LinKS project - FAO

Sensitisation workshop on agro-biodiversity, gender and local knowledge

Morogo ro , 5 and 6 Ap r i l 2004

LinKS project gender, biodiversity and local knowledge systems for food security

Biodiversity• Gender• Knowledge

May 2004

Report nr 21

Training workshop for the LinKS project, Morogoro, Tanzania, 5 to 6 April 2004

Report of a

Sensitisation workshop on agro-biodiversity, gender and

local knowledge

Morogoro, 5 and 6 April 2004

Compiled by Barbara Adolph

Natural Resources Institute, Chatham, UK

14 April 2004

Sensitisation workshop for the LinKS project, Morogoro, Tanzania, 5 and 6 April 2004

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Acronyms

LinKs FAO project on “Gender, biodiversity and local knowledge systems for

food security” NRI Natural Resources Institute, Chatham, UK PRA Participatory Rural Appraisal SL Sustainable livelihoods

Table of contents

Table of contents ................................................................................................3 Table of figures, tables and annexes...................................................................3

Session objectives and outputs....................................................................................6 Day one – Concepts and Sustainable Livelihoods framework..................................6

Overall learning objectives and plan for the day................................................6 Session 1 - Introduction......................................................................................6 Session 2 – LinKS concepts ...............................................................................7 Session 3 – Introducing and applying the SL framework ................................11

Day two – Vulnerability, PIPs, and application of LinKS concepts in participants’ work 19 Overall learning objectives and plan for the day..............................................19 Session 4 – Vulnerability context.....................................................................19 Session 5 – Policies, institutions and processes ...............................................21 Session 6 The way forward ..........................................................................24

Table of figures, tables and annexes Table 1 Programme of the sensitisation workshop.....................................................5 Figure 1 The sustainable rural livelihoods and its relationship to agro-biodiversity,

gender and local knowledge (LinKS project Sensitisation workshop, Morogoro, 5 and 6 April 2004)....................................................................13

Annex 1 Further resources..........................................................................................28


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Summary LinKS is a participatory project, funded by FAO, and focusing on the linkages between gender, agricultural biodiversity and local knowledge. The second phase of the LinKS project was launched in April 2002. During phase I of the project more than 250 people were trained in training workshops on gender, local knowledge, and biodiversity and skills enhancement in gender analysis and participatory methods in Tanzania, Zimbabwe, and Mozambique. The objectives of this sensitisation workshop were:

� Sensitise leading researchers, lecturers, trainers and other development workers on the LinKS concepts

� Provide them with a conceptual framework to explore the linkages between Agro-biodiversity, Gender and Local Knowledge systems for Food Security

� Provide the opportunity to interact with LinKS partners from Swaziland, Mozambique and Tanzania

Participants were drawn from the partner organisation of LinKS in Tanzania: Sokoine University of Agriculture, the Ministries of Agriculture and Livestock Development, and the Tanzania Food and Nutrition Centre.


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Table 1 Programme of the sensitisation workshop

Day 1 – Monday, 4 April 2004

9.00 – 10.15 Introduction session (session 1) of participants and trainers Objectives of the workshop Workshop programme Introduction to LinKS project and food security focus

10.15 – 10.45 Tea break

10.45 – 13.00 Session 2 on LinKS concepts: • Narrative: Explanation of Mali case study • Plenary: Group formation • Read case study • Group work with guiding questions, produce presentation • Feedback to plenary

13.00 – 14.00 Lunch break

14.00 – 15.00 Session 3: Introduction to SL framework • Brainstorming on “Livelihoods” and “sustainability” • PowerPoint presentation on SL framework • Follow up with participants’ examples on paper

15.00 – 17.00 Group work on Mali case study and feedback to plenary Day 2 – Tuesday, 6 April 2004

8.30 – 9.15 Recap of vulnerability context LinKS videos

9.15 – 10.15 Session 4: Group work on vulnerability context - Shocks - Trends - Seasonality

