Converging indigenous and western knowledge systems


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Converging indigenous and western knowledge systems

  1. 1. CONVERGING INDIGENOUS AND WESTERN KNOWLEDGE SYSTEMS: IMPLECATIONS FOR EXTENSION EDUCATION *R P SINGH, Ph.D. Abstract A study is offered as a potential contribution to the struggle for Indigenous reclamation, revitalization and renewal of knowledge systems, culture, lands and resources. It will acknowledge that Indian indigenous history does not begin with the arrival of the Mughal and English emperors. Neither its future depend exclusively on western worldviews. Rather the future depends on the convergence of indigenous worldview, encapsulated through orality in their languages and knowledge, with imported western worldviews and knowledge’s encapsulated through literality. Using qualitative ethnographic, sociolinguistic and phenomenological research approaches, this study will focus on some primary question; Firstly, can locating the discourse between indigenous and western knowledge systems in an abstract, neutral and voluntary ‘ethical space’ between them contributes to identification of their complementary diversities? Secondly, can the convergence of these knowledge systems in creative interconnections in research, development and teaching enable each system to preserve its own integrity? Thirdly, can a portable (collaborative, multi-venue) institutional model for indigenous adult education be developed? His model will be locally customized. It will be intended for local development by indigenous communities wishing to add a community based delivery mode interconnected with others to the delivery of adult education to their citizens. To address these questions, findings from literature on indigenous knowledge globally and literature on indigenous adult education in India is converged with field research findings. Findings from the literatures and field research will be converged to describe how the imposition of western worldviews has contributed to a systemic erosion of indigenous worldviews, languages, knowledge and practices. Data will illustrate that conventional/ main stream extension education institutions often argue that indigenous program content should be included and must be managed by the indigenous people. They argued that this will assure that a few incremental reforms may turn the institutions into instruments that serve indigenous people and communities effectively. This study will show that such arguments ignore indigenous contexts and indigenous teaching/learning processes while continuing to embrace the Western development paradigm. It can be the basis for reaching out to and interfacing with other peoples and their knowledge. This study will see the ‘ethical space’ in an indigenous multiversity as an optimal location for confronting and reaching out to all knowledge and worldviews while resolving content/ context/teaching/learning process issues. Starting in one community, the multiversity finally is made up of a consortium. The consortium will unite interdependent indigenous community based tertiary institutions. The institutions would be partnered with conventional/mainstream professional and technical institutions and colleges. Such partnership would assure that in addition to having access to local and other indigenous languages, values, knowledge and worldviews. 1. Associate Director Extension, G B Pant University of Agriculture and Technology, Pantnagar (U. S. Nagar), Uttrakhand.
  2. 2. Concept Note Formal indigenous education for rural communities reaches from On-Reserve, un- administered school through traditional institutions to universities and technical institutes, far away from rural communities, elders, parents and cultural centers. This educational journey spans distinct value systems and worldviews. As their meeting is the opportunity for cultures to both teach and learn from each other. In our country, there are several distinct indigenous cultural/ linguistic groupings distributed in eight zones, inclusive of urban segments of those communities, continue to not only survive but also to grow. All these communities have a rich linguistic and cultural history that still influences much of their every day life. Recurring negative feedback in the relationships with external, western education system brought to bear on rural peoples indicates that these relationships have not always effectively addressed many indigenous special needs, languages, learning styles and cultures. One impact has been the marginalization of rural people’s knowledge systems, contributing to marginalization of rural indigenous cultures. This study will contribute to a discussion on unique experiences of rural communities and people, offering options for community leaders, administrators, educators and students involve in extension education. It will conclude with important characteristics of an indigenous community based model and support system for delivery of a converged indigenous/western approach to indigenous extension approach. Indigenous ways of knowing Indigenous ways of knowing are based on locally, ecologically, and seasonally contextualized truths. In contrast to the aspirations of some Western scientific traditions for universal truths, Indigenous epistemologies are narratively anchored in natural communities. Those natural communities are characterised by complex kinship systems of relationships among people, animals, the earth, the cosmos, etc. from which knowing originates (Ermine, 1995: 101-112). Battiste and Barman (1995) through Dei et al (2000), Barnhardt (1986) and Alaska Native Knowledge Network (1998) and Tuhiwai Smith(1999) many who describe traditional Indigenous knowledge systems globally and in North America generally agree that an understanding of traditional Indigenous knowledge systems, and how they differ from non-Indigenous knowledge systems, (enabling the creation of what Ermine (2004: 3) calls ‘ethical space’) is an important basis for determining how they may be implemented. Knowing what a particular Indigenous knowledge system consists of and how it is acquired is fundamental to being able to make use of the knowledge whereby encouraging all parties to be aware of the added value its use will bring.
