| IntroductionKnowledge may be considered as an | | | | thought, which implies broad taxonomies, simple |
| aggregate of knowledge systems. This | | | | constructions and powerful organizing metaphors |
| aggregation includes indigenous or community lay | | | | and narratives. Meanings given are therefore easily |
| (local or traditional) knowledge systems as well as | | | | generalised to many and a variety day-to-day |
| scientific (formal ways of knowing) knowledge | | | | applications; |
| systems. The sum total represents the | | | | · Concepts used in community lay |
| knowledge assets of a country, which are | | | | knowledge systems are normally broader defined |
| deemed essential to drive economic growth, | | | | than those in scientific knowledge systems leading |
| competitive advantages, human capital, and quality | | | | to a situation that cause and effects relationships |
| of life (Malhotra, 2003). Community knowledge | | | | between variables are based upon practical logic |
| systems often provide different types of | | | | and semantic. Application of community lay |
| knowledge classifications based upon the | | | | knowledge should therefore be understood within |
| observations, beliefs and experiences of people | | | | the framework, specificities and language of |
| from a specific environmental location, a need | | | | specific cultures; and |
| exists to incorporate it into development plans | | | | · In application a general tendency towards |
| and actions. Incorporating community knowledge | | | | mnemonic exists whereby complex process are |
| sytems into developmental approaches will | | | | repackaged in the memory using simple learning |
| according to Boven and Morohashi (2002) at least | | | | devices and developing simple recipes to |
| enables local communities to actively participate in | | | | remember it and to pass it on to next |
| the decision-making process of what really works | | | | generations. The application of concepts and the |
| in the daily practices of people living in a specific | | | | resources used to fix a problem are therefore |
| environment. Active participation by communities | | | | normally within the practical grasp of the user.A |
| contributing localized knowledge gives recognition | | | | need for coalition between knowledge systems |
| to the Participatory Action Research approach of | | | | existCommunity lay knowledge can complement |
| synergistic maximization of impact, increased | | | | scientific knowledge systems. However, the |
| citizen participation and community | | | | effective application of community lay knowledge |
| ownership.Recently, more recognition is given to | | | | in technology development requires in the opinion |
| the fact that indigenous or community lay | | | | of this author a proper coalition between scientific |
| knowledge has intrinsic merit, and hold | | | | knowledge systems and community lay |
| development potential especially for rural area | | | | knowledge systems in any development approach. |
| development (Crithley, 2000). However, the | | | | In the field of innovation communities can build on |
| effective application and utilization of community | | | | and expand on their indigenous knowledge using |
| lay knowledge in technology development and | | | | scientific knowledge systems without forsaking |
| transfer remains largely unclear despite recognition | | | | local rituals, overstepping social taboos whilst giving |
| that it represents a rich body of knowledge for | | | | recognition to the fact that community lay |
| technological innovations.PurposeThe purpose of | | | | knowledge largely drives innovation in marginal and |
| this article is to provide baseline information on | | | | restrictive environments (Hart, 2005). Innovations |
| how community lay knowledge systems can be | | | | that are too costly, or labour intensive are unlikely |
| applied in technology development and transfer | | | | to be adopted by the community (Critchley, |
| through the process of knowledge creation | | | | 2000).But, according to Oudwater and Martin |
| cooperation, education and innovation in coalition | | | | (2003) local knowledge systems should not be |
| with scientific knowledge systems. Community lay | | | | seen as a counterpart to scientific knowledge as it |
| knowledge for the purpose of this article is | | | | includes cultural, as well as technical knowledge |
| distinct from scientific knowledge is that | | | | and is interlinked with social and political knowledge |
| community lay knowledge is considered to be | | | | and skills. As such these knowledge systems do |
| more experiential in nature, and includes | | | | indeed interact with the outside world, change |
| judgement and common sense which has been | | | | over time and are thus not static systems. Local |
| acquired with experience. Community lay | | | | knowledge systems is however particular in terms |
| knowledge is often referred to as practical logic | | | | of domain and types of knowledge. Probably, the |
| (Craig, 2000).Features of knowledge | | | | biggest advantage is that community knowledge |
| systemsKnowledge systems in general require | | | | systems are known and installed in the daily |
| firstly process agents that can drive change and | | | | activities of people living in a specific region |
| development. In this regard Malhotra (2003) | | | | (Krasilnikov and Tabor, 2003). Community |
| identified three process agents namely:· | | | | knowledge can therefore be considered a highly |
