INTRODUCTION

Many organizations that routinely interact with indigenous and non-indigenous peoples of the world are interested in finding ways to improve the role of traditional knowledge and to improve their understanding of both the content and how to integrate traditional knowledge with other knowledge bases.

The following summarizes some important aspects of the needs and approaches currently being taken. The information is largely derived from Mathias, E. (1995) Framework for enhancing the use of indigenous knowledge, Indigenous Knowledge Monitor Vol. 3, (2) August 1995.

FIELD RECORDING, USING, AND TRANSFERRING TRADITIONAL KNOWLEDGE

At the present time there have been a limited number of methodological studies, although some projects involve testing by means of participatory approaches. A few projects integrate the recording of the use of traditional knowledge. A substantial number of small NGO projects uses traditional knowledge but very few experiences have been documented, not to mention exchanged. Perhaps the most useful approaches would include studies on how projects can assess and apply project-relevant traditional knowledge, support for NGOs to document and analyze their experiences, and systematic studies of transfers of traditional knowledge. Methodological studies that undertake an analysis of projects that record and use traditional knowledge so that we can learn from successful applications and transfers of traditional knowledge, that study successful amalgamations of traditional knowledge with foreign knowledge would be most useful.

Western experts continue to examine traditional knowledge from a "scientific perspective" and have made some attempts to undertake a validation of the traditional knowledge at an informational level. This effort is interesting, but sometimes misses the point. There have been limited efforts so far (with the exception of research on medicinal plants) information on effectiveness is scattered and difficult to access limited information on successful transfers. Proposed areas of investigation include field-testing and on-station research by national research institutions including economic analysis as well as studies of records of early century scientists and practitioners, missionaries. One promising area is to examine records of technology transfers of traditional knowledge. At the same time independent dissemination of information is occurring. Over the past years, the amount of records and exchanges has increased (documents, newsletters, videos etc. the number of conferences networks), but analysis is still limited. Considerable (academic and descriptive) information is available on web-sites, use-lists are in operation, and some databases on traditional ecological knowledge exist, but while mass communication coverage related to indigenous peoples and bio-diversity has increased, information activities not well coordinated in developing countries. Unfortunately, museums still exhibit local artifacts as manifestations of traditional knowledge, rather than as living information. One useful strategy would be to improve regional networking to promote exchange between traditional knowledge sources, projects, and actors to increase public coverage and to establish accessible databases. This would result in the production and dissemination of documents, audiovisuals and artifacts, especially if development agencies supported such things as conferences, existing and functioning networks, clearinghouses, databases, demonstration plots, and exhibits in museums that deal with traditional knowledge as a living information base.

INCREASING AWARENESS

While it is recognized that it is important to raise awareness of the value and potential use of Traditional knowledge among local people, field level workers and organizations, teachers, scientists and other academics, policy makers and development planners, traditional knowledge is still not getting much use in project planning. This is mainly the result of limited activities that involve local people as partners or actors, limited integration of traditional knowledge modules into regular training courses on rural development, and information on traditional knowledge that is not suitably packaged for policy makers and development planners. Some policy papers recognize the value of traditional knowledge (such as the World Bank guidelines for working with indigenous peoples), but experience with practical application is not well recorded.

Helpful approaches include external involvement to help communities to record document and use their own traditional knowledge, participatory technology assessments, personal exchange between practitioners, integration of traditional knowledge modules into curricula of schools training institutes and universities, information packages for politicians decision makers and development planners, and specialized country or sector guidelines fashioned after guidelines such as those that are included here.

TOOLS AND SUPPORT

For these ideas to be useful, it is important to provide tools and methods for the recording and use of traditional knowledge in development projects. These could include field-worker handbooks how to record and document traditional knowledge by means of participatory approaches such as those that are available for manual and computer use prepared by the Center for Indigenous Knowledge for Agriculture and Rural Development (CIKARD). While case studies are available, they should be packaged in a user-friendly form such as can be see at the web sites for Indian and Northern Affairs, Canada, the World Bank, and UNESCO (See Appendix 2). In addition, individuals can be trained. This would include both government and non-government organizations. At the present time, there are limited courses available by the university of Edinburgh and intense workshops at the Banff Management Centre in Canada. Certainly much more is needed.

Innovative ideas such as strategic alliances or the establishment of regional clearing houses of traditional knowledge. (see other appendices for Traditional Knowledge Centres and web sites.) will help. At the present time, however, there are still many unresolved issues that impede progress. These include property rights and the sharing of power in decision-making as the prime issues. In most countries there remain disputes over land ownership, especially when resource exploitation is contemplated.

While there are many things that individuals and organizations can do to promote traditional knowledge, government and aid agencies have the most potential to speed up the process. They can do this through provide and operate documentation and access space (libraries, databases, info-centres, tele-centres etc.), produce information material (print, radio, TV, plays etc.), organize local exchange (advise, exchange visits, theatre groups, use of media etc.), organize regional exchange by networking. Governments specifically need to protect (intellectual) property rights, facilitate information access and exchange, include local knowledge in national curricula, facilitate regional travel, and facilitate access to media The donor community in general can create internal platforms of exchange and cooperation, network with sources of IK and partners, and include traditional knowledge aspects in assistance strategies and approaches.

The main constraints include a nearly total lack of personnel trained in methodologies that allow integration and inclusion of traditional knowledge in project development. Prioritization of traditional knowledge is very poor. And finally, the widely practiced project financing for NGOs ignores role of documentation and information activities because overhead costs are not covered, so information-gathering activities are curtailed.