  3. 3. A former Director General of the United Nations Educational, Scientific and Cultural Organization, Federico Mayor, in defining traditional knowledge, points out that the world’s Indigenous people possess an immense knowledge of their environments, based on centuries of living close to nature. He points out in an Opening Address (Mayor 1994: 1-6) to a 1994 UNESCO Lifelong Learning Conference in Rome, that living in and from complex ecosystems, these people have an understanding of the properties of plants and animals, the functioning of ecosystems and the techniques for using and managing them that is particular and often detailed. His address continues that in rural communities in developing countries, locally occurring species are relied on for, sometimes all, foods, medicines, fuel, building materials and other products. In addition, he says that peoples’ knowledge and perceptions of the environment, and their relationships with it, are often important elements of their cultural identity. Most Indigenous people make use of traditional songs, stories, legends, dreams, methods and practices as a means of transmitting specific human elements of traditional knowledge. Sometimes they are preserved in artifacts handed from one generation to the next. In the context of Indigenous knowledge systems, there is usually no real separation between secular and sacred knowledge and practice. They are one and the same. In virtually all of these systems, knowledge is transmitted directly from individual to individual. DESCRIPTION OF INDIGENOUS KNOWLEDGE R. Barnhardt and O. Kawagley (1999), M. Battiste and J. Barman (1995), G. Cajete (1986), A. Emery and Associates (1997), W. Ermine (1995), C. Odora-Hoppers (2002), L. Tuhiwai Smith (1999) and others agree that Indigenous communities generally describe Indigenous knowledge as: 1 o practical common sense based on the teachings and experiences passed on from generation to generation. 2 o knowing its home country. Indigenous knowledge covers knowledge of the environment - snow, ice, weather, resources - and the relationships among things. 3 o holistic; it cannot be compartmentalized and cannot be separated from the people. It is rooted in the spiritual health, culture and language of the people. It is a way of life. 1 o a traditional authority system; setting out the rules governing the use of resources - respect, an obligation to share. It is dynamic, cumulative and stable. It is truth. 2 o a way of life - wisdom is using traditional knowledge in ‘good’ ways. It means using the heart and the head together. It survives because it comes from the spirit. 3 o giving credibility to people. 4 o serving community needs and interests first. 5 o having the potential to realise that the real contributions of local and traditional knowledge incorporate knowledge of the ecosystem. 6 o relationships and a code of ethics, govern the appropriate use of the environment.
  4. 4. o recognising that this code of ethics includes rules and conventions promoting desirable ecosystem relations, human-animal interactions and even social relationships. o enabling traditional knowledge to articulate with non-traditional knowledge to form rich and distinctive understanding of life and the world. INDIGENOUS KNOWLEDGE IS DISTINCT Nakashima, Prott and Bridgewater (2000: 1), in their Introduction, point out that: human societies all across the globe have developed rich sets of experiences and explanations relating to the environments they live in. These ‘other’ knowledge systems are often referred to as traditional ecological knowledge, Indigenous or local knowledge. They encompass the sophisticated arrays of information, understanding and interpretations that guide interactions with the natural milieu: in agriculture and animal husbandry, hunting, fishing and gathering; struggles against disease and injury; the naming and explanation of natural phenomena; and strategies to cope with fluctuating environments. Many Indigenous people view the extraction of their traditional knowledge from its broader cultural context as a form of theft and, understandably, have been reluctant to share the depth and breadth of what they know with outside interests. They fear that, for example, because many wildlife managers and decision-makers do not understand their culture, customs or values, their traditional knowledge will be used against them (e.g., setting quotas and other resource harvesting regulations). At best, piecemeal extraction of traditional knowledge from its larger cultural context invites misrepresentation and misinterpretation. At worst, it represents a form of misappropriation and cultural exploitation (Cajete 1986: 172-199). In this study Indigenous knowledge is treated as an integral aspect of the ontological theory held by Indigenous people. Knowing is relational and participatory. Through participation, Indigenous students come to understand knowledge as a means of strengthening ecological balance. Indigenous knowledge is gained from a way of living and being in the world; learning is understood as participation, and it is in this forum that human beings influence the manifestation of the physical reality. Indigenous epistemology is explored through engaging and participating in a process that is a reflection of Indigenous ways of building knowledge (Ermine 1995: 104-106). Recurring negative feedback in the relationships with the external knowledge systems brought to bear on rural communities and peoples, (relationships which have not always effectively addressed many of their special needs, languages, learning styles and cultures), have resulted in extensive marginalization of their knowledge systems. COMPLIMENTARY DIVERSITY AND CREATIVE INTERCONNECTIVITY There is a need for enhancing efforts at identifying and fostering a functional complimentarity leading to creative interconnectivity - between the Indigenous knowledge systems rooted in the rural people and the modern versions of formal Western knowledge systems originally intended to serve the educational needs of all village communities. While these complex knowledge systems are functionally interdependent, they are currently often
  5. 5. largely disconnected. In considering the cross-cultural knowledge systems in villages, ‘Ethical Space – Transforming Relations,’ Ermine (2004: 3-4) observes that the ‘ethical space’ or the place of convergence of two societies with two worldviews can represent a location from which a meaningful dialogue can take place. This dialogue between communities can move them towards the negotiation of a new research order. Such an order can ethically engage different knowledge systems. (Ermine 2004: 2). Socio-economic indicators identifying serious shortcomings in Indigenous educational results constitute a credible cry for forging an enhanced, innovative process for Indigenous extension education. TIME FOR INNOVATIVE ENHANCEMENT Have the Indigenous people of the rural of Uttarakhand sustained their unique worldviews and associated knowledge systems? That is, have rural Indigenous people, like their global brethren, in the face of major social upheavals brought on by imperial and internal settler colonialism, maintained many of the core values, beliefs and practices associated with those worldviews? Are the rural Indigenous people also beginning to be recognised as having an adaptive integrity that is as valid for today's generation as it was for generations past? Is the depth of Indigenous knowledge rooted in the long inhabitation of Uttarakhand, able to offer lessons that can benefit everyone, from educator to scientist, as we search for a more satisfying and sustainable way to live on this planet? It is expected that this, together with other indicators, will contribute to the identification of whether there is an opportunity and a need to