APPLICATION OF INDIGENUOUS KNOWLEDGE TO SUSTAINABLE AGRICULTURAL PRODUCTION IN ENUGU STATE: CONSTRAINTS AND ENHANCEMENT STRATEGIES.

Abstract

This research set out to investigate the extent to which Ik has been used, and can still be used  to  guarantee  sustainable  agricultural  production.  The  research  also  studied  those constraints that militate against sustained  use of the Ik system as well as  strategies  for enhancing  the practices.  A survey research  was employed  for the  study.  Five research questions were developed and answered based on the purpose of the study. Also, five null hypotheses were formulated and tested at the probability of 0.05 level of significance. The population for the study was 3,562, made up of 484  teachers of agricultural science, 38 agricultural extension agents and 3,040 registered crop and livestock farmers in the state. A structured questionnaire was developed, validated by experts and used to collect data from the  240  respondents.  The  research  questions  were  answered  using  mean  and  standard deviation,  while  ANOVA  was  used  to  test  the  hypotheses.  The  findings  of  the  study revealed that almost all the  Ik practices  identified  were used in sustainable  agricultural production. The result of the hypotheses tested showed that a significant difference existed in the mean ratings of the groups of respondents on the Ik practices used in crop / livestock production, soil conservation; constraints to the use of Ik and the enhancement strategies . It  is  therefore  recommended  that  the  general  farming  society  be  provided  with  these knowledge practices. Also, research institutes, teachers of agriculture and extension agents shall be acquainted with, and then requested to work for successful implementation of these IK practices for a sustainable agricultural production.

CHAPTER ONE

INTRODUCTION Background of the Study

Food is one of the basic human needs that require to be continuously provided for man’s  nutritional  satisfaction.  This claim  has  been  affirmed  by numerous  international declarations. The Universal Declaration of Human Rights was adopted by most nations in

1948. Article 25, paragraph 1 of the declaration stated:

Everyone has a right to standard of living adequate for the health and  well-being  of  himself  and  of  his  family,  including  food, clothing, housing and medical care, and necessary social services, and the right to security in the event of unemployment, sickness, disability,  widowhood,  old  age  or  other  lack  of  livelihood  in circumstances beyond his control (Eide and Eide, 1988:133).

Underscored  here are basically, people’s right and access to food, clothing, housing and medical care, among other things. All the basic needs could be obtained if we harness our agricultural systems properly.

According to Adedipe, Okuneye and Ayinde (2004) “The agricultural sector plays an important  role in Nigeria’s  economy,  contributing  37% of Gross Domestic  Product (GDP),  and  employing  65%  of  the  adult  labour”.  Sadly enough,  the  author  said  that agricultural production in the country has since stagnated, partly due to ecological factors such as drought, diseases and reduction in soil fertility. By the mid-90’s, export earnings from agriculture  had declined to less than 5%. Also over  90% of Nigeria’s agricultural output is by small – scale (less than 5ha) resource–poor farmers, who have for centuries sustained national food supply. It is regrettable to note that once an exporter of food to nearby countries, Nigeria now must import food to meet domestic demand.

Nigeria’s major crops include oil palm (which produces palm oil), cocoa,  rubber, and cotton which were once exported but are now sold mostly locally. Also grown in the country are sorghum, millet, maize (corn), yams, and cassava, all of which were formerly used as food for growers but now widely sold for cash. In order to overcome the situation of agricultural  production  stagnation  in Nigeria,  the  Federal Government  embarked  on some laudable  agricultural  programmes  like  Operation  Feed  the Nation (OFN)  (1976), Green Revolution  Programme  (1980),  and  River  Basin Development  Authority (1984), (Omeje,   2001:215).   However,   these   could   not   salvage   our   declining   agricultural

production.  It  follows,  therefore,  that  a  sustainable  agricultural  production  becomes  a necessity.

In this study, therefore, the concept of sustainable agricultural production refers to that system of production which guarantees a long-term steady supply of crops and animal requirements to satisfy the world’s populace. This form of agricultural production is only obtainable when the necessary arrangements have been made. Therefore, it requires the use of a very fertile land, favourable weather and  environmental conditions, adequate labour and requisite knowledge in sustainable agricultural production.

Here, emphasis must be laid on the requisite knowledge in sustainable agriculture.

