![]() | 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 |
Ethiopia
FARM Africa, a British NGO, has been implementing a dairy goat project in the highlands of Ethiopia since 1988. The project works with nearly 1,400 families in the densely populated highlands of the east and south. Working with women from the poorest families the project aims to improve their incomes and welfare by improving the milk production and growth rates of their goats.
Local goats are provided on credit together with a training package of forage development health care, and general management. Credit may be repaid in cash or in kind by returning a goat to the project for loan to another woman. Selected women are trained as paraveterinarians and earn money treating their neighbors' goats. The goat groups are managed by an elected committee of women trained in group organization and management.
During the course of the project, staff and collaborators learned of a traditional method used by women in Welayta district to save money and help one another.
Known locally as eddir small amounts of money are saved regularly by a small, informal group of women. The money is allocated to women in the group in turn, or given or lent to those in need. Members of goat groups in Areka village, Welayta, acting on their own, organized the Women's Self-Help Goat Society.
Each member contributes a small sum at their weekly meeting. Most members are mature war widows who show a very serious attitude toward development opportunities. Some groups decided to set aside a portion of their savings to purchase goats for other needy women. Project staff were 50 impressed with the efforts of these women that they were eager to suggest it to groups in other areas.
The idea was shared with other extension staff during the regular project training courses and. quickly spread to all project sites where it was enthusiastically adopted.
Compiled by Christie Peacock, FARM Africa