10.15 – 10.45 Tea break

10.45 – 11.30 Feedback to plenary

11.30 – 12.30 Session 5: Plenary session on PIPs (Policies, Institutions and processes)

12.30 – 13.00 Presentation on PIPs concepts and linkages

13.00 – 14.00 Lunch break

14.00 – 15.00 Session 6: Relation of LinKS concept to participants’ work

15.00 – 16.00 Closing and evaluation


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Session objectives and outputs The following chapter contains, in chronological order, a summary of the various sessions of the workshop, including all materials used and outputs produced during group work. Presentations and handouts used are included in separate files (PowerPoint presentations). Outputs produced during group work are included unedited in order to preserve their authenticity and to reflect participants’ learning.

Day one – Concepts and Sustainable Livelihoods framework

Overall learning objectives and plan for the day • Trainers understand participants' background and experiences • Participants and trainer agree on objectives and programme of the workshop • Participants explore the LinKS concepts and their different components, using the

Mali case study • Participants understand the Sustainable Livelihoods Framework and how it can be

applied to LinKS concepts

Session 1 - Introduction

Material used • Name tags for participants • Hand-outs of workshop programme • Flip charts and stand, marker pens • Overheads / ppt presentation and handouts on LinKS

Outputs

Introductions • Hilda made a brief welcoming remark and introduction to the LinKS project • Participants introduce themselves, saying

o Their names and what they want to be called o What organisation they come from o What they do in their work that relates to the LinKS concepts:

1. Agro-biodiversity 2. Gender 3. Local Knowledge


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Programme and objectives The workshop programme was presented and accepted by participants (see Table 1) The objectives of the workshop were presented and agreed:

� Sensitise leading researchers, lecturers, trainers and other development workers on the LinKS concepts

� Provide them with a conceptual framework to explore the linkages between Agro-biodiversity, Gender and Local Knowledge systems for Food Security

� Provide the opportunity to interact with LinKS partners from Swaziland, Mozambique and Tanzania

LinKS introduction Hilda Missano gave an introduction to the LinKS project and to food security. Result of brainstorming on food security:

• Access • Availability • Time • Number of people • Nutritional status • Safety • Quantity • Enough for health and active life • Household level • Quality • Variability • Individual level

Session 2 – LinKS concepts

Material used • Handout of Mali case study • Flip charts and stand, marker pens

Outputs

Introduction to group work on Mali case study: • Explained group work purpose • Explained Mali case study • Group formation


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Guiding questions: Group task on agro-biodiversity

1. What do you understand by this term? 2. What are its key components? 3. How has it changed over time (refer to the case study)?

Group task on Gender:

1. What do you understand by gender? 2. What factors influence gender relations? 3. How have gender relations changed over time (refer to the case study)?

Group task on Local/indigenous knowledge:

1. What do you understand by local knowledge? 2. What are its key components? 3. How has it changed over time (refer to the case study)?

Group feedback: Group 1: Agro-biodiversity

Includes different crops/animals varieties and management options for livelihood. The concept is dynamic and can be understood from the following:-

1. Biodiversity - Genetic diversity

- Species diversity - Ecological diversity

AGROBIODIVERSITY agricultural biodiversity Animal/livestock & crops Domestic/wild i.e. - crops diversity - varieties diversity - management diversity - choice of crops/varieties - management practices


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Local Knowledge CHANGES OVER TIME

1. Domestication of wild plants animals 2. Maintenance of diversity through intercropping 3. Clear land-use and cropping pattern 4. Introduction of exotic crops/varieties 5. Development of middle class – Bias on exotic crops and feeding habits.

- Established market gardening - Reduced Diversity - Loss of local knowledge - Dependence on external inputs - Loss of Ecological Diversity

MEMBERS 1. Mbwambo, J.S. 2. Thandie Lupupa 3. Marton Muhana 4. Kayunze, Kim 5. Bushoke, Chrysanth 6. Walbert Mgeni

***********************

Group 2: Gender (1) What we understand by gender: General definition: Gender is a process which defined social relationships between men and women in the society. (2) Factors that influence gender relationships • Culture • Religion • Beliefs • Traditions • Economy • Knowledge/education • Institutions • Peer influence (3) Changes in gender relationships with examples from the Mali case study � Changes in the land ownership with time . lowland never belonged to particular group but women used to cultivate it. . the upland was owned by men where they cultivate the staples. � Women were cultivating vegetables for home consumption. � After horticulture commercialization women lost access to lowlands � Women moved into production of commercial vegetables.


