![]() | Recording and Using Indigenous Knowledge: A Manual (IIRR, 1996, 211 p.) |
![]() | ![]() | Part 1 Indigenous knowledge and development |
![]() | ![]() | (introduction...) |
![]() | ![]() | Introduction |
![]() | ![]() | How the manual was compiled |
![]() | ![]() | How to use the manual |
![]() | ![]() | What is indigenous knowledge? |
![]() | ![]() | Who knows what? |
![]() | ![]() | Characteristics of local systems |
![]() | ![]() | Why is indigenous knowledge useful? |
![]() | ![]() | Helping communities conserve their IK |
![]() | ![]() | Using indigenous knowledge in development |
![]() | ![]() | Recording IK in communities |
![]() | ![]() | Intellectual property rights |
![]() | ![]() | Part 2 Recording and assessment methodologies |
![]() | ![]() | Recording methods |
![]() | ![]() | (introduction...) |
![]() | ![]() | Sources and documentation of IK |
![]() | ![]() | Sample selection |
![]() | ![]() | How to draw a sample |
![]() | ![]() | Identifying indigenous specialists |
![]() | ![]() | Observation and interviewing |
![]() | ![]() | Case studies |
![]() | ![]() | Field observation |
![]() | ![]() | In-depth interviews |
![]() | ![]() | Interviewing |
![]() | ![]() | Participant observation |
![]() | ![]() | Participative technology analysis |
![]() | ![]() | Surveys |
![]() | ![]() | Working with groups |
![]() | ![]() | Brainstorming |
![]() | ![]() | Five questions |
![]() | ![]() | Games |
![]() | ![]() | Group discussions |
![]() | ![]() | Role play |
![]() | ![]() | Strengths and weaknesses |
![]() | ![]() | SWOT analysis |
![]() | ![]() | Village reflections |
![]() | ![]() | Village workshop |
![]() | ![]() | Using diagram |
![]() | ![]() | Flow chart |
![]() | ![]() | Historical comparison |
![]() | ![]() | Illustrations and diagrams |
![]() | ![]() | Mapping |
![]() | ![]() | Matrix |
![]() | ![]() | Modeling bioresource flows |
![]() | ![]() | Seasonal Pattern chart |
![]() | ![]() | Sorting and ranking |
![]() | ![]() | Taxonomies |
![]() | ![]() | Transect |
![]() | ![]() | Venn (or chapti) diagramming |
![]() | ![]() | Webbing |
![]() | ![]() | Audio-visual media |
![]() | ![]() | Cassette documentation |
![]() | ![]() | Participatory video |
![]() | ![]() | Photo/slide documentation |
![]() | ![]() | Part 3 Assessment of indigenous knowledge |
![]() | ![]() | Assessing IK |
![]() | ![]() | Criteria for assessing IK |
![]() | ![]() | Tapping assessment |
![]() | ![]() | Using western science methods to assess IK |
![]() | ![]() | Monitoring and evaluation |
![]() | ![]() | Part 4 Mini-case studies - How development can build on IK |
![]() | ![]() | Mini-case studies |
![]() | ![]() | Problem identification and prioritization in Kiko Rosa, Philippines |
![]() | ![]() | Community manged health in Pinagsanjaan, Philippines |
![]() | ![]() | Incorporation of local free species in an agroforestry project in Layong Mabilog Philippines |
![]() | ![]() | Local vegetable varieties for home gardening programs |
![]() | ![]() | Traditional animal dispersal schemes in Cavite, Philippines |
![]() | ![]() | Increasing food Production in Negros, Philippines |
![]() | ![]() | Overcoming labor shortages through indigenous mutual-help groups |
![]() | ![]() | Promoting the use of IK in Venezuela |
![]() | ![]() | Farmers' experiments in teak germination in Sri Lanka |
![]() | ![]() | Promoting an indigenous savings scheme in Ethiopia |
![]() | ![]() | Part 5 - Question guides |
![]() | ![]() | Question guides |
![]() | ![]() | Gender and indigenous knowledge |
![]() | ![]() | Farmer-to-farmer extension and farmer experimentation |
![]() | ![]() | Soil fertility |
![]() | ![]() | Cropping systems |
![]() | ![]() | Gardening |
![]() | ![]() | Agroforestry |
![]() | ![]() | Watershed management |
![]() | ![]() | Environment, natural resources. and biodiversity |
![]() | ![]() | Coastal resource s management |
![]() | ![]() | Aquaculture |
![]() | ![]() | Animal husbandry and healthcare |
![]() | ![]() | Food and nutrition |
![]() | ![]() | Reproductive health and family planning |
![]() | ![]() | Water and sanitation |
![]() | ![]() | Health financing schemes |
![]() | ![]() | Healthcare systems |
![]() | ![]() | Occupational health |
![]() | ![]() | Organizations and leadership |
![]() | ![]() | Credit and savings |
![]() | ![]() | Enterprise development |
![]() | ![]() | Communication |
![]() | ![]() | Part 6 - Resources |
![]() | ![]() | Abbreviations and definitions |
![]() | ![]() | References |
![]() | ![]() | Addresses |
![]() | ![]() | Project staff and contributors |
Cavite
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