This is because there are scientific as well as indigenous knowledge systems. The former involves the use of carefully organised system of mechanised agriculture. This comprises the use of sophisticated machines like tractors, harvesters, improved inputs like fertilizers, pesticides  and  herbicides;   information   communication   technologies   (ICTs)   such  as computers, satellite, which help farmers to forecast varying weather conditions, study and determine  the  soil  texture,  soil  fertility  and  so  on.    Indigenous  knowledge  refers  to concepts, ideas, values and beliefs which have been used by the natives over the ages.

Utilisation   of  scientific   knowledge   in  agricultural   production   has   numerous advantages, since it increases productivity and enhances production of improved varieties of crops and animals. However, it has been noted that scientific knowledge system alone cannot  be  sufficient  in  tackling  the  issues  of  sustainable  agriculture,  which  aims  at guaranteeing  food  security  for  this  millennium  and   generations  yet  to  come.  This insufficiency or inadequacy is as a result of many factors. The system is foreign, as such; some  farmers  may not  understand  its  techniques  so  as  to  make  proper  use of it. For example,  pest  and  diseases  are  becoming  more  resistant  to  chemical  treatments,  food production increases through technology packages have not necessarily benefited the very poor,   and  other   technological   advances   have   led   to  pollution   and   environmental degradation. In short, scientific knowledge, by itself, does not sufficiently accommodate all the realities of those affected (Warren, Slikkerveer and Titilola, 1989; Bronkensha, Warren and Werner, 1980).

Gold (2007) stated that scientific agriculture profoundly affects many ecological systems.  According  to  the  author,  negative  effects  of  current  scientific  agricultural practices  could be observed  in the decline  in soil productivity  which can form due to exposure of topsoil by wind and water erosion. The author also noted that there could be loss  of soil organic  matter,  decline  of  water  holding  capacity  and  biological  activity,

stressing that there is salinisation of soils and irrigation water in irrigated farming areas. Desertification due to overgrazing is a growing problem especially in parts of Africa. The author  further  stated  that the therapeutic  use of antibiotics  in animal  production  poses potential health hazards, while pesticides and nitrate contaminate our water and food. The author also observed that certain human and animal diseases have developed resistance to currently used antibiotics.

Owing to the negative effects and inadequacies in scientific agricultural knowledge regarding the long-term  sustainability of production, therefore, the use of  indigenous or local system of production becomes a necessary alternative. Indigenous knowledge refers to those ideas, techniques and system which are local and natural to a people. The local farmers  here have a certain system  which  they have been  using  over  the ages, which developed out of their norms, customs and traditions. Warren (1991) defined indigenous knowledge  as the local knowledge  which  is unique to a  given culture or society. This knowledge  system  is  used  by  the  local  people  to  eke  out  a  living  in  a  particular environment. The author posited further that indigenous knowledge is the basis for local- level  decision  making  in  agriculture,  health-care,  food  preparation,  education,  natural resources management and a host of other activities in rural communities. Johnson (1992) viewed  indigenous  knowledge  as  a body of knowledge  built up by a group of people through generations of living in close contact with nature. The author further stated that such knowledge evolves in the local environment, so that it is specifically adapted to the requirements of local people and conditions. It is also creative and experimental, constantly incorporating outside influence and inside innovation to meet new conditions.

Warren  in  Akullo,  Rogers,  Birungi,  Alum,  Aliguma  and  Barwogeza  (2007) conceptualised indigenous knowledge as ideas, beliefs, values, norms and rituals, which are native  and  embedded  in the minds  of the people.  These  knowledge  systems  represent mechanisms to ensure minimal livelihoods for local people. Indigenous knowledge systems often are elaborate and adapted to local culture and environmental conditions tuned to the needs of local people and quality and quantity of available resources. The authors asserted further  that,  in  traditional  Africa,  farmers  have  planned  agricultural  production  and conserved natural resources with the  instruments of indigenous knowledge  systems. For centuries, these indigenous knowledge systems have been used by communities to protect natural resources from unsustainable exploitation, thereby averting disasters that may have occurred  from  such exploitation.  They stressed  that  indigenous  knowledge  systems  are used  by all  farmer  categories.  Aluma  (2004)  pointed  out  the  relevance  of  indigenous

practices in agriculture by stating that agriculture probably comprises the largest collection of indigenous practices worldwide. Farmers and pastoralists grew crops and kept animals in the humid, boreal, arid or temperate locations, developing production systems that were well adapted to these locations, and the gradual development of these systems to respond to changes in the environment.