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� Men changed from their main responsibilities of producing staples to commercial gardening.

� Men dominated the commercial gardening. CONCLUSION � The role of women in assuring food security was diminished due to

commercialization of vegetables. � Women lost access to lowlands for home gardening � Decline of nutritive value of food at household level. MEMBERS: 1. Justin K. Urassa 2. Loisulie Saiguran 3. B. Jeje 4. M.N. Shaghude 5. J.M. Kasiga

***********************

Group 3: Local / indigenous knowledge - Knowledge that people have developed over time. - Key components:

a. People b. Environment c. Time/experience d. Dynamic e. Practices

- Change over time (i) Traditional change

- lineage breakdown (ii) Social change – defined roles gender wise e.g. men grains, women sauces (iii) Economic change

- gardening – home consumption now commercial - introduction of exotic vegetables

(iv) Environmental change - loss of traditional spp

- use of chemicals – fertilizer, pest - Outbreak of new pests and diseases. Members

1. Joel – Chairperson 2. Katani 3. Banzi 4. Michael 5. Lutgard – Secretary 6. Annae - Facilitator


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Summary of session 1. Participants found it easy to come up with definitions and components of the three

concepts 2. However, the manual included elements that were not mentioned by the groups –

they emerged during discussions between the trainer and the participants

Session 3 – Introducing and applying the SL framework

Material used 3. PowerPoint presentation: “Module 2 SL framework long version.ppt” 4. Alternatively or additionally: Build up the SL framework on paper (need large paper

sheets on the wall to draw on) 5. Flipcharts, stand, marker pens, tape

Outputs

Brainstorming on the term / concept “livelihood” (Eduardo): • Requirement for a person in order to live • How people manage their day-to-day living • Income generating activities and resources • Institutions, norms, etc. • Capabilities • Means for existence

“The capabilities, assets and activities required for a means of living”

Result of brainstorming on sustainability: • Manage life now and in the future • Able to overcome difficulties / obstacles

“A livelihood is sustainable when it can cope with and recover from stresses and shocks and maintain or enhance its capabilities and assets both now and in the future, while not undermining the natural resource base”


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Interactive presentation on SL framework See PowerPoint presentation for details. The facilitators drew the SL framework on charts, with participants contributing to the components. See the outcome in Figure 1 – the red and green parts emerged from the brainstorming. After the framework had been explained, participants applied it to three different groups of households in the Mali case studies: Those without market gardens, those where the men have the market gardens, and those where the women have market gardens.


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Figure 1 The sustainable rural livelihoods and its relationship to agro-biodiversity, gender and local knowledge (LinKS project Sensitisation workshop, Morogoro, 5 and 6 April 2004)

Source: Adapted from Carnay, D., ed. (1998) Sustainable Rural Livelihoods - What contributions can we make? Papers presented at the Department for International Development's Natural Resources Advisors' Conference, July 1998. London: DFID

Key to colours: • LinKS key concepts • Issues related to agro-biodiversity and food security brought up by participants during session

PIPs can influence / mitigate the impact of shocks and

trends (e.g. food relief)

Vulnerability context Shocks: � Floods � Forest fires � Drought � War � Pests and diseases Trends: � Eating pattern � Climatic changes (e.g.

growing tropical plants in SE England because of global warning)

� Desertification (can lead to plants disappearing)

� Soil fertility changes � Price fluctuations � Pests and diseases

(e.g. locust outbreak) Seasonality: � Pests and diseases � Price fluctuations

(high after harvest,

Livelihood outcomes (what people want to

achieve)

� Food security � Better nutriction � More knowledge e.g.

by trying out new technologies and learning what works and what doesn’t

� Reduced vulnerability (e.g. by having seeds of a wide range of varieties to reduce risk, or by harvesting enough grain to have a full store in order to cope with future shocks, e.g. droughts)

Livelihood strategies (examples)

(how people use assets) � Intercropping and

mixed cropping � Growing traditional

varieties alongside modern ones for risk management

� Migration � Diversification � Etc.

