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close this bookRecording and Using Indigenous Knowledge: A Manual (IIRR, 1996, 211 p.)
close this folderPart 1 Indigenous knowledge and development
View the document(introduction...)
View the documentIntroduction
View the documentHow the manual was compiled
View the documentHow to use the manual
View the documentWhat is indigenous knowledge?
View the documentWho knows what?
View the documentCharacteristics of local systems
View the documentWhy is indigenous knowledge useful?
View the documentHelping communities conserve their IK
View the documentUsing indigenous knowledge in development
View the documentRecording IK in communities
View the documentIntellectual property rights
close this folderPart 2 Recording and assessment methodologies
close this folderRecording methods
View the document(introduction...)
View the documentSources and documentation of IK
close this folderSample selection
View the documentHow to draw a sample
View the documentIdentifying indigenous specialists
close this folderObservation and interviewing
View the documentCase studies
View the documentField observation
View the documentIn-depth interviews
View the documentInterviewing
View the documentParticipant observation
View the documentParticipative technology analysis
View the documentSurveys
close this folderWorking with groups
View the documentBrainstorming
View the documentFive questions
View the documentGames
View the documentGroup discussions
View the documentRole play
View the documentStrengths and weaknesses
View the documentSWOT analysis
View the documentVillage reflections
View the documentVillage workshop
close this folderUsing diagram
View the documentFlow chart
View the documentHistorical comparison
View the documentIllustrations and diagrams
View the documentMapping
View the documentMatrix
View the documentModeling bioresource flows
View the documentSeasonal Pattern chart
View the documentSorting and ranking
View the documentTaxonomies
View the documentTransect
View the documentVenn (or chapti) diagramming
View the documentWebbing
close this folderAudio-visual media
View the documentCassette documentation
View the documentParticipatory video
View the documentPhoto/slide documentation
close this folderPart 3 Assessment of indigenous knowledge
View the documentAssessing IK
View the documentCriteria for assessing IK
View the documentTapping assessment
View the documentUsing western science methods to assess IK
View the documentMonitoring and evaluation
close this folderPart 4 Mini-case studies - How development can build on IK
View the documentMini-case studies
View the documentProblem identification and prioritization in Kiko Rosa, Philippines
View the documentCommunity manged health in Pinagsanjaan, Philippines
View the documentIncorporation of local free species in an agroforestry project in Layong Mabilog Philippines
View the documentLocal vegetable varieties for home gardening programs
View the documentTraditional animal dispersal schemes in Cavite, Philippines
View the documentIncreasing food Production in Negros, Philippines
View the documentOvercoming labor shortages through indigenous mutual-help groups
View the documentPromoting the use of IK in Venezuela
View the documentFarmers' experiments in teak germination in Sri Lanka
View the documentPromoting an indigenous savings scheme in Ethiopia
close this folderPart 5 - Question guides
View the documentQuestion guides
View the documentGender and indigenous knowledge
View the documentFarmer-to-farmer extension and farmer experimentation
View the documentSoil fertility
View the documentCropping systems
View the documentGardening
View the documentAgroforestry
View the documentWatershed management
View the documentEnvironment, natural resources. and biodiversity
View the documentCoastal resource s management
View the documentAquaculture
View the documentAnimal husbandry and healthcare
View the documentFood and nutrition
View the documentReproductive health and family planning
View the documentWater and sanitation
View the documentHealth financing schemes
View the documentHealthcare systems
View the documentOccupational health
View the documentOrganizations and leadership
View the documentCredit and savings
View the documentEnterprise development
View the documentCommunication
close this folderPart 6 - Resources
View the documentAbbreviations and definitions
View the documentReferences
View the documentAddresses
View the documentProject staff and contributors

Problem identification and prioritization in Kiko Rosa, Philippines


Kiko Rosa is one of the seven sub-villages of San Francisco in General Trias, Cavite, Philippines. It is a lowland agricultural village approximately 10 kilometers from the town center. It was chosen to be the site for IlRR's Participatory Nutrition Project because Kiko Rosa had the high-test number of malnourished children under six years of age in San Francisco.

Participatory research was conducted to assess factors affecting the nutritional situation of the village. A trained core group, composed of representatives from both parts of Kiko Rosa, designed and conducted the research (data collection, collation, and analysis) ;.

The care group used their research findings to identify the problems underlying the children's malnutrition. The group prioritized the problems using the following criteria which they developed:

- Problem was mentioned in both parts of Kiko Rosa
- Frequency of complaint and intensity of effect on people
- Scope of population affected
- Solvability
- Impact of problem's solution on the other problems

Problems were further classified according to their solvability, long term or short term. Short-term processes are those which can be implemented immediately by community residents. Long-term solution are those requiring external negotiations or longer time to implement
The problems where ranked as follows:

1 Inadequate income
2 Air pollution caused by the local commercial piggery
3 Lack of pump wells for drinking water
4 Unsanitary/unhealty environment (further qualified)
5 Road impassable to public vehicles
6 River water cannot be used for drinking
7 Vices: gambling, alcoholism, use of prohibited drugs by the youth
8 Lack of classrooms and teachers in the elementary school
9 Distance from market
10 Insecurity of home lot ownership

Because of the interrelationship of the problems affecting the nutritional status of children under six years of age, representatives from various government agencies at all levels needed to become involved. The indigenous classification and prioritization clearly showed the need for a broader range of health-related activities (e.g., construction and repair of the road, construction of a health center. a forum to address insecurity of home lot ownership) than the usual health service package (e.g., immunization, weighing of children, food distribution). ,,

Compiled by Phoebe V. Maata