The successful  application  of indigenous  knowledge  that  guarantees  sustainable agriculture is always hindered by a lot of factors. Most indigenous knowledge practices are almost only applicable  in the locality where they developed.  Others are crude, and can hardly enhance productivity if not developed or combined with modern technologies. Dube and Musi (2002)  identified  some constraints  in  using  a selected  indigenous  knowledge practices to include: lack of adequate knowledge, lack of appropriate techniques, shortage of land and drought. On his  own, Aluma (2004) enumerated  seven problems militating against  indigenous  knowledge,  among  other  things,  that  some  specalised  indigenous knowledge  practitioners  such  as  herbalists  and  healers  keep  most  of  their  valuable indigenous knowledge secret because it is their survival and social status mechanism. As a result, death or movement of these experts results in loss of indigenous knowledge from the particular area.

The Enugu State of Nigeria is replete with traditional knowledge systems in many spheres of development.  In agricultural production, the people adopt various indigenous knowledge practices such as mixed cropping, shifting cultivation and fallow system. They also grow some traditional crops like cowpea, rice and  cocoyam. However,  the people, hardly ever  produce  enough  food  for the entire  populace,  as most of their  indigenous knowledge   and  practices   cannot   ensure   sustainable   agriculture.   It  must  be  stated categorically  that  gender  issue  does  not  contribute  to  the  decline  in  their  agricultural production. The farmer categories in the state cut across both sexes. It is also true that more men engage in farming systems like yams and cassava plantations, herding of cattle and sheep, while more women farm cocoyam, process oil palm and rear fowls and goats. Both male and female farmers grow rice, maize and beans.

For  sustainable  agricultural  production  to  be  effectively  realised,  the  role  of Agricultural Education and Training cannot be overlooked as that should be a vital tool in imparting the required indigenous agricultural knowledge and skills. This is because some aspects of their indigenous knowledge system, which are not documented, could still be imparted  to  other  farmers  on  either  formal  or  other  forms  of  educational  platforms. Agricultural science teachers and extension agents are the key factors that perform these

roles. The teachers of agriculture fashion the educational materials, conducting researches and organising seminars for both the farmers and extension agents. They should ensure that necessary indigenous knowledge practices are preserved and incorporated into educational curriculum.

The extension agents should work closer with the local farmers. The former should organise workshops, demonstrations, farm tours and exhibitions in the grassroots where the latter are taught better ways of applying their knowledge system. The agents should also serve  as  links  between  the  local  farmers  and  agricultural   education  institutes  and universities  in  order  to  facilitate  research  processes  aimed  at  enhancing  the  use  of indigenous knowledge in sustainable agricultural production. Warren (1987); Warren, Von Liebenstein and Slikkerveer (1993); Serrano,  Labios and Tung (1993); and Ulluwishewa (1993), suggested that isolation,  documentation and storage of indigenous knowledge in international,  regional and  national archives; and its dissemination to other contexts and places are some of the ways to enhance the application of indigenous knowledge in human development and sustainable agriculture.

Statement of the Problem

The key problem of the study is that indigenous knowledge systems which were known  to  have  led  to  sustainable  agricultural  production  in the  past  have  since  been ignored by practitioners. Some of these indigenous knowledge practices are irreplaceable and can still lead to sustainable agriculture irrespective of scientific  agriculture. But the custodians  of  this  indigenous  knowledge  are  fast  passing   away,  and  their  rate  of transmitting it to newer generations is very slow.

Moreover, not much of these indigenous agricultural knowledge systems are part of

our agricultural education and training. In other words, they are hardly found as part of the curriculum in any level of Agricultural Education. The problem then is the extent to which these indigenous knowledge practices are presently applied in the areas of crop production, livestock production and soil conservation. Also, what are the constraints hindering their effective applications, and what are the remedial actions?

Ramakrishan(1992)  and  Swift,  Vandermeer,    Ramakrishan,  Anderson,  Ong  and

Hawkins (1996) showed that half of the world’s population, a vast majority of which is in the  tropics  and  the  subtropics  engage  in  Agriculture.  The  authors  lamented  that  the agricultural practices adopted in such areas are not sustainable. The practices are, however, diverse  ranging from a variety of shifting agricultural  system,  fallow  systems to home gardens and wet rice cultivation.  Walker,  Steffen and Langridge  (1999)  recognized  the

relevance  of  indigence  knowledge  in  actualizing  sustainable  agriculture.  The  authors advocated that redeveloping agroforestry system which is a traditional land use system is an option for sustainable agriculture. Dewalt (1994) showed that indigenous knowledge is vital to conservation and sustainable agriculture. Lastly, Tikai and Kama (2002) concluded that indigenous knowledge practices are crucial to sustainable agriculture since the farmers are familiar with the system.