PIPs (policies, institutions, processes)

Policies � Conservation

policies – from control to community participation

� Subsidies on farm inputs

� Free market system � Globalisation Institutions � NGOs, churches

and mosques train people on conservation issues

� Traditional healers and tribal leaders protect environment

Processes � Law and culture

(e.g. gender roles) � Festivals and rituals

Influence access to capital

assets

Social: Community

collaboration, community

cohesion

Financial: Lack of financial resources can force people to use strategies that destroy biodiversity

Natural: Agro-

biodiversity

Physical: Seeds, livestock, tools, farm implements

Capital assets

Human: Skills, experiences, technology, local knowledge

Influence how people use capital assets

Livelihood outcomes determine asset base in the

future


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GROUP 1: APPLICATION OF THE SL FRAMEWORK TO THE 3 WOMEN GARDEN LEADERS The Pentagon of Capital Assets 1. HUMAN CAPITAL ASSETS

� The 3 women themselves are human resources � They have strength, knowledge and skills of gardening � But, unlike men garden leaders who are helped by younger men, wives,

daughters and sons, women garden leaders are not helped. 2. SOCIAL CAPITAL

� The women have weak social capital � Their production is no longer managed by their lineage heads. � Get no assistance (labour force). � Have no group members.

3. NATURAL RESOURCES

� Land and soils (but marginal) � Streams from which they get irrigation water.

4. PHYSICAL RESOURCES

� Crop of different varieties � But no fruits on their plots � But have poor access to improved seeds and fertilizers � Unable to purchase or chard stock.

5. FINANCIAL RESOURCES

� Have low cash capital unable to buy improved seeds and fertilizers. VULNERABILITY 1. Shocks: - Their plots not fenced

- Theft - Wild animals - Streams may dry up

2. Trends: - Lack of family members’ support after retiring.

- Producing only vegetables 3 Seasonality: - Get seasonal incomes from vegetables, but nothing from fruit

all year around Policy issues:

• No gender-sensitive land policy, need to change Institutions

• No NGOs or CBOs helping women to form groups and increase access • Norms: Very patriarchal, contributes to marginalising women


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Strategies:

• Women go to bushes for cultivation • Open up new areas for char coal • Don’t produce exotic species, but is also good, because it helps to preserve

local knowledge Outcomes:

• Helps to maintain traditional plant resources • Get some income (but not a lot) – still helps to secure sauce items for hh meals • Bad impact: Overexploitation of bush resources • Contributes to environmental degrations

************************

GROUP 2 APPLICATION OF THE SL FRAMEWORK TO THE 19 MEN GARDEN LEADERS CAPITAL ASSETS

- Income - Land - Fruit trees - Fences - Fertilizers - Manure - Houses - Farm implements - Seeds & Seedlings

- Knowledge & Skills - Labour

- Famility cooperation - Clan leadership - Trust

- Stream - Land - Agro-biodiversity - Rain


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VULNERABILITY CONTEXT (1) Shocks

- Drought - Pests and diseases - Price

(2) Trends

- Changes in eating preferences - Decline in soil fertility - Disappearing of traditional varieties - Increased demand for exotic varieties - Market expansion

(3) Seasonality

- pests - price - variety of products

P I P s (1) Policies

- Nutritional campaigns - Free market/globalisation

(2) Institutions

Traditional leadership (3) Processes

- Pat linear land ownership - Gender stratification

LIVELIHOOD STRATEGIES � Inter cropping and mixed cropping � Growing modern/exotic horticultural varieties � Shifting from upland to lowland � Intensification of horticultural activities in the lowlands LIVELIHOOD OUTCOMES � Food insecurity � In-balance in income distribution � Deterioration of nutritional status � Decline in local plant diversity � Decline in overall environmental stability