forge new, complementary efforts that can help address Uttarakhand and rural people’s extension educational issues. Including adaptations from G. Burford, O.N. Ngila and Y. Rafiki (2003: 1-6), this study considers the interface between Indigenous knowledge and globalization. It proposes one means for re-focusing emergent Indigenous tertiary education in Uttarakhand based primarily on Indigenous context, process and content realities. It proposes the development of a National Indigenous Multiversity model for the systemic convergence of Indigenous and Western knowledge contexts, contents and processes and in extension education. PROBLEM STATEMENT The purpose of this study is to research Uttarakhand rural extension education, within the context of Global Indigenous, Indian Indigenous knowledge, Western and Bicultural Knowledge systems. Reports on the study’s primary and secondary research are followed with a recommended research-based Indigenous community model for extension educational convergence of Indigenous and Western knowledge systems. Such convergence respects the cultural integrity of each knowledge system and focuses on the tertiary education goals. AIMS OF THE STUDY
  6. 6. The general aims of the study are o to address the educational, social, cultural problems, alienation and lack of relevance that many extension workers feel in reference to the content and values orientation of many of the academic disciplines with which they are confronted. o to identify potential interconnectivity and complimentarily between Indigenous and Western knowledge systems in a holistic manner that lends itself to delivery through a collaborative, multi-venue community-based model. OBJECTIVES The specific objectives of the study are: o identify general methods and strategies for converging Indigenous content and context with Western content and context in the presentation of all academic disciplines to tertiary students. o to identify a strategic approach for the effective convergence of Indigenous and Western cultural resources, context and content, leading to a holistic approach to tertiary education. o to identify the means by which ethno scientific knowledge, literature on culture and cognition, epistemological structures and the psychology of learning of a specific Indigenous cultural group can contribute to effective holistic methods of teaching. o to identify the means by which Indigenous ways of knowing and creative processes utilised in the natural and social sciences, the humanities and the arts can provide a systemically-integrated Indigenous/Western nexus for effective tertiary education in all of those areas. RESEARCH METHODOLOGY In developing a collaborative, multi-venue model that can be locally customised and used by Indigenous groups who wish to add a community based option to their delivery of converged extension education, this study will begin by integrating secondary (literature) research with primary (field) research. Field research includes the results of interviews with community-designated respected Elders as well as cultural, social, educational and political leaders in the Uttarakhand along with participatory methods. It also includes the results of interviews with credible extension education academic personnel and Elders experienced in Indigenous rural Education. This approach, based on Qualitative Ethnographic, Sociolinguistic and Phenomenological research methodology, aims to select sources of data that can assist the understanding of phenomena from an insider perspective, according to peoples own ‘lived’ experience. The study then concludes by proposing a collaborative, multi-venue model that Indigenous groups may use/modify to serve their own tertiary education goals. LIMITATIONS o Primary reliance on accessible written or printed material may limit interpretations in this study. o Primary source material is accepted by the writer as being authentic and representative of the organisation which produced it.
  7. 7. o Interpretation of data is limited by the extent of the ability of the researcher to recognise and transcend personal bias and/or prejudice in attitudes, beliefs and values that may be present in sources consulted. o Influences, such as the researcher’s language, status, gender, etc., which may have impacted on the empirical study, will be discussed. o This study may be limited in that much of it is a study of the comparatively recent past. General arguments against any historical study of the recent past include the notions that impartiality is exceptionally difficult when describing and judging recent events and live issues and a true perspective as to what is important in the long run. o This study may be limited by a lack of comprehensiveness of resource material regarding the broad political, economic and socio-cultural relationships among tribes, villagers and the state officials beyond that which seems to directly influence the education sector. Approximate Budget Required The project is exploratory kind but using the advanced methodologies to come on precision, it will expensive. The project period will be proposed for five years i.e. 2014-15 to 2019-20. It will require educated man power, hired vehicles, computer/laptos, printers, copiers, digital cameras, hired experts and contingencies. For conducting this kind of research project, it will require more than two crore rupee. References  Alaska Native Knowledge Network(1998) “: Alaska Standards For Culturally responsive Schools,” Fairbanks: Alaska Native Knowledge Network ( ) University Of Alaska, Fairbanks.  Barnhardt, R. (1986) Domestication of the Ivory Tower: Institutional Adaptation To Cultural Distance Fairbanks, AK: University Of Alaska Fairbanks.  Barnhardt, R. and A.O. Kawagley (1999) “Education Indigenous to Place: Western Science Meets Indigenous Reality,” In Ecological Education In Action (Pp 117 – 140) Gregory Smith and Dilafruz Williams, (eds.) State University Of New York Press: New York: (  Batiste, M. and Barman, J., (eds.) (1995) First Nations Education In Canada: The Circle Unfolds. Vancouver, B.C., Canada: University Of British Columbia Press.  Burford, Gemma, Lesikar Ole Ngila and Yunus Rafiki, (2004) “Education, Indigenous Knowledge and Globalization” Aag Serian Community College, Tanzania, in Science in Africa, Online Journal #5. (1-6), March 2003  Cajete, G.A. (1986) Science, a Native American Perspective: A Culturally Based Science Education Curriculum. Unpublished Doctoral Dissertation. Los Angeles: International College.
  8. 8.  Dei, George J. Sefa, Hall Budd L. and Goldin Rosenberg, Dorothy (eds.) (2000) Indigenous Knowledges in Global Contexts: Multiple Readings of Our World. Toronto: University of Toronto Press.  Emery, Alan R. And Associates ( (1997) “Guidelines For Environmental Assessments and Traditional Knowledge,” Knowledge Of The World Council Of Indigenous People, (Daft) A Report From The Centre For Traditional Knowledge. Ottawa: WCIP.  Ermine, Willie, (1995) “Aboriginal Epistemology” in Batiste, Marie and Jean Barman (eds.) First Nations Education In Canada: The Circle Unfolds. .Vancouver, UBC Press  Ermine, Willie, (2004) ‘Ethical Space’ - Transforming Relations,’ Paper delivered at University of Saskatchewan Indigenous Knowledge Symposium: Saskatoon, SK, May 2004.  Mayor, Federico (1994) in Opening Address to UNESCO Conference on Lifelong Learning, Rome, Nov. 30, 1994.  Nakashima, D., Prott, L. And Bridgewater, P. (2000) “Tapping Into the World’s Wisdom” UNESCO Sources, 125, July – August.  Odora-Hoppers, (2002) Indigenous Knowledge and the Integration of Knowledge Systems: Toward A Philosophy of Articulation. Claremont, South Africa: New Afrika Books.  Tuhiwai Smith, L. (1999) Decolonising Methodologies: Research And Indigenous Peoples London And New York: Zed Books - Dunedin, NZ:. University Of Otago Press.
