challenge faced thus far, given some time it will probably be accomplished. The
chances are at least good in Vietnam, having seen the progress made so far, which
has been much better than in most other countries going through such a transition,
or in most African countries. “We Vietnamese do new things differently” was
chosen as the title of one dissertation written within the Uplands Program – and
another, “we will finally turn it into a success”, could serve as the conclusion to this
chapter.
Acknowledgments We would like to thank the Deutsche Forschungsgemeinschaft (DFG) for the
financial support needed to initiate and carry out this research, and the Deutscher Akademischer
Austauschdienst (DAAD) for funding one of the Ph.D. candidates within the fproject. The quality
of this book chapter benefitted greatly from the constructive comments of Alwin Keil, the
language editing services carried out by Gary Morrison and the layout editing of Peter Elstner.
Moreover, we are grateful to Mr. Pham Van Nghia, who has supported the project over a period of
3 years. The same counts for all the other field assistants who contributed to this work. Finally, we
are grateful to the villagers in the three research districts, who welcomed us with their warmhearted hospitality.
References
Albrecht H, Bergmann H, Diederich G et al (1989) Agricultural extension. In: BMZ/GTZ (ed)
Basic concepts and methods, vol 1, 2nd edn. TZ-Verlag, Roßdorf
Anandajayasekeram P (2007) Farmer Field Schools: an alternative to existing extension systems?
Experience from Eastern and Southern Africa. J Int Agric Educ Ext 14(1):81–93
Barker R, Ringler C, Tien MN, Rosegrant M (2004) Macro policies and investment priorities for
irrigated agriculture in Vietnam. International Water Management Institute (IWMI), Colombo
Beckman M (2001) Extension, poverty and vulnerability in Vietnam: country study for the
neuchatel initiative. Working paper 152, Overseas Development Institute (ODI), London
Bergevoet RHM, van Woerkum C (2006) Improving the entrepreneurial competencies of Dutch
dairy farmers through the use of study groups. J Agric Educ Ext 12(1):25–39
Brydon-Miller M, Greenwood D, Maguire P (2003) Why action research? Action Res 1:9–28
Castella J-C, Slaats J, Quang DD et al (2006) Connecting marginal rice farmers to agricultural
knowledge and information systems in Vietnam uplands. J Agric Educ Ext 12(2):109–125
Clark N (2002) Innovation systems, institutional change and the new knowledge market: implications
for third world agricultural development. Econ Innov New Technol 11(4–5):353–368
Cristo ´va ˜o A, Ferra ˜o P, Madeira R et al (2009) Circles and communities, sharing practices and
learning: looking at new extension education approaches. J Agric Educ Ext 15(2):191–203
Dalsgaard JPT, Minh TT, Giang VN et al (2005) Introducing a farmers’ livestock school training
approach into the national extension system in Vietnam. Agricultural research & extension
network paper, No. 144, Overseas Development Institute (ODI), London
Feder G, Anderson J, Birner R, Deininger K (2010) Promises and realities of community-based
agricultural extension. IFPRI discussion paper 959, IFPRI, Washington, DC
Friederichsen R (2009) Opening up knowledge production through participatory research?
Agricultural research for Vietnam’s Northern Uplands. Peter Lang Verlag, Frankfurt/Berlin/
Brussels
Open Access. This chapter is distributed under the terms of the Creative Commons Attribution
Non-commercial License, which permits any noncommercial use, distribution, and reproduction in
any medium, provided the original author(s) and source are credited.
11 Rethinking Knowledge Provision for the Marginalized: Rural Networks. . .
459
chances are at least good in Vietnam, having seen the progress made so far, which
has been much better than in most other countries going through such a transition,
or in most African countries. “We Vietnamese do new things differently” was
chosen as the title of one dissertation written within the Uplands Program – and
another, “we will finally turn it into a success”, could serve as the conclusion to this
chapter.
Acknowledgments We would like to thank the Deutsche Forschungsgemeinschaft (DFG) for the
financial support needed to initiate and carry out this research, and the Deutscher Akademischer
Austauschdienst (DAAD) for funding one of the Ph.D. candidates within the fproject. The quality
of this book chapter benefitted greatly from the constructive comments of Alwin Keil, the
language editing services carried out by Gary Morrison and the layout editing of Peter Elstner.
Moreover, we are grateful to Mr. Pham Van Nghia, who has supported the project over a period of
3 years. The same counts for all the other field assistants who contributed to this work. Finally, we
are grateful to the villagers in the three research districts, who welcomed us with their warmhearted hospitality.
References
Albrecht H, Bergmann H, Diederich G et al (1989) Agricultural extension. In: BMZ/GTZ (ed)
Basic concepts and methods, vol 1, 2nd edn. TZ-Verlag, Roßdorf
Anandajayasekeram P (2007) Farmer Field Schools: an alternative to existing extension systems?
Experience from Eastern and Southern Africa. J Int Agric Educ Ext 14(1):81–93
Barker R, Ringler C, Tien MN, Rosegrant M (2004) Macro policies and investment priorities for
irrigated agriculture in Vietnam. International Water Management Institute (IWMI), Colombo
Beckman M (2001) Extension, poverty and vulnerability in Vietnam: country study for the
neuchatel initiative. Working paper 152, Overseas Development Institute (ODI), London
Bergevoet RHM, van Woerkum C (2006) Improving the entrepreneurial competencies of Dutch
dairy farmers through the use of study groups. J Agric Educ Ext 12(1):25–39
Brydon-Miller M, Greenwood D, Maguire P (2003) Why action research? Action Res 1:9–28
Castella J-C, Slaats J, Quang DD et al (2006) Connecting marginal rice farmers to agricultural
knowledge and information systems in Vietnam uplands. J Agric Educ Ext 12(2):109–125
Clark N (2002) Innovation systems, institutional change and the new knowledge market: implications
for third world agricultural development. Econ Innov New Technol 11(4–5):353–368
Cristo ´va ˜o A, Ferra ˜o P, Madeira R et al (2009) Circles and communities, sharing practices and
learning: looking at new extension education approaches. J Agric Educ Ext 15(2):191–203
Dalsgaard JPT, Minh TT, Giang VN et al (2005) Introducing a farmers’ livestock school training
approach into the national extension system in Vietnam. Agricultural research & extension
network paper, No. 144, Overseas Development Institute (ODI), London
Feder G, Anderson J, Birner R, Deininger K (2010) Promises and realities of community-based
agricultural extension. IFPRI discussion paper 959, IFPRI, Washington, DC
Friederichsen R (2009) Opening up knowledge production through participatory research?
Agricultural research for Vietnam’s Northern Uplands. Peter Lang Verlag, Frankfurt/Berlin/
Brussels
Open Access. This chapter is distributed under the terms of the Creative Commons Attribution
Non-commercial License, which permits any noncommercial use, distribution, and reproduction in
any medium, provided the original author(s) and source are credited.
11 Rethinking Knowledge Provision for the Marginalized: Rural Networks. . .
459