*******************************


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GROUP 3: HOUSEHOLDS WITHOUT GARDENS Vulnerability context � Shocks

- draught (they depend on rain water) - Forest fire/bush fire

� Trends

- Land degradation (Loss of soil fertility) - Desertification - Economic stagnation

� Seasonality

During dry season when they can’t do gardening in the lowlands, they use bush based plant resources for food and income generation. CAPITAL ASSETS � Human capital

- Local knowledge (traditional vegetables & fruits) - Experience (env. Type of agriculture)

� Natural capital - Land - Agro-biodiversity

� Physical capital - Houses - Farm implements - Local seeds

� Financial capital - Inadequate

� Social capital - They are collaborating

PIPs (Policies, Institutions, Processes) Policies - free access to land

- forest exploitation - no land tenure

Processes - females are food collectors and charcoal production Livelihood strategies: charcoal - Diversification tooth brushes shea nut butter - Shift to upland - Food collection from forestry


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Livelihood outcomes - Food security - Better life

Summary of session 6. Participants used the SL framework confidently. This was followed by a

discussion on reasons for differences between households – e.g. why certain households might have been unable to acquire a garden, etc.


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Day two – Vulnerability, PIPs, and application of LinKS concepts in participants’ work

Overall learning objectives and plan for the day • Participants are able to identify shocks, trends and seasonality issues and how they

affect agro-biodiversity • Participants can identify policies, institutions and processes that affect agro-

biodiversity • Participants reflect on how LinKS concepts can be applied in their own research

and development work

Session 4 – Vulnerability context

Material used 7. LinKS videos 8. Flipcharts, stand, marker pens, tape After a brief introductory session, participants watched the two LinKS videos. They were asked to pay attention to shocks, trends and seasonality in the videos and discuss these in three groups.

Outputs Shocks – group 1

• Drought => water problems => women have to go far to get water • => to shift in varieties that are resistance to drought • Disease => • Ignorance of local knowledge • Use of exotic varieties, but people not used to taste

Trends – group 2 (1) Increase in population (2) Increase in food demand (3) Adaptation to the environment by animals (4) People are adapted to the environment (5) Introduction of the exotic breeds and cross breeds (6) Introduction of new plant varieties and cross breeds (7) Exploitation of the local knowledge (8) Increase in the appreciation of the local knowledge in animal and plant

husbandry


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(9) Extinction of local breeds (10) Loss of Agro-biodiversity (11) Increase in commercial animal and crop production (12) Increase on research on local breeds and crops (13) Increase in savings (14) Increase on price (15) Increase on the value of local animals (donkeys) (16) Increase in use of animal traction (17) Increase in protection and development of local breeds for the future (18) Passing knowledge from older generation to younger generation. Seasonality – group 3 Example: Livestock production in Maasai community Rainy season: � Plenty pasture and water � Vectors and vector borne diseases – treated locally � Animal health � Price of animals � Milk and meat � Food security Men – less work load - grazing - water Women – increased work load - milking

- searching for firewood Men and Women - increased work load – farming - building houses - Agrobiodiversity - improved - Local Knowledge - old train the young Dry season � Pasture and water � Animal health - abortions

- parasites � Price of animals � Milk and meat � Food insecurity Donkeys - H2O – sick animals and calves Men: � work load – migration - H2O + pasture (adults) Women: Temporary heads of households � work loads - fetch water - fire wood - food (market)


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Agro-biodiversity: � Death of animals � Drying of plants before maturity � Bare soil – loss of micro-organisms � Soil erosion - wing

- first splash reduced soil fertility IK – diversification: - diff. spp - sheep - tail - goats - donkeys - camels Coping strategy – purchase extra animals from markets - �genetic pot. *Mpwapwa

Session 5 – Policies, institutions and processes

Material used 9. Flipcharts, stand, marker pens, tape, post-it notes 10. PowerPoint presentation After a brief introductory session, the facilitator (Hilda) asked participants to brainstorm in groups of 3 participants about policies, institutions and processes that affect agro-biodiversity, gender and local knowledge. Participants were encouraged to use the information from the videos, but also to draw on their own experiences. This was followed by a ppt presentation on PIPs and discussions.

