Converging indigenous and western knowledge systems
CONVERGING INDIGENOUS AND WESTERN KNOWLEDGE SYSTEMS:
IMPLECATIONS FOR EXTENSION EDUCATION
*R P SINGH, Ph.D.
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
1. Associate Director Extension, G B Pant University of Agriculture and Technology, Pantnagar (U. S.
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
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
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
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.
o recognising that this code of ethics includes rules and conventions promoting
desirable ecosystem relations, human-animal interactions and even social
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
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
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.
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
AIMS OF THE STUDY
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.
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
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
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.
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.
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.
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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: email@example.com
• 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
G B P U A & T Pantnagar, INDIA 2002 I
Masters in Agricultural Communication
G B P U A & T Pantnagar, INDIA 1994 I
Bachelors of Science in Agriculture and
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.
Organized farmers’ fair, exhibitions, field days for showing model to the line departments of
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.
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
CONFERENCES AND WORKSHOPS ATTENDED
18 Summer/ Winter Schools/Workshops attended
51 Trainings imparted on various topics of Agricultural Extension
Membership in 6 different National/International societies
Father’s Name Sri Rama Nand Singh
Mother’s Name Smt. Yashoda Devi, Housewife
Date of Birth 01st
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)
Project Carried out
S.No. Title of the project Name of the
1 Pilot project on
and Refinement through
Indian Council of
1995-1999 Pilot phase of the project
has been completed and
IInd phase is continuing.
2. Farmers Scientist
1998-1999 A total of 24 programmes
conducted by covering 750
Validation of ITK (Wood
and stone houses)
ICAR, New Delhi
2002-2003 ITK has been validated
from Garhwal of
4. Mass Multiplication of
Citrus sinensis MALTA
20000 plants prepared
through nucelar method in
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
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
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
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,
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
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,
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.
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.
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.
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, et.al, 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, et.al, Pantnagar.2008, P-
v. A booklet entitled ‘Sabji Utpadan Taknik’ is published by SAMETI-Uttarakhand in hindi
written by Dr. J. P. Singh, et.al, 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, et.al, Pantnagar.2008,
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, et.al, 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
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
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
List of project proposal
i. Proposal for Technology Assessment and Refinement through Institution Village Linkage
ii. Proposal for Validation of Indigenous Technology Knowledge on ‘Wood and Stone
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
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,
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
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
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
Duration Name of
1. Workshop on ‘Production of
Educational Video Materials’
NAARM, Hydrabad Nov. 14-26,
2. National Agro-Meteorology
3. Core team scientists in
‘Technology Assessment and
IVRI, Bareilly Sept. 19-30,
4. Workshop on ‘Hill Farming
SHERPA Oct. 5-8, 1995 SHERPA
5. Workshop on ‘Under Utilized
6. Summer school on
‘Communication through Farm
7. International Mountain Meet Govt. PG College
Oct. 4-7, 1998 UGC & DST
8. Workshop on ‘Role of Institution
for the Development of
9. IVLP Site Committee Meeting GBPUA&T, Pantnagar Dec. 7, 1998 ICAR
10. Winter school on ‘Production of
Instructional Material for
AAREM, Hissar Dec.21, 1998-
Jan 17, 1999
11. Workshop on ‘Herbal plants’ VNSS, Muniki Reti
May 15, 1999 DST & HESCO
12. Summer school on ‘Media GBPUA&T, Pantnagar June 10-30, ICAR
Production Skills for
13. Workshop on ‘Enterprise
Development through Medicinal
and Aromatic Plants’
14. Short course on ‘Design and
Development of Video based
GBPUA&T, Pantnagar Jan 1-10, 2001 ICAR
15. Workshop of KVK’s for the
Development of Eastern India
Khadi Gram Jamui
16. Workshop on ‘Review of KVKs
June 7-9, 2001 ICAR
17. Workshop on ’Collection,
Documentation and Validation
VPKS Almora April 22-23,
18. Workshop on ITK validation VPKS Almora July 1-2, 2002 ICAR
19. Workshop on Horticulture Mini
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,
21. Training on Farmers Led
MANAGE, Hyderabad July 14-16,
22. Workshop on Appropriate
technologies for hills
23. Workshop on Community Radio
Ministry of Agri. &
24. Training on Use of ICT in Project
Monit. And Evaluat.
MANAGE, Hyderabad March 23-27,
25. Workshop on Strengthening
Cap.Buil. for Decen.Wat.Mgt
26. Facilitator Development
MANAGE, Hyderabad Jan30-Feb8,
27. International Conference on
COOLING The EARTH
Nov 15- 17,
Course/Title of the
Participants Organized by Place Duration
1. Village Survey through
Implementation of Drip
Govt. of U.P.
2. Agro Eco- System
Analysis through PRA
KVK Senior Scientists
of Western U.P.
3. Status and Assessment
of Needs of Rural
Women in Uttaranchal
Executives of NGOs National Women
4. Planning and
Officers/Staff of Soil
Conservation of U.P.
5. Capacity Building of
Farmers group of
different bloks of
6. Capacity Building of
Farmers group of
different bloks of
7. Capacity Building of
Elected Member of
on Deptt. of
8. Capacity Building of
Farmers group of
different blocks of
Scientists of KVKs of
U.P. and Uttaranchal
ICAR GBPUA&T, Hill
Capacity Building of
Farmers group of
different blocks of
Capacity Building of
Farmers group of
different blocks of
Capacity Building of
Farmers group of
different blocks of
Capacity Building of
Farmers group of
different blocks of
14 Organic Farming Block Development
Officers of Distt.
Chamoli and Rudra
( Rajesh Pratap Singh)