When referring to indigenous knowledge the first thing that comes to mind is Africa

Indigenous knowledgeWhen referring to indigenous knowledge the first thing that comes to mind is Africa. It is a pool of richecological diversity and culture. People of Africa have been farming for years and using that very sameknowledge to grow their crops.

This is in direct reference to people how are small scale farmers,emerging farmers. Indigenous knowledge is information that is passed on from generation togeneration. It is indigenous knowledge that lad the platform of development in agriculture and that iswhy it is even now recognized by institutions of higher learning in south Africa (mohamedbhai, 2013) .indigenous knowledge is now used in all farming practices by smallholder farmers, for the purpose ofgenerating utilizing PABM for the improvement of food and also securing the nutritional value (kateNdwandwe, 2017)Indigenous people live their lives such that they release very low carbon in to the environment,therefore are not great contributors to climate change which leads to global warming.

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(Raygorodetsky,2011). The problem with indigenous knowledge is the fact that it is just knowledge. It won’t somehowchange the functional status of a famer because he or she has now obtained it.

The key with indigenousknowledge is how you choose to use it. (J, 2005)Climate changeTo understand what climate change is there has to be an understanding of what climate is. According to() climate speaks to, the usual wearther0f a particular place. Now if those temperatures change overtime this is what we refer to as climate change. Climate normally changes because of the changes thatoccur in the atmosphere, ocean currents, landscape, and sun radiation. (Birch, 2009). Changes inclimates is something that course more harm than good rising if temperatures can lead to what isgenerally referred to as global warming.

This can Couse tropical cyclones, floods and droughts. Climatechange makes it even more difficult for farmers to do their practice as, somehow there has to be amodification of the knowledge they have ( (Birch, 2009))Climate change acceleration is due to the growth of greenhouse gas emissions. Resulting is melting ofglaciers due to increase in temperatures therefore leading to unnatural shifting of seasons and extremeweather events. And this threatens food security global. The biological effects of climate change onyieldsTable 1—Climate-change induced yield effects by crop and management system, % change from yieldwith 2000 climate to yield with 2050 climateRegion CSIRO No CF NCAR No CF CSIRO CF NCAR CFMaize, irrigatedDevelopingcountries-2.0 -2.8 -1.

4 -2.1Developedcountries-1.2 -8.7 -1.2 -8.6Maize, rainfedDevelopingcountries0.2 -2.

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9 2.4 -0.8Developedcountries0.6 -5.7 9.5 2.5Rice, irrigatedDevelopingcountries-14.

4 -15-8.5 2.4 -0.5Developedcountries-3.5 -5.5 10.5 9.

0Rice, rainfedDevelopingcountries-1.3 -1.4 6.5 6.4Developedcountries17.3 10.3 23.

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4 17.8Wheat, irrigatedDevelopingcountries-28.3 -34.3 -20.8 -27.2Developedcountries-5.7 -4.

9 -1.3 -0.1Wheat, rainfedDevelopingcountries-1.4 -1.3 9.3 8.5Developedcountries3.

1 2.4 9.7 9.5The table above (table 1) indicates the biological effete of climate change on crop yieldTable 1 reports the direct biological effects of the two climate-change scenarios on crop yields modeleddirectly with DSSAT for rain fed and irrigated crops in developing and developed countries. In developingcountries the crop yields decreases predominate, as the crops are without CO2 fertilization. Developedcountries are less affected than developing countries when we look at the production of irrigated riceand wheat. This is because of the technologies which are available in developed countries.

The tablealso shows us that climate change is not all negative because some of the yields increased withincreasing temperatures in developed countries.The agricultural extension participatory approach assumption is that farmers have a lot of wisdomregarding cultivation of crops, but their standards of living can be improved by learning how otherfarmers cultivate their crops. It further assumes that effective extension cannot be achieved without theactive participation of the farmers In rural areas themselves as, well as of research and related servicesthat there is a reinforcing effect in group learning and group action and that (Edith Mwita, 2003)Extension efficiency is gained by focusing on important points based on expressed needs of a farmersand by reaching more small farmers through their groups/organizations instead of throughindividualized approaches. The purpose is to increase production and consumption and enhance thequality of life of rural people. Programmed planning is controlled locally, often by such groups asfarmers’ associations. Where farmers’ associations do not exist, the extension staffs assist to formthem. (Edith Mwita, 2003)The educational institution approachIn this approach, the assumption is that faculties or colleges of agriculture have technical knowledgewhich is relevant and useful to farm people.

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The purpose is to help those people learn about scientificagriculture. Program planning tends to be controlled by those who determine the curriculum of theeducation institution. Implementation is through non-formal instruction in groups, with individuals, andwith other methods and techniques sometimes conducted by a college or university with agriculturalextension personal of another agency as the main audience. While considerable resources arerequired, Success is measured by attendance and the extent of participation by farm people in theschool’s agricultural extension activities (Rathakrishnan, 2009)ReferencesBirch, R., 2009. climate change. Reprint ed.

s.l.:The rosen publishing group.Edith Mwita, M. A. D. P.

, 2003. Analyzing impact of participatory approaches in agricultural extensionand farmers education program to improve household food security in drought affected areas ofTanzania: the case of Missungwi Agriculture Development Project. s.l.:Cornell University.J, B., 2005.

indigenous knowledge. The use of indigenous knowledge in development: problems andchallenge, 1(1), pp. 1-30.kate Ndwandwe, U. k. M. S.

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R. M., 2017. indigenous knowledge. Indilinga African Journal of IndigenousKnowledge Systems, 16(2), pp. 265-275.mohamedbhai, G.

, 2013. universityworldnews. [Online]Available at: www.universityworldnews.com/article.php?story=2013030712115748[Accessed 26 3 2018].Prakash M.

Shingi, S. W. G. K., 1982. Management of Agricultural Extension: Training and Visit System inRajasthan. Centre for Management in Agriculture, Issue 96, pp.

1-35.Rathakrishnan, T., 2009. Advances & Challenges in Agricultural Extension & Rural Development. india:New India Publishing.Raygorodetsky, G., 2011.

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United nations university. [Online]Available at: https://unu.edu/publications/articles/why-traditional-knowledge-holds-the-key-to-climate-change.html[Accessed 26 3 2018].

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