Outputs Policies:

• Conservation policies (can be local, national or international) o Government laws restricting hunting of animal spp o Conservation of medicinal plants o Conservation of local germ plasm o Conservation: Enrich agro-biodiversity, improve soil fertility o Government law restricting bush fires o Government laws restricting uncontrolled fishing and dynamite fishing o Government banning logging of rare species of hard wood, e.g.

camphor o Environmental law / policy


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• Global / international o International conventions o Kyoto protocol o CBC o Geneva convention (SD & SC) o Marine conventions o CITES (prohibits trade of life wild animals) o Beijing o Intellectual property rights o Rights of women and children o GMOs o International court of appeal

• National policies o Central government law o Tax laws o Laws and regulations on forests, land, drugs and food safety o Land law o Biotechnology law o Environmental law o Lack of subsidies leads to low production, so large area needs to be

used for production, which affects biodiversity o National cost-sharing scheme o Population control o Sectoral policies for agriculture, forestry, wild life, gender, youth, food

and nutrition, land o Natural resources policy o Mining policy o Gender policy o National land reform law o Property rights policy

Institutions

• International institutions o Agro-biodiversity: FAO / LinKS, UNDP. UNEP, Frankfurt zoological

society o International organisations: FAO, IFAD, DFID, UNICEF o UN: FAO, WFP, UNESCO, WAPO, WTO, UNEP o UNEP

• National institutions

o National extension services o National government (ministries and departments o NEMC, JET, SUA, IRA (USDM), College of International Wildlife

Management o Ministry of Natural Resources and Tourism, MWIKA, MBEGAN,

OLMOTONY o Ministry of Agriculture and food security o NEMC


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• Local government o Local governments => households o Local government by-laws o Local government (cities, districts, villages)

• CBOs / NGOs

o CBOs o NGOs

• Research and education institutions

o Universities, NGOs (e.g. TAMWA, LEAT), LinKS o Universities and other higher learning institutions o Research institutions

• Traditional institutions

o Traditional healers o Traditional birth attendants o Elders pass local knowledge to young on traditional healers o Traditional leaders o Communities, ethnic groups, families, religious institutions o Religion o Household members

Processes

• Globalisation o Globalisation (three times) o SAP (WB) o Globalisation leads to loss of indigenous crop varieties o Free market leads to logging and wildlife loss o Genebanks (impact on crops and livestock)

• Culture, rituals and customs

o Customs and beliefs o Gender roles o Traditions and culture o Festivals and rituals o Traditional law o Rituals o Norms (e.g. related to plants, livestock, fish)

• (Technological) changes and other processes

o Household preservation of indigenous seeds o Food security improvement o Improvement in nutritional status o Genetic improvement of both crops and livestock o Improvement in water supply systems

Presentation on PIPs (if you are interested in obtaining this presentation, please contact [email protected]).


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Session 6 The way forward

Material used 11. Flipcharts, stand, marker pens, tape Participants were asked to work in three groups and answer questions related to the application of the LinKS concepts in their work: Group work in three groups:

(1) Sokoine University of Agriculture (2) Ministries of Agriculture and Livestock development (3) Tanzanian Food and Nutrition Centre

Three questions for each group:

(1) How do you think the LinKS concepts fit in with your current work? (2) How do you plan to incorporate them (give specific examples, if possible) (3) What external support would you require to do that (e.g. technical

backstopping, capacity building)

Outputs

Group 1: Sokoine University of Agriculture QUESTION 1 &2

� Teaching/Extension - Crops - Animals - Forestry - Human Ecology

� Integrated

Ecosystem Management

� Research Extension

Teaching Extension Farmer Research Managed Research Consultancy

- Agriculture - Forestry NC Local - Aquiculture knowledge - Rural dev.