  9. 9. CURRICULUM VITAE Dr. RAJESH PRATAP SINGH V/1355 ‘TA’ Colony Associate Director Extension G.B.Pant Univ. of Agri. & Tech. Directorate of Extension Education Pantnagar- 263 145 (U. S. Nagar) G.B.Pant University of Agri. & Tech. Phone: 91-5944-233513 Pantnagar- 263 145 (U S Nagar) Mobile: 91-7500241463 UTTARAKHAND, INDIA E-mail: PROFILE • Extension & Communication Specialist with accomplished carrier track of 25 year known through out the Agriculture sector in the state/country. • Working as Associate Director Extension at the headquarters, looking works of the State Agriculture Management and Extension Training Institute, Uttarakhand along with reporting of the Directorate of Extension Education since September, 2005 till date. EDUCATION Institution Year Division Ph.D. in Development Communication G B P U A & T Pantnagar, INDIA 2002 I Masters in Agricultural Communication and Extension G B P U A & T Pantnagar, INDIA 1994 I Bachelors of Science in Agriculture and Animal Husbandry G B P U A & T Pantnagar, INDIA 1985 I MAIN TASKS COMPLETED  Assistant Professor/ Training Associate Extension for Nine Years.  Taught under graduate level six courses (Extension Education & Communication)  Handled three extension oriented projects as Principal Investigator.  Worked for three years as a core team member in the Technology Assessment and Refinement Programme through Institution Village Linkage Programme.  Worked as Extension worker at grass root level.
  10. 10.  Organized farmers’ fair, exhibitions, field days for showing model to the line departments of Uttarakhand.  Published ten research papers in the National research journals  Published eight extension booklets.  Recorded & produced more than 500 radio talks and fed to 14 AIR Stations.  Documented Six Success stories on VCD and distributed in the State Uttarakhand for popularization of improved technologies.  Compiled 40 training materials for distribution among trainees. PROJECTS UNDERTAKEN  Technology Assessment and Refinement through Institution Village Linkage programme  Validation of Indigenous Technology Knowledge on ‘Wood and Stone Houses’.  Farmers’-Scientist Interaction programme  Mass multiplication of Citrus Sinansis (Malta) through Nucelar methods  Training needs of ANMs for family planning AREA OF INTEREST  Agricultural Extension Education/Extension Management/Development Communication. CONFERENCES AND WORKSHOPS ATTENDED  18 Summer/ Winter Schools/Workshops attended  51 Trainings imparted on various topics of Agricultural Extension MEMBERSHIP  Membership in 6 different National/International societies PERSONAL PROFILE Father’s Name Sri Rama Nand Singh Mother’s Name Smt. Yashoda Devi, Housewife Date of Birth 01st April, 1961
  11. 11. Sex Male Nationality Indian Marital Status Married Languages Known English, Hindi (Read, Write & Speak) Interests Reading books, Literature, Listening to music & Sports Personal Strength Problem solving and computing skills acquired through academic and research work in agricultural sciences and professional interaction at work. Responsible, self directed and hard working. Creative, confident and learning attitude. Self motivated to work independently or in teams. (Rajesh Pratap Singh) Research Projects/Papers/Booklets/Collumns/Trainings/Awards Project Carried out S.No. Title of the project Name of the funding agency Duration Remarks 1 Pilot project on Technology Assessment and Refinement through Institution Village Linkage Programme (IVLP) Indian Council of Agricultural Research (ICAR) New Delhi 1995-1999 Pilot phase of the project has been completed and IInd phase is continuing. 2. Farmers Scientist Interaction programme Hon. Governor, Government of U.P. 1998-1999 A total of 24 programmes conducted by covering 750 villages 3. Collection Documentation and Validation of ITK (Wood and stone houses) ICAR, New Delhi under Mission Mode 2002-2003 ITK has been validated from Garhwal of Uttaranchal 4. Mass Multiplication of Citrus sinensis MALTA National Horticulture Mission 2004 - continue 20000 plants prepared through nucelar method in first year.
