Abstract:
The performance of the agricultural sector in Ghana is likely to be enhanced by rural people
using indigenous knowledge and practices. The primary process through which the rural fanner
can leam about the reason for change using modem knowledge is extension education. If
properly harnessed through extension services, indigenous knowledge could be an effective,
efficient and functional tool for agricultural development. For instance, extension teaching
methods such as method demonstrations, field trips and field days could help farmers acquire
new knowledge and skills through their indigenous learning methods such as observation,
imitation and doing trial and error. Farmers could also effectively acquire new skills through
listening and practice, questions and answers and oral instructions if extension teaching methods
such as group discussions, radio/TV, farm and home visits and agricultural shows are properly
incorporated into farmers’ natural learning environment The study was conducted in five
communities in the Fielmuo Traditional Area to investigate the level o f compatibility between
agricultural extension methods and indigenous knowledge learning methods. Questionnaire,
interview and key informants interview were used to collect data from hundred (100) farmers
and six (6) AEAs. The interview and key informant interview were administered to the farmers.
The questionnaire was administered to the AEAs. The study area was purposiveiy selected and
the five communities and the farmers randomly sampled. Analysis o f the data was done using
frequency counts, percentages, means and Chi Square test using SPSS software (version 16.0 for
Windows). The results show that rural farmers were passionate about their indigenous
knowledge practices which they leam through imitation, observation, listening and practice, oral
instructions, questions and answers, trial and error and being bom with certain skills. Age and
education had no influence on indigenous knowledge acquisition (p > 0.05). In principle, farm
and home visits, group discussion, demonstration, field trips, field days and agricultural shows
were identified as effective agricultural methods of teaching, but in practice only discussions and
demonstrations methods of teaching are used for extension education in the area. It was also
discovered that the extension methods used in the area were not fully in tune with the indigenous
learning methods in the area. In conclusion, indigenous is useful but cannot on its own cope with
the level of agricultural productivity required for modem population. The study therefore
recommends that indigenous knowledge practices are useful and should be integrated into
modem knowledge system through extension services for sustainable food production.