� Gender issues in ALL - Teaching - Research - Consultancy - Student enrolment

� Fully flagged Course on gender

Food Security


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Capacity Building/Backstopping � More student enrolment � Agro-biodiversity as a discipline for capacity building

- As single discipline - Lecturers PhD - Short courses

• Post Graduate Diplomas Addition / discussion

• Has gender policy • Lecturers were sensitised of mainstreaming all this • Training going on • MSc Management of natural resources. • Perhaps LinKS concepts will become a university course • Concepts are already incorporated into courses – only challenge to bring it all

together

********************* Group 2: MINISTRY GROUP: (MAFS & MWLD) MAFS Duties and Responsibilities:

1. Production 2. Research FS & 3. Training LIVE 4. Extension

- BEGINS WITH DEMANDS

- PRA - Uncovers:

- Gender Sensitive - Requirements

Explore – ITK & Agr. Biodiversity - Training Modules

2. . Formerly the Approach was topdown –

. Currently – Approach Bottom-up considering needs: example

(i) Thermostable I2 VAC for local chicken that are owned mainly by women.

(ii) Cassava grating machine for women (iii) Established Genebank for seed storage. (iv) Formation FRGs (v) Animal Genetic Res. conservation


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3. Technical support

- Capacity Building - Resources: Financial, Physical & Human - Networking within and outside Tanzania

� ADRI - Ethnoveterinary section � How do you attend to the RISK of sharing? � Sensization � Awareness � Patriotism

Discussion after presentation

• ADRI (Animal Disease Research Institute) works on ethno-veterinary practices, hand in hand with local communities

• How about control over shared knowledge? Nothing much can be done about this.

• Need to raise awareness among rural communities about the risk of sharing knowledge

• Problem of foreigners entering the country on tourist visa and doing research without permits and without collaboration with national organisations

• Local people might even give information to foreigners more readily than to local researchers, especially if they offer money or food

• But it is not always like that – many local people are still happy to share their knowledge and collaborate with national researchers

• Foreign researchers are meant to be accompanied by a local person, but they might not always take their duty seriously

• => Need to generate awareness at all levels

*************************


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Group 3: TFNC GROUP

Formal/informal institutions EXTERNAL SUPPORT � Gender policy analysis in relation to nutrition (capacity building) � Research support in documenting local knowledge in – Food Processing, Storage

and Preservation. � Advocacy and Promotion of useful Local Knowledge in food and nutrition

security. Addition / discussion

• Why malnutrition? Does it include people over-eating?

Bad nutrition / malnutrition

Diseases

Inadequate food intake

Resources Economy Policies

Inadequate essential services

Inadequate care of the vulnerable

groups

Food insecurity


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Annex 1 Further resources

Videos: “Sharing the knowledge”. 12 minutes video produced by the LinKS project (FAO 2001). Highlights some examples of the use of local knowledge, including the use of medicinal plants for human and animal health care, selection and breeding of livestock to suit the local environment, and the development and preservation of local seed varieties. Filmed in Zimbabwe and Tanzania. “Farmers, their animals and the environment”. 16 minutes video produced by UNDP (FAO 2000). Shows the link between the area’s farmers, their animals and the environment. Filmed in Southern Africa (Zimbabwe, Namibia, Tanzania) Some relevant web sites: LinKS http://www.fao.org/sd/LINKS/home/prima.html NRI http://www.nri.org DFID livelihoods: http://www.livelihoods.org DDS India http://www.ddsindia.com/ GTZ http://www.gtz.de/agrobiodiv/pub/pub.htm#6

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LinKS Project

Gender, biodiversity and local knowledge

systems for food security

LinKS project Gender, biodiversity and local knowledge systems for food security Contact details: Gender and Development Service Sustainable Development Department Food and Agriculture Organization of the United Nations Viale delle Terme di Caracalla 00100 Rome, Italy Fax: (+39) 06 570 52004 email: [email protected] website: www.fao.org/sd/links

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