  12. 12. Courses taught i. ACE 200 Introduction to Communication and Extension ii. BHS 275 Agril. Administration and Rural Social Problems iii. AAC 303 Fundamentals of Extension Education and Rural Development iv. CFC 320 Forest Extension Education and Communication v. AAC 390 Rural Agricultural Works Experience (RAWE) vi. BHS 202 Rural Sociology and Education Psychology New Courses developed i. CFC 320 Forest Extension Education and Communication ii.CFC 301 Tribal Sociology and Anthropology Publications- List of research papers published in national/international journals i. Singh R.P. and V.K. Kediyal, 2001. ‘Agri-Information Networking for Farmers Centered Agriculture Resource Management in Hill and Mountain Agri-climatic Zone’. Indian Research Journal of Extension Education, Vol, No.1, 24-29. ii. Singh, R.P. and B.B. Singh, 2001. ‘Cohesiveness makes a group dynamic: An overview’. Indian Research Jounral of Extension Education, Vol. 1, No.2.: 8-13. iii. Singh, R.P. and B.B. Singh 2002. ‘Agricultural policy planning and development through peoples participation’. Indian Research Journal of Extension Education, Vol 1. No.2, 2-5. iv. Singh R P and M C Nautiyal, 2002. ‘Agricultural Research for Development in Uttaranchal: Collaboration between Research Institute and Villages.’ Indian Research journal of Extension Education Vol 2. No.1, 28-32. v. Singh, R P and B B Singh, 2002. ‘Perceived cohesiveness of group members and participation level in developmental activities: A study of Tehri Garhwal’, Uttaranchal. Indian Journal of Extension Education, IARI, New Delhi. vi. Singh, R P and B B Singh, 2002. ‘Socio-economic factors of group members and their perceived cohesiveness: A study’. Indian Journal of Training and Development, Training House, New Delhi.Vol. xiii . 41-45. vii. Singh R P and B B Singh, 2003. ‘Socio-economic factors ing roup participation : A study’. Journal of Rural Development, NIRD, Vol. 3, 38-43. viii. Singh, R P and K P Singh, 2008. ‘Agricultural Extension in India: Strategies for revitalization’. Indian Research Journal of Extension Education, Vol.1 32-36. ix. Singh R P, 2008. ‘Changing scenario of Hill Agriculture: Extension perspective’ Convocation Sovenir, 28-31. x. Singh R P, 2009. ‘Rain fed Agriculture: Technological dissemination in Uttarakhand’ Convocation Sovenir, 63-65. xi. Singh Neena and R P Singh, 2010. ‘Information seeking and e-learning of farmers community in India through agricultural telecentres: A study.’ IAALD XIII World Congress
  13. 13. organized by Agropolis International on April 26-29,2010 at Montpellier, France, uploaded on Feb 11,2010 and contribution No. 163. xii. Singh R. P., 2011. ‘Delivery Mechanism of Agriculture Extension Services to Farmer in India: An Overview’. Indian Research Journal of Extension Education 11(1), January, 2011. List of Abstracts published i. Singh, R.P. and J.K. Doshi 1994. ‘News sources and its perceived role in rural areas of Tarai in Nainital District of U.P’, Communicator, Vol. 12, No.4-6:5. ii. Kediyal, V.K. and R.P. Singh, 1996. ‘Issues and possible interventions for rainfed agriculture in Central Himalaya’ in M.S. Randhawa National Symposium, Organized by Ministry of Agriculture and Co-operation. Govt. of India. Feb. 10-11. iii. Singh, K.P., R.P. Singh and R.P. Singh, 1996. ‘Plant Pathozens and current trends in plant disease management’, in National Symposium organized by Indian Phytopathological Society, M.L. Zone at Gorakhpur, Feb. 28-29. iv. Kediyal, V.K. and R.P. Singh 1998. ‘Issues and possible interventions for drought prone and rain fed agriculture of Central Himalayas in international symposium on environmental management in mountainous reasons’, organized by Govt-post Graduate College, Rishikesh, India on Oct. 4-7. v. Singh R.P. and B.B. Singh, 2001. ‘Agricultural planning and development” organized by Sri Niketan, Viswa Bharti, Kolkata. Jan 27-28. vi. Singh R P and Anand Mahajan, 2005. Malta production in mid hills: A new enterprise for livelihood security’ published in compendium of National Seminar Sovenir on Entrepreneurship Development for livelihood security. P-12. Held on Nov 29-Dec 1 at IVRI, Barreily. vii. Singh R. P. 2011. ‘Impact of SHG on Socio- Economic Development and Water Conservation’ published in Souvenir on National Seminar on ‘Strategic Resource Management for Food and Water Security, iv-2, June 13-15, 2011 at GBPUA&T, Pantnagar List of research paper presented in international/national seminar/workshop viii. Singh R.P. and J.K. Doshi, 1993. ‘News on media, views of rural people’. Presented in Changing media and agricultural scenario, organized by GBPUAT, Pantnagar on July 12-13. ix. Singh, R.P. 1994. ‘Audio Cassette Technology: A problem solving tool for small farmers’. In National Seminar on Sustabilable agriculture in India, organized by G.K.P. Environmental Group, Gorakhpur, Jan 7-8. x. Singh, R.P. and J.K. Doshi, 1994. ‘Source credibility of news in rural areas of Tarai’, presented in National Seminar on ‘Problems and Development of Agricul;ture in Hill Region, organized by Society of Himalayan Environment Rehabilitation and people’s Action (SHERPA) at GBPUA&T, Pantnagar on Dec. 3-4. xi. Singh, R.P. and V.K. Kediyal, 1996. ‘Issues in selection of plants for beautification and pollution control in cities’. Presented in National Seminar on Eco-friendly plantations; organized by Ministry of Urban Development, Govt. of India and Y.S. Parmar Univ. of Hort. & Forestry, Solan on Feb. 10-12 at Chandigarh. xii. Singh, R.P. 1999. ‘Role of Financing institutions in agricultural developments of hills’. Presented in workshop on Hill Agriculture, organized by NARBARD at Hill Campus, GBPUAT, Ranichauri on June 24. xiii. Singh, R.P. and R.P. Singh, 2001. ‘Issues of Technology Transfer in CDR System. Experiences of KVK Ranichauri, Tehri Garhwal (Uttaranchal)’ presented invited paper in
