Prepared by: Suraj Poudel MSc. Agronomy Agriculture and Forestry University

1. Term Paper 1: School education on local innovations and indigenous knowledge
Term Paper 2: Role of agricultural students in conservation and promotion of
indigenous knowledge and local innovations
PRESENTER
Suraj Poudel
M. Sc. Ag 3rd Semester
Roll no. AGR-01M-2022
Department of Agronomy
Agriculture and Forestry University
Rampur, Chitwan

2. Indigenous knowledge (IK)
• Generally, IK is understood as local or
traditional knowledge that indigenous people
have brought down with them from earlier
times.
• IK is, broadly speaking, the knowledge used by
local people to make a living in a particular
environment (Warren 1991).
• Indigenous knowledge systems often emphasize
harmony with nature, community cohesion, and
resilience in facing environmental challenges.
IK
Fosters
cultural
preservation,
respect for
diversity
Empowerment
of indigenous
communities
Contributing
to social
equity
Environmental
sustainability

3. Integration of Indigenous Knowledge in School Curricula
 School education is not merely about imparting knowledge; it also plays a pivotal role in shaping societies by
fostering innovation and preserving indigenous wisdom.
Integration of IK in School
Curricula
Curriculum
development:
collaborate closely with indigenous
communities, elders, and experts
curriculum that seamlessly weaves IK into
existing subjects
interconnectedness of traditional wisdom with
modern learning.
Empowering Teachers
for IK Education:
Well-equipped teachers
Teacher training programs
familiarity with local IK systems
Student Engagement and
Active Participation:
encourage students to engage through hands-
on projects, fieldworks, Vitte Patro preparation
Documentation of old traditions, traditional
practices, and local IK.

4. The Significance of Indigenous Knowledge in Agriculture:
Practices related to crop
cultivation, animal
husbandry, soil management,
and pest control.
Results in sustainable
farming methods that
conserve resources and
maintain biodiversity.
Modern challenges like
climate change and food
security can be faced.

5. Agricultural Students as Agents of Change
• Uniquely positioned to contribute to the conservation and promotion
of indigenous knowledge and local innovations.
• Equipped with the skills and knowledge needed to understand, and
integrate indigenous practices into modern agricultural systems.
• Can actively engage with local communities, conducting research
projects that document and validate indigenous knowledge.

6. Digital Technologies for IK preservation:
• Documentation serves as a repository for future generations, researchers, and
the wider community, safeguarding the heritage of indigenous cultures.
• It provides tangible resources for teaching and learning too.
• Schools can utilize digital platforms to create databases, multimedia archives,
and websites dedicated to indigenous knowledge.
• These platforms facilitate easy access and sharing of information while ensuring
the longevity of the documentation (Nakashima et al., 2012).
• Digital archives also offer opportunities for collaboration between schools,
indigenous communities, and researchers.

7. Challenges:
• Resistance to change
• Lack of Resources
• Cultural Sensitivity
• Diverse Indigenous Knowledge
Systems
• Policy and Regulatory Barriers
Way Forward:
• Community Involvement
• Teacher Training programs
• Curriculum Development
• Resource Allocation
• Digital Technologies
• Policy Advocacy
• Interdisciplinary Approaches
• Monitoring and Evaluation
Opportunities:
• Foster a deeper understanding of
local ecosystems and cultures.
• Empowers indigenous students by
validating their heritage.
• Provides non-indigenous students
with a broader perspective on their
surroundings.
• Promotes intercultural awareness.

8. Some photos related to Indigenous knowledge practices
Photo 1: Students preparing ‘vitte Patro’ Photo 2: Students involved in organic tomato production

9. Photo 3: Oyster mushroom cultivation in
noodles box
Photo 4: Oyster mushroom
cultivation in bamboo basket (doko)

10. Photo 5: Chair preparation using bamboo sticks and animal hides.

11. References
• Warren, D. (1991). Using Indigenous Knowledge for Agricultural
Development. World Bank Discussion Paper 127. Washington, D.C.
• Nakashima, D., Galloway McLean, K., Thulstrup, H. D., Ramos Castillo,
A., Rubis, J. T., & OfeiManu, P. (2012). Weathering Uncertainty:
Traditional Knowledge for Climate Change Assessment and
Adaptation. UNESCO

12. The end!!!