With the growing recognition of the value of
indigenous knowledge for sustainable development, both the
number of projects and the amount of information on indigenous
knowledge have increased. Despite all these efforts, however,
development projects still appear to make little use of this
valuable resource. Donors' recognition of indigenous knowledge
often represents little more than lip service, seldom
translating into action or funding. What more can be done by
individuals and organizations working in the field of IK to
promote the use of indigenous knowledge for development?
The framework below reviews past efforts and suggests future action. It highlights trends and illustrates them with a few examples. It has intentionally been kept short and precise, which means that many important publications and ongoing projects are not mentioned here.**1 The framework presented here is based on two objectives, which are seen as essential in promoting the use of indigenous knowledge:
Objective 1: To increase and improve the available information on indigenous knowledge.**2
| What to do | How to do it | Status | Needed |
|---|---|---|---|
| Record and document indigenous knowledge | Field studies Literature studies Workshops | Many anthropological studies
contain information on indigenous knowledge, while there are a
growing number of field and literature studies and workshops
devoted to the subject. However, the majority of such studies
are descriptive rather than analytical (there are a few
analytical initiatives, such as COMPASS of ILEIA, which have
recently been set up). Often the information is not available
in a user-friendly form, and there is very little feedback to
local people. | What is needed is in-depth research which
records and analyzes indigenous knowledge, and packages
information in a user-friendly fashion. Ideally, such studies
involve local people as partners and provides for information
feedback to communities. |
| Validate indigenous knowledge | Tapping the assessments of local
people Field testing Laboratory tests On-station research | Limited efforts, with the exception of
research on medicinal plants. Information on what works is scattered and difficult to access. | Field testing and
on-station research on indigenous knowledge
technologies. Studies on the economic aspects of indigenous knowledge. |
| Test field methodologies for recording and using indigenous knowledge | Methodological
studies Research and projects that record and use indigenous knowledge. Learning from development projects that have made use of indigenous knowledge. | The number
of methodological studies is limited. However, projects
involving the testing of participatory approaches often apply
indigenous knowledge. There are only a few projects that
integrate recording and use; recording and use are generally
part of separate projects. There are indications that the
number of small NGO projects that use indigenous knowledge is
high, but very few have been documented (see also make
information available). | Studies on how applied projects
can assess and make use of project-relevant indigenous
knowledge. Encouragement and funds for NGOs to document and analyze their experiences (project funds rarely cover documentation and evaluation costs). |
| Make information available | In the
form of documents, audiovisuals, artifacts, etc. Through conferences, networking, clearinghouses, databases, print, mass media, demo plots, exhibits, museums, etc. | Indigenous knowledge has traditionally been part of museum exhibits. Over the last 10 years the amount of information on indigenous knowledge stored in documents, videos, etc. has increased. The number of conferences on indigenous knowledge has also grown, while networks such as Honey Bee and the international network for indigenous knowledge and development, have been established. There are also newsletters, such as the Indigenous Knowledge and Development Monitor. CIKARD's homepage is now available on the Internet, and databases on traditional ecological knowledge and related topics have been established. While limited, the information on indigenous knowledge available in print and through the mass media is increasing. In the South, similar projects on indigenous knowledge often run parallel to one another without the participants knowing each other or exchanging information. | Improved regional networking in the South to
promote information exchange between ongoing indigenous
knowledge projects. Provision of information on indigenous knowledge and success stories to mass media. Establishment of databases on the various aspects of indigenous knowledge, and improvements to their accessibility. |
| What to do | How to do it | Status | Needed |
|---|---|---|---|
| Raise awareness of the value of indigenous knowledge among | Activities for raising awareness of the value of indigenous knowledge are still limited, though increasing. Few activities have been reported that involve local people as partners or actors. The integration of indigenous knowledge modules into regular training courses on rural development is on the increase but is still not the rule. Information on indigenous knowledge is not suitably packaged for policy makers and development planners. | Projects where outsiders help communities to record, document, and use their own indigenous knowledge. Consultation with local people to determine how indigenous knowledge could best benefit them. Cross visits between participants in indigenous knowledge projects. Integration of indigenous knowledge modules into training courses for rural development. Packaging of indigenous knowledge information for policy makers and development planners. | |
| * local people | Projects Workshops Video Cross visits | ||
| * individuals and organizations working at the field level | Integrate indigenous knowledge modules in training. Provide effective information on indigenous knowledge in easy-to-read manuals. | ||
| * teachers, scientists, and other academics | Information materials Videos Conferences | ||
| * policy makers and development planners | Brief information on the value of indigenous knowledge for development. Short case studies Demonstrate the effectiveness of selected indigenous knowledge. | ||
| Provide guidelines on how indigenous knowledge can be used | There are a small number of policy papers that recognize the value of indigenous knowledge (such as the World Bank guidelines for working with indigenous peoples), but few of these provide any guidance on how to use such knowledge. There is a framework for integrating indigenous knowledge into development, but it has not yet been put into a suitable form for development planners. | Country-specific guidelines formulated in collaboration with
governments. Guidelines packaged for development professionals. | |
| * policy makers and government officials | Brief policy papers Guidelines on measures that can enhance the use of indigenous knowledge (e.g., in primary schools information should be included on locality-specific indigenous knowledge). | ||
| * development planners | Guidelines on how development projects can build on indigenous knowledge. | ||
| Provide tools and methods for the recording and use of indigenous knowledge in development projects | Simple manuals for field-level workers, case studies, and other publications. | Manuals on participatory approaches are available. A general manual for the recording and use of indigenous knowledge for the benefit of field-level workers is in preparation at IIRR, while a field manual for laptop use is being prepared by CIKARD. Case studies are available, but could be packaged in a more user-friendly form. | Manuals adapted to different audiences and purposes. Manuals on different topics (e.g., indigenous knowledge and the conservation of crop genetic resources). Case studies demonstrating the application of indigenous knowledge. |
| Train GO and NGO field personnel in tools and methods | Short training courses | Limited availability. The University of Edinburgh offers a 10-week course, and the IIRR is planning a 3-week course in 1996. Courses on methods for the recording and use of indigenous knowledge. | |
| Package materials more appropriately for different audiences, such as | Extension materials on indigenous technologies. Educational materials based on or including indigenous knowledge. | ||
| * extension workers and NGOs | Manuals showing effective indigenous knowledge technologies. | Limited availability. | |
| * teachers | Educational materials based on indigenous knowledge. | Limited availability. There are a few initiatives. |
Acknowledgements
I would like to thank Dr Paul Mundy of the IIRR and Dr D.
Michael Warren of CIKARD for their valuable comments.
Endnotes
**1 Please consult Warren's (1995) keynote
paper Indigenous knowledge for agricultural development
for a comprehensive review of IK-related activities.
Copies can be obtained from CIKARD: 318 Curtiss Hall, Iowa
State University, Ames, Iowa 50011, USA. Tel:+1-515-2940938.
Fax:+1-515-2946058. E-mail:S2.dmw@isumvs.bitnet
**2 The column 'How to do it' lists
possible approaches in implementing the activities defined in
the 'What to do' column, while the column 'Status' summarizes
what has been done so far. The column 'Needed' suggests
actions that have been neglected in the past and should be
enhanced in the future.