  14. 14. national workshop of KVKs for Agricultural Development of Eastern India, organized by ICAR at Jamui (Bihar) on March 27-28. xiv. Singh, R P 2002. ITK Systems in Animal Husbandry presented in Seminar on Status and Strategies for Development of Animal Husbandry in Uttaranchal, organized by Directorate of Animal Husbandry, Goeswar at Pshulok, Rishikesh on Dec.30-31, 2002. xv. Singh, Neena and R.P. Singh, 2010. ‘Information Seeking and e-learning of Farmers Community in India through Agricultural Tele centers: A Study’ IAALD XIIIth Congress organized by Agro-polis International on April 26-29, 2010 at Montpellier, France, Contribution No. 163. xvi. Singh R P, 2010. ‘Climate Change and socio-economic conditions in Development’ International Conference on ‘Cooling the Earth: Tactics and Policies’ organized by G B Pant University of Agriculture and Technology, Pantnagar on Nov.15-17, 2010. xvii. Singh R P, 2011. ‘ITK in water Management: Practical Utility in Present Context. In Winter School on Enhancing Water Productivity in Agriculture organized by Centre of Advance Faculty Training, Deptt. Of Agronomy w.e.f December 7-27, 2011. xviii. Singh R. P. 2011. ‘Ground Realities of Agro-technologies Transfer: Points for Intervention’ in National Extension Education Congress-2011 organized by Society of Extension Education, Agra in collaboration with ICAR Research Complex for Goa during Dec. 17-19, 2011. xix. Singh R. P. 2012. ‘Indigenous Grain Storage Structures: An Eco-friendly Technology’ in International Symposium on Grain Storage organized by Indian Society of Agricultural Engineers on Feb. 27-28, 2012. Permanent column wrote i. A permanent column wrote entitled ‘Prasna Pitari’ in national monthly magazine ‘Kisan Bharti’ w.e.f. 1988-89 and published by GBPUAT, Pantnagar. ii. Article wrote entitled “Uttaranchal ke vikas men gramin swayam sahayata samooh: vikas ka naya ayam”. In a State magazine ‘Pahari Kheti Bari’, Vol. 9 No. 1&2, 2001. Magazine Edited i. Edited a student magazine “AG Affairs” for College of Agriculture, GBPUAT, Pantnagar under Agriculture Society of the College in year 1984-85. ii. Edited a national hindi Magazine “Pant Prasar Sandesh” for Directorate of Extension Education, G B Pant University Pantnagar wef 2005-2010. Books i. A book entitled “Achievement” is produced by the KVK team of Ranichauri which was circulated at National Wirkshop on KVKs at Chennai in 1995. ii. A booklet entitled ‘ Sheetoshna Falotpadan’ is printed in hindi at KVK Lohaghat for farmers and development functionary. iii. A booklet entitled ‘Prakshetra Prabandhan’ published by SAMETI-Uttarakhand in hindi for extension workers and progressive farmers in 2009.
  15. 15. Edited booklets i. A booklet entitled ‘Parvatiya Kshetron me Sabji Utpadan Hetu Samekit Nashijeev Prabandhan’ is published by SAMETI Uttarakhand in hindi written by Dr J Kumar, Professor and Head, Department of Plant Pathology, Pantnagar.2008, P-26. ii. A booklet entitled ‘Ginin Fowl Palan’ is published by SAMETI-Uttarakhand in hindi written by Dr. Brijesh Singh and R.S. Barwal, Pantnagar.2008, P-48. iii. A booklet entitled ‘Vayavsayik Phoolon ki Unnat Kheti’ is published by SAMETI-Uttarakhand in hindi written by Dr. Ranjan Srivastava,, Pantnagar. 2008, P-124. iv. A booklet entitled ‘Kadduvargiya Sabjiyon ka Sankar Beej Utpadan Taknik’ is published by SAMETI-Uttarakhand in hindi written by Dr. Dinesh Kumar Singh,, Pantnagar.2008, P- 79. v. A booklet entitled ‘Sabji Utpadan Taknik’ is published by SAMETI-Uttarakhand in hindi written by Dr. J. P. Singh,, Pantnagar.2008, P-59. vi. A booklet entitled ‘Shichai ki Paramparagat Unnat Vidhiya Evam Adhunik Padhatiya’ is published by SAMETI-Uttarakhand in hindi written by Dr. P. K. Singh,, Pantnagar.2008, P46. vii. A booklet entitled ‘Mandua ke Paustik Vayanjan’ is published by SAMETI-Uttarakhand in hindi written by Dr. Sarita Srivastava, College of Home Science, Pantnagar.2008,P-47. viii. A booklet entitled ‘Prashetra Prabandhan’ is published by SAMETI-Uttarakhand in hindi written by Dr. Jitendra Singh,, Pantnagar.2009, P-95. ix. A booklet entitled ‘Vyavsaic Maun Prabandhan’ is published by SAMETI- Uttarakhand in Hindi witten by Dr. A K Karnatak, Pantnagar. 2011, P-98. Success Stories Documented i. Krishi Vividhikaran ii. Phoolon se Samridhi iii. Sabji Utpadan se Samridhi iv. Jevik Kheti v. Matsya Paalan: Ek Saphal Vayavsay vi. Dairy Vayavsav vii. Vermi-compost Utpadan Adhik Aay ka Sadhan viii. Sanrakshit Kheti se Samridhi ix. Tapak Shichai Adhik Kamai x. Palwar Taknik Bemosmi Sabji Utpadan xi. Vyavsaic Baghvani: Naye Udhyami ki Kahani xii. Seemit sadhan: Mulya Sambardhan xiii. Satavari ki Kheti: Deti Samridhi List of Reports