Purpose of the Study

The main purpose of the study is to investigate the various dimensions indigenous knowledge is applied in agricultural production, the constraints and enhancement strategies in Enugu State of Nigeria. Specific objectives of the study include to:

1.Identify indigenous knowledge practices in crop production.

2.  Identify indigenous knowledge practices in livestock production.

3.  Identify indigenous knowledge practices in soil conservation

4.  Ascertain constraints to sustained use of indigenous knowledge in soil conservation, crop and livestock production.

5.  Determine  ways/strategies  for  enhancing  the  use  of  indigenous  knowledge   for sustainable agricultural production.

Significance of the Study

The  benefits  of  this  study  are  numerous.  The  findings  will  help  agricultural programme  initiators  and  planners  such  as  those  proponents  of  food  security  in  the Millennium Development Goals. Findings of this study will provide them with an insight into the neglected area of indigenous knowledge and the roles it can play in sustainable agriculture. This will equip them to initiate better agricultural programmes and plan very well towards achieving their goals.

The general farming society will be the most targeted beneficiary. Here, the farmers are  the  greatest  beneficiaries  since  all  efforts  will  be  geared  to  ensure  a  greater  and sustainable agricultural production. Better indigenous techniques gotten from the research will be handed down to the farmers for effective application.

Also to benefit from this study are researchers and research institutes. The  study will bring into limelight, a relevant but often neglected area in the human development and sustainable  agriculture.  Many  research  institutes,  especially  the  agricultural  education departments in the universities will be very interested to know the effective ways to combat

food insecurity, thereby ensuring sustainable agricultural production. The study will also offer  them  challenges  to  conduct  further  researches  on how  to  improve  and  maintain relevant indigenous knowledge practices.

Finally, agricultural science teachers and students will benefit from this study. The findings which will be made available to institutes of education and the general public will provide  them  with  relevant  literature  on  both  indigenous  knowledge   practices  and sustainable agriculture. The literature will also be a guide to teachers and students who may be interested in similar studies.

Research Questions

The following questions are posed to guide the study:

1.   What are the indigenous knowledge practices used in crop production?

2.   What are the indigenous knowledge practices used in livestock production?

3.   What are the indigenous knowledge practices used in soil conservation?

4.   What are the constraints to sustained  use of indigenous  knowledge  in crop  and livestock production?

5.   What are the strategies for enhancing the use of indigenous knowledge to guarantee sustainable agricultural production?

Research Hypotheses

The following null hypotheses were formulated for the study:

H01:    There  is  no  significant  difference  in  the  mean  ratings  of  farmers,  agricultural science  teachers  and agricultural  extension  agents on the  indigenous  knowledge practices applied in crop production.

H02:    There  is  no  significant  difference  in  the  mean  ratings  of  farmers,  agricultural science  teachers  and agricultural  extension  agents on the  indigenous  knowledge practices applied in animal production.

H03:    there is no significant difference in the mean ratings of farmers, agricultural science teachers and agricultural extension  agent on the indigenous  knowledge  practices applied in soil conservation.

H04:    There  is  no  significant  difference  in  the  mean  ratings  of  farmers,  agricultural extension  agents  and  agricultural  teachers  on  the  constraints   to   the  use  of indigenous knowledge practices to guarantee food security.

H05:    There  is  no  significant  difference  in  the  mean  ratings  of  farmers,  agricultural extension agents and agricultural teachers on the strategies for enhancing the use of indigenous knowledge to guarantee sustainable agricultural production.

Scope of the Study

This study was designed to investigate the scope of the application of indigenous knowledge practices to guarantee sustainable agricultural production in Enugu State. The study will identify the various indigenous knowledge practices used in animal production, crop  production,    soil conservation;  and  the   constraints  in  the  use of the  indigenous agricultural production practices.

This study which will be carried out in six educational zones which are recognised as three agricultural zones; Awgu, Enugu and Nsukka, of Enugu State, will also determine the strategies to be adopted in enhancing the application of indigenous knowledge practices to ensure sustainable agricultural production.

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