Extension Approaches for working with poor farmers and

minority ethnic groups

Akha ~ Hmong ~ Khamu

Testing and Evaluation – in the field

Literature review – social & cultural aspects relevant to extension.

Research Process

Literature Search – Poverty, Akha, Hmong, Khamu people

Draft Guidelines – logical steps for use in the field

Guidelines – for distribution to field staff

Key lessons about poverty

• The poor are very difficult to engage in development projects.

• The way out of poverty is through diversification of income: more family members earning income, more sources of income.

• An enabling environment is necessary – and can be encouraged.

• Active encouragement must be designed into projects.

Design elements to reach the poor

1. Village level management + key criteria for funding.

2. Project management rules and procedures developed by village management committee.

3. Identify the poorest – participatory wealth ranking.

4. Encourage women and build their capacity to participate.

5. Form groups of poorest farmers first.

6. Build capacity – technical aspects + managing project, managing family income.

7. Monitor and reflect.

Key lessons about culture1. Use their language:

“language encodes a vast ethnographic background, a massive set of distinctions that constitute the essence of their culture” (Enflield, 2004)

2. Ask about the local context:Khamu, Lao loum and Hmong have different soil taxonomies reflecting their different uses for soil. Taxonomies also vary within ethnic groups and even between villages (GoL, 2003)

3. Respect the different world view:Khamu people are often held in contempt by other ethnic Lao people, and are subject to continued prejudice (World Bank, 2004, Enflield, 2004)

Lao Akha culture• Akha = very strong cultural identity• Egalitarian – no social classes, ranking or royalty

No ‘country’.• Long geneaology – source of pride

• Traditional oral texts – ‘heart book’• A very complex and strict way of life – ‘zah’

Key messages for working with Akha

• ‘zah’ - traditional way of life.• Clear roles and responsibilities –

elders, spiritual leader (dzoma) headman, blacksmith, fertility mothers, households.

• Power radiates from

the centre.

How Akha people learn

• In Akha language – no writing

• Songs, recitals, storytelling.

Lao Hmong culture

• Allegiance to clan and family

• Traditional, hierarchical, patriarchal culture – strict rules

• Animist belief system

Key messages for working with Hmong

• Family and clan first• Strict gender rules:

~ Gender affects extension credibility

~ Men make decisions for clan and family.

~ Women responsible for small livestock

How Hmong people learn

• Hands-on, group learning: seeing, touching, doing.

• In Hmong language, also Hmong script.• Great respect for professionals.• Expect business-like

behaviour with concrete

advice/directions.• May be overly polite.

Khamu culture

• Forest gatherers and cultivators above livestock• Patriarchal tradition• Co-operative• Strong animist beliefs

Key messages for working with Khamu

• Poorest of the poor – different priorities and world view.

• Clear gender roles – women responsible for food provision and small

livestock.• Strong belief in spirits.

How Khamu people learn

• In Khamu language –especially women• No written materials• Stories and music

Conclusion

• Different ethnic groups need different approaches.

• General rules: use their language (ethnic staff), respect their traditions and views, engage the men and train the women.

• The next step: from academic research to useful operational guidelines in real situations.

Thank you