  16. 16. iii. KVK Ranichauri, Annual Repot for year 1992-1996. iv. KVK Ranichauri. Lesson Plan for the year 1995-96. v. Bench mark survey for Pilot Project on IVLP 1995. vi. Agri-Eco system Analysis of Village Dhhana, 1995. vii. Agri-eco system analysis of the village – Bhagwanpur, Udham Singh Nagar in 1996. viii. Micro-farming situation analysis through PRA of village Chaupariyali in 2002. ix. Micro farming situation analysis through PRA of village Hanswan gaon in 2002. x. Micro farming situation analysis through PRA of village Kildogi in 2002 xi. Annual progress report of KVK Ranichauri 1997. xii. Annual Progress report of KVK Ranichauri 1998. xiii. Proess Report of Pilot Project Technology Assessment and Refinement through Institution Village Linkage programme w.e.f. 1995-1999. xiv. Annual Progress Report 2000. xv. Action Plan of KVK 2000. xvi. Annual Progress Report 2001 xvii. Action Plan of KVK 2001 xviii. Action Plan of KVK 2002. xix. Compiled a compendium on ‘Capacity building’ for watershed society workers and volunteers. xx. Chapters in vision 2020 of G B Pant University of Agri. & tech. Pantnagar. xxi. Chapter in Vision 2030 of G B Pant University of Agri. & tech. Pantnagar. List of Radio talks (From AIR Rampur and Nazibabad) 1. Rastriya samasyaon ke prati yuvaon ka dayitva 2. Kahani kaisi honi chahiye 3. Kitabon ki baten 4. tulasi ka samyabad drishtikon 5. Bahu ayami viaktitva Rajeev Gandhi 6. Ajadi ke panas varsh aur hamara khadyann utpadan 7. Grameen yuva verg aur panchaytiraj. 8. Grameen vikas men swakchhik sansthanon ka yogdan 9. Parvatiya kshetron men krishi adharit udyog aur yuva 10. Uttarnahcal men krishi adharit udyog dwara rojgar ki sambhavanaen. List of folders 11. Sinchit ghati kshetron men bemousami frasbean ki kheti 12. Sinchit ghati kshetron men bemausmi basant Kaleen alloo ki kheti 13. Van vrisksho ki paudhsala banana 14. Parvatiya kshetron men dhan ki unnat kheti 15. parvatiya kshetron men soybean ki kheti 16. Germanium ki kheti 17. Samooh gathan evam udyamita vikas
  17. 17. List of project proposal i. Proposal for Technology Assessment and Refinement through Institution Village Linkage programme ii. Proposal for Validation of Indigenous Technology Knowledge on ‘Wood and Stone Houses’. iii. Proposal for project ‘Mass Multiplication of Citrus sinensis MALTA. iv. Proposal for project ‘Promotion of Natural honey,Backyard poultry and Organic milk Production in Scheduled Tribes of U.S. Nagar (Uttaranchal) Honours And Awards : 1.Member of the Core Team for implementing the Pilot Project on ‘Technology Assessment and Refinement through Institution Village Linkage Programme’ w.e.f. 1995-1998. 2. Member of SITE Committee in the Pilot Project on Technology Assessment and Refinement through Institution Village Linkage Programme w.e.f. 1997-98. 3. Co-Coordinator of Scientists Farmers Interaction Programme for 1998-99. 4. Local Coordinator of Rural Agricultural Work Experience Programme for 2001-2002. 5. Coordinator of Kisan Mela organized at Hill Campus, Ranichauri 2001. 6. Member of Coordinating team of Rural Agricultural Work Experience Programme for 1996, 1997 and 1998. 7. Member of Kisan Mela Organzing Committee at Hill Campus, Ranichauri w.e.f. 1995-2002. 8. Member of Agromet Advisory Committee for issuing bulletins for 1997 to till now. 9. Member of Mountain Forum, an International Form for Mountain Development organized by FAO 1997 to 1999. 10. Resource Person for training of Scientists/Development workers on PRA accredited by ICAR, National Women Commission and National Watershed Development, New Delhi. 11. In charge, Communication Unit at Hill Campus, Ranichauri 12. Member of the Research Board of Advisors for the American Biographical Institute Inc. for 1999. 13. Founder Member of the Asian Agri-History Foundation in 1994. 14. Advisor of two U.G. Students of College of Forestry and Hill Agriculture, Hill Campus, Ranichauri. 15. Member of International Institute of Education and Development (IIED), London 16. Officer In charge of Publicity and Public Relations w.e.f. 1995-1998. 17. Principal Investigator of Cooperating Centre, Hill Campus, Ranichauri, Tehri Garhwal (Uttaranchal). Membership of professional societies- 1.Member of Watershed Network, Kathmandu, Nepal 2. Founder Member of Asian Agri-Hisotry Foundation, Hydrabad 3. Member of International Institute of Education and Development, London
  18. 18. 4. Member of Moutain Forum, FAO, 1997 to 1999. 5. Member of Society of Extension Education of India 6. Member of Society of Tree Scientists of India. TRAININGS / SUMMER / WINTER SCHOOLS OBTAINED: S.No. Name of the course Organizing University/Institute Duration Name of Sponsoring Agency 1. Workshop on ‘Production of Educational Video Materials’ NAARM, Hydrabad Nov. 14-26, 1994 GBPUA&T, Pantnagar 2. National Agro-Meteorology workshop GBPUA&T, Hill Campus, Ranichauri June 12-14, 1995 ICAR 3. Core team scientists in ‘Technology Assessment and Refinement Methodology’ IVRI, Bareilly Sept. 19-30, 1995 ICAR 4. Workshop on ‘Hill Farming System’ SHERPA Oct. 5-8, 1995 SHERPA 5. Workshop on ‘Under Utilized Crops crops’ GBPUA&T, Hill Campus, Ranichauri April 27-28, 1998 ICAR 6. Summer school on ‘Communication through Farm Literature’ MPKVP Rahuri, Maharastra July 9-Aug.7, 1998 ICAR 7. International Mountain Meet Govt. PG College Rishikesh Oct. 4-7, 1998 UGC & DST 8. Workshop on ‘Role of Institution for the Development of Uttaranchal’ Wadia Institute, Dehradun Oct. 25-26, 1998 ATI Nainital 9. IVLP Site Committee Meeting GBPUA&T, Pantnagar Dec. 7, 1998 ICAR 10. Winter school on ‘Production of Instructional Material for Teaching’ AAREM, Hissar Dec.21, 1998- Jan 17, 1999 ICAR 11. Workshop on ‘Herbal plants’ VNSS, Muniki Reti Rishikesh May 15, 1999 DST & HESCO Dehra Dun 12. Summer school on ‘Media GBPUA&T, Pantnagar June 10-30, ICAR
  19. 19. Production Skills for Development Support communication’ 1999 13. Workshop on ‘Enterprise Development through Medicinal and Aromatic Plants’ GBPUA&T, Hill Campus, Ranichauri Dec. 20-21, 2000 NABARD 14. Short course on ‘Design and Development of Video based Training Modules’ GBPUA&T, Pantnagar Jan 1-10, 2001 ICAR 15. Workshop of KVK’s for the Development of Eastern India Khadi Gram Jamui (Bihar) March 24-25, 2001 ICAR 16. Workshop on ‘Review of KVKs Mandate’ GBPUA&T, Hill Campus, Ranichauri June 7-9, 2001 ICAR 17. Workshop on ’Collection, Documentation and Validation of ITK VPKS Almora April 22-23, 2002 ICAR 18. Workshop on ITK validation VPKS Almora July 1-2, 2002 ICAR 19. Workshop on Horticulture Mini Mission V P K A S Almora Oct 4-6, 2004 ICAR 20. Training on Reform in Agricultural Extension (ATMA) SWCR&TI Dehradun March 20-25, 2005 NAREM, Hydrabad 21. Training on Farmers Led Extension MANAGE, Hyderabad July 14-16, 2008 SAMETI- Uttarakhand 22. Workshop on Appropriate technologies for hills GBPant Univ. Pantnagar Oct. 16-18, 2008 TIQIP 23. Workshop on Community Radio for Agriculture Ministry of Agri. & Cooperation Jan.15-16, 2009 SAMETI- Uttarakhand 24. Training on Use of ICT in Project Monit. And Evaluat. MANAGE, Hyderabad March 23-27, 2009 SAMETI Uttarakhand 25. Workshop on Strengthening Cap.Buil. for Decen.Wat.Mgt Direct. of Water.Mgt.DDun April 28-29, 2009 SAMETI- Uttarakhand 26. Facilitator Development Workshop MANAGE, Hyderabad Jan30-Feb8, 2010 SAMETI- Uttarakhand
  20. 20. 27. International Conference on COOLING The EARTH GBPant Univ. Pantnagar Nov 15- 17, 2010 SAMETI- Uttarakhand TRAININGS IMPARTED: S. No Course/Title of the training Participants Organized by Place Duration 1. Village Survey through PRA for Implementation of Drip Irrigation Project Distt. Development Officers of Horticulture and minor irrigation DRDA Tehri, Govt. of U.P. GBPUA&T, Hill Campus, Ranichauri July 23- 25, 1996 2. Agro Eco- System Analysis through PRA KVK Senior Scientists of Western U.P. ICAR GBPUA&T, Pantnagar Oct.22- 31, 1996 3. Status and Assessment of Needs of Rural Women in Uttaranchal through PRA Executives of NGOs National Women Commission, New Delhi GBPUA&T, Hill Campus, Ranichauri June 16- 21, 1997 4. Planning and Implementation of Waste land Development Programme through PRA Development Officers/Staff of Soil Conservation of U.P. Deptt. of Agriculture & Soil Conservation GBPUA&T, Hill Campus, Ranichauri May 28– June 10, 1998 5. Capacity Building of Mahila Samakhya Farmers group of different bloks of Tehri Distt. UNDP/SAMI Rahmankhera U.P. GBPUA&T, Hill Campus Ranichauri June 24- 26, 2001 6. Capacity Building of Mahila Samakhya Farmers group of different bloks of Tehri Distt. UNDP/SAMI Rahmankhera U.P. GBPUA&T, Hill Campus Ranichauri July 20- 22, 2001 7. Capacity Building of Watershed Development Committee Elected Member of the Committee SoilConservati- on Deptt. of Uttaranchal GBPUA&T, HillCampus, Ranichauri Sept. 20- 22, 2001 8. Capacity Building of Mahila Samakhya Farmers group of different blocks of Tehri Garhwa;l UNDP/ SAMI,. Rahamankhera, U.P. GBPUA&T, Hill Campus, Ranichauri Dec. 17-19, 2002.
  21. 21. 9. Micro-Farming Situation Analysis through PRA Scientists of KVKs of U.P. and Uttaranchal ICAR GBPUA&T, Hill Campus, Ranichauri June 13- 17, 2002 10 . Capacity Building of Mahila Samakhya Farmers group of different blocks of Tehri Garhwa;l UNDP/ SAMI,. Rahamankhera, U.P. GBPUA&T, Hill Campus, Ranichauri June 20-22, 2002. 11 . Capacity Building of Mahila Samakhya Farmers group of different blocks of Tehri Garhwa;l UNDP/ SAMI,. Rahamankhera, U.P. GBPUA&T, Hill Campus, Ranichauri June 24-26, 2002. 12 . Capacity Building of Mahila Samakhya Farmers group of different blocks of Tehri Garhwa;l UNDP/ SAMI,. Rahamankhera, U.P. GBPUA&T, Hill Campus, Ranichauri June28-30, 2002. 13 . Capacity Building of Mahila Samakhya Farmers group of different blocks of Tehri Garhwa;l UNDP/ SAMI,. Rahamankhera, U.P. GBPUA&T, Hill Campus, Ranichauri July 10- 12, 2002. 14 Organic Farming Block Development Officers of Distt. Chamoli and Rudra prayag State Government of Utteranchal GBPUA&T, Hill Campus, Ranichauri April 8- 10,2003 ( Rajesh Pratap Singh)