| National institutions; | | | | valued knowledge resource from which scientists |
| · Frameworks; and | | | | can extract "best elements" to combine with |
| · Infrastructure.The above three agents | | | | conventional science.To extract best elements |
| facilitate the effective use, sharing, creation, and | | | | from and apply community lay knowledge one |
| renewal of knowledge required for socio-economic | | | | needs to incorporate at least the following |
| growth. Through knowledge systems, knowledge | | | | (Malhotra, 2003):· Determine who the rightful |
| assets are created that eventually manifested in | | | | owners are of the conducted practices in order to |
| technologies, competencies and capabilities causing | | | | ensure that their intellectual property rights are |
| the creation of new services and products. | | | | respected and secured; |
| Normally, community lay knowledge systems are | | | | · Understand the context in which the |
| severely resource constrained regarding the | | | | indigenous knowledge is applied. |
| possession of process agents.Secondly, | | | | · Realise the impact that these indigenous |
| knowledge systems may differ in methodology | | | | knowledge technologies have on the local |
| and classification. Whereas scientific knowledge | | | | community. |
| systems normally represents a top-down transfer | | | | · Comprehend the indigenous knowledge |
| of expert knowledge from research institutions to | | | | strength that exists in a community to ensure the |
| beneficiaries (Oudwater and Martin, 2003), the | | | | sustainability of technologies in the community and |
| filtering of community lay knowledge into the | | | | the effective transfer of that knowledge to |
| scientific body of knowledge represents a | | | | future generations.ConclusionIndependent from |
| bottom-up knowledge transfer approach. This | | | | one another neither community lay knowledge, |
| according to Ansari et al (2002) provides a | | | | nor scientific knowledge represents a |
| conducive knowledge base in which external | | | | comprehensive or complete body of knowledge |
| knowledge of scientists combines with community | | | | as each reflect different epistemologies created |
| assets leading to balancing of internal versus | | | | within different environments and using different |
| external diffusion of skills through a community. | | | | points of departure. However, utilized in coalition |
| Community lay knowledge classification of | | | | they can provide further impetus to understanding |
| knowledge may also differ from the classification | | | | and finding innovative solutions for practical |
| systems used by scientists. A classical example is | | | | problems experienced.BibliographyAnsari, W.E., |
| the different approaches used in soil classification | | | | Philips, C.J. and Zwi, A.B. 2002. Narrowing the gap |
| used by farmers versus scientists. For most | | | | between academic professional wisdom and |
| farmers the principle criterion by which soil is | | | | community lay knowledge: perceptions from |
| recognized and described is surface texture e.g. | | | | partnerships. Public Health. 116:151-159. |
| sand, clay or loam content. Soil surveyors on the | | | | Boven, K. and Morohashi, J. 2002. Best practices |
| other hand would tend to classify the soil in terms | | | | using indigenous knowledge. The Hague: Nuffic. |
| of subsurface properties (Oudwater and Martin, | | | | Craig, D. 2000. Practical logics: The shapes and |
| 2003).Thirdly, knowledge systems should as a | | | | lessons of popular medical knowledge and practice |
| purpose add value to the lives of communities by | | | | - Examples from Vietnam and Indigenous |
| continuously facilitating best practice operations. | | | | Australia. Social Science & Medicine. 51: 703-711. |
| According to Boven and Morohashi (2002) best | | | | Critchley, W.R.S. 2000. Inquiry, Initiative and |
| practices using indigenous knowledge should at | | | | Invetiveness: Farmer Innovators in East Africa. |
| least possess the following characteristics:· | | | | Phys.Chem.Earth (B). 25(3):285-288. |
| The practice should be innovative in nature in the | | | | Hart, T. 2005. Returning to African tradition the |
| sense that it has developed new and creative | | | | way forward for small farmers? HSRC Review. |
| solutions to common problems experienced by a | | | | 3(2):10-11. |
| community; | | | | Krassilnikov, P.V. and Tabor, J.A. 2003. |
| · The practice has a positive impact on the | | | | Perspectives on utilitarian ethnopedology. |
| living conditions, quality of life or environment of | | | | Geoderma. 111:197-215. |
| the individuals, groups or communities concerned; | | | | Malhotra, Y. 2003. Measuring knowledge assets of |
| · The practice should have a sustainable | | | | a nation: Knowledge systems for development. |
| effect; and | | | | 4-5 September. Ad hoc Group of Experts Meeting |
| · The practice should have the potential to | | | | on Knowledge Systems for Development. New |
| be a source of inspiration to others.The value | | | | York City. New York. |
| added role of indigenous knowledge systems can | | | | Oudwater, N. and Martin, A. 2003. Methods and |
| be best explained in terms of its virtues (Craig, | | | | issues in exploring local knowledge of soils. |
| 2000):· This knowledge source on the | | | | Geoderma. 111:387-401. |
| common elements of mundane speech and | | | | |