teachers have knowledge about the role of
indigenous knowledge system and institution in conflict resolution method. In the second
respondent or students have .less knowledge in the role of indigenous knowledge system and
institution in conflict resolution method based responds on table 4.2 question number 1-5?

From researchers observation, the researchers observed about the role of indigenous knowledge
system in conflict resolution method is important because the role elders or shimagle and The
religious leaders are participate to resolve the exiting problems are high and after decision there
is harmonious relation with the quarrel person or groups. Resolution of the conflict is through
open discussions between the two persons or groups. Dialogue and

Negotiation about what went wrong between the two persons or groups are very important. Then,
facts about causes of the conflict are established and consensus about the truth is achieved
through negotiation. Once consensus about the truth is achieved, the offender will ask apologies
and the victim will forgive. The participation of conflicting persons or groups in deciding the
resolution, the opportunity for understanding, and the flexibility in setting resolutions increase
the satisfaction and compliance of conflicting persons or groups to the decisions made.
Conflicting persons or groups are free to exchange information before elders at local level.

Indigenous knowledge system in Ethiopia including conflict resolution is oral in nature and not
systematically documented. The findings of the study established that there is a greater need to
give proper attention for the protection, promotion and development of indigenous knowledge.
Indigenous Knowledge has to be integrated into formal education system so as to use it in the
development process. Indigenous knowledge is an integral part of the development process of
local communities and the key to sustainable socioeconomic development.

20
 5.2RECOMMENDATIONS
Based on the result, the following recommendations were made:
• It would be better if the government gives due attention to the values and social assets of
indigenous conflict resolution mechanisms like the modern legal system.
• It would be better if the government provides training on indigenous conflict management
system in the community.
•The Ministry of Education should provide to give attention for Indigenous Knowledge has to be
integrated into formal education system in their text book in all grade level.
•The Education Biro should make to prepared teaching student text to integrate into formal
education system for all grade levels about the role of indigenous knowledge system and
institution in conflict resolution method.
• Initiate indigenous conflict handling strategies and formulate structures for policy
implementation.
• It would be better if the media support indigenous conflict resolution mechanism for peace
building strategies.
•The school and the civic teacher made to develop the role of indigenous knowledge system and
institution in conflict resolution method.
•The school will be practice the role of indigenous knowledge system and institution in conflict
resolution.

21
 REFERENCE

Ayittey J (2014). African Solution for African Problem: The Real Meaning
https://kasieconomics.com/.../african-solutions-for-african-problems-the-real meaning.
Creswell, J. W. (2003). Research design: quantitative, qualitative and mixed approaches
(2nded.). London: Sage publications.
Dahal, D.R., &Bhatta, C.D. (2008).The relevance of local conflict resolution mechanisms for
systemic conflict transformation in Nepal.Berghof foundation for peace support,
Berlin,Germany.
Daniel, M. (2016).Maagaindigenous conflict resolution institution among Libido-Mareko ethnic
group in Gurage zone southern Ethiopia. International Journal of Scientific
andResearch Publications, 6 (1), 327-330.
Dawson, C. (2009). Introduction to research methods: a practical guide for any one undertaking
a research project (4th ed.). United Kingdom: Beg broke.
Dejene, G.C. (2002). Some aspects of conflict and conflict resolution among Waliso Oromo of
eastern Macha with particular emphasis on the Guma(Unpublished master’s
thesis).Addis Ababa University, Addis Ababa, Ethiopia.
Endalew, L. E. (2013). A move towards restorative justice in Ethiopia: accommodating
customary dispute resolution mechanisms with the criminal justice system.
Master’sThesis in Peace and Conflict Transformation, Faculty of Humanities, Social
Sciences and Education University of Tromso.
Endalew, L. (2014). Ethiopian customary dispute resolution mechanisms: forms of
restorativejustice? African Journal of Conflict Resolution, 14(1), 125-154.
Gowok, S.M. (2008). Alternative dispute resolution in Ethiopiaa legal
framework.AfricanResearch Review, 2(2), 265-285.
Macfarlane, J. (2007). Working towards restorative justice in Ethiopia: integrating
traditional conflict resolution systems with the formal legal system. Cardozo
Journal of ConflictResolution, 8(487), 487–509.

Mapara, J. (2009). Indigenous knowledge systems in Zimbabwe: juxtaposing post

colonialtheory. The Journal of Pan African Studies, 3(1), 139-155.
Murithi, T. (2006). Practical peacemaking wisdom from Africa: reflections on Ubuntu.
TheJournal of Pan African Studies, 1(4), 25-34.

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Senanayake, S.G. (2006). Indigenous knowledge as a key to sustainable development.The
Journal of Agricultural Sciences, 2(1), 87-94.
Wardak, A. (2011). Jirga - a traditional mechanism of conflict resolution in Afghanistan. UK:

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 APPENDIX-I

ITEM SET FOR TEACHERS

PART-I PERSONAL PROFILE

Direction: make a (X) marks in the box provided for the alternatives
A. Sex; Male  Female 
B. Age; 10-20  21-30  31-40  41-50  above 50 
C. Level of Education; Diploma  Degree  Master 
D. Year of Service; 1-5  6-10  11-15 16-20  above 21

PART-II please chooses only one of your best options from each item of questions.
1. The students highly participate in the role ofindigenous knowledge system and institution

in conflict resolution.

A. Strongly disagree B. Disagree C. Agree D. Strongly agree

2. The community is participating in the role ofindigenous knowledge system and institution

in conflict resolution method

A. Strongly disagree B. Disagree C. Agree D. Strongly agree

3. There are enough information may get about the role ofindigenous knowledge system and

Institution in conflict resolution from students

A. Strongly disagree B. Disagree C. Agree D. Strongly agree

4. The Teacher used the role ofindigenous knowledge system and institution in conflict

Resolution method in the school

A. Strongly disagree B. Disagree C. Agree D. Strongly agree

5. The relation between the school and the community based onindigenous knowledge system
and institution in conflict resolution method is high.

A. Strongly disagree B. Disagree C. Agree D. Strongly agree

24
 APPENDIX-II
ITEM SET FOR STUDENTS
PART-I PERSONAL PROFILE
Direction: make a (X) marks in the box provided for the alternatives
A. Sex; Male  Female 
B. Age; 10-20  21-30  31-40  41-50  above 50 
C. Level of Education; Grade 9  Grade 10  Grade 11 Grade 12
PART-II please chooses only one of your best options from each item of questions.
1. The students highly participate in the role of indigenous knowledge system

In conflict resolution method.

A. Strongly disagree B. Disagree C. Agree D. Strongly agree

2. The community is participating in the role of indigenous knowledge system and institution

in conflict resolution method

A. Strongly disagree B. Disagree C. Agree D. Strongly agree

3. There are enough information may get about the role of indigenous knowledge system and

Institution in conflict resolution from students

A. Strongly disagree B. Disagree C. Agree D. Strongly agree

4. The Teacher used the role of indigenous knowledge system and institution in conflict

Resolution method in the school

A. Strongly disagree B. Disagree C. Agree D. Strongly agree

5. The relation between the school and the community based on indigenous knowledge system
and institution in conflict resolution method is high.

A. Strongly disagree B. Disagree C. Agree D. Strongly agree

25