The 2016 Global Agricultural Productivity Report advocates policies and innovations in five key areas to help the agriculture and food sectors manage uncertain seasons of fluctuating business cycles and climate change, while fostering competitiveness today and sustainable growth tomorrow.
This PROLINNOVA report to the 3rd GFAR Programme-Committee meeting is composed of two parts.
The past 1 entitles ‘ PROLINNOVA genesis and growth’ describes historical background and
PROLINOVA in general while the part 2 entitles ‘2007 accomplishments’ narrates specific
accomplishments of PROLINNOVA during the period January-November 2007 . Further, the annex 1
lists contact addresses.
This study introduces a framework for managing information flow in innovation systems. An organisation's capacity to receive information, to share it with others and to learn from it is assumed to be the key factor that shapes the flow patterns and, hence, the performance of the innovation system concerned. The framework is applied to characterise the information structure underlying the agricultural innovation system of Azerbaijan and to develop an information strategy for the system to accelerate the information flow.
Experiential learning is prevalent in secondary and university agricultural education programs. An examination of the agricultural education literature showed many inquiries into experiential learning practice but little insight into experiential learning theory. This philosophical manuscript sought to synthesize and summarize what is known about experiential learning theory. The literature characterizes experiential learning as a process or by the context in which it occurs.
The Farmer Field School (FFS) approach has been very successful and witnessed a strong expansion in many areas beyond crop production. Notwithstanding this success, the adoption of FFS in national extension often remains problematic and FFS activities have often been implemented in the margin of national institutions with strong reliance on donor funding. The creation of an enabling environment for institutional support is essential for expanding the effort, improving quality, and strengthening impact and continuity of the FFSs.
This research aims to add to the literature new insights about the interaction processes, which are implemented in different interactive extension approaches, by analysing how farmers attending different extension events shape a network of indirect interactions
This paper outlines key areas of intervention that are identified as the core of FAO's strategy on strengthening Agricultural Innovation Systems (AIS) across multiple areas of work (e.g. research and extension, agroecology, biotechnology, green jobs, resourcing etc.) for achieving sustainable rural development.
Esta presentación dentifica factores que inciden en la adopción de tecnología e innovación productiva en la citricultura familiar en el municipio de Chajarí, Entre Ríos. Más del 80% de la producción citrícola provincial se concentra en la región NE de Entre Ríos, que es realizada por más de 1600 productores familiares con superficies de 25 ha. El 56% de la producción se destina a mercado interno, 34% a industria y 11% a exportación.
As the world gets hotter and rainfall more erratic, the type and availability of ingredients for daily meals are changing. With support from the Government of Canada and the Global Environment Facility’s Least Developed Countries Fund, the Canada-UNDP Climate Change Adaptation Facility (CCAF) has been supporting six least developed countries and small island developing states (Cabo Verde, Cambodia, Haiti, Mali, Niger and Sudan) to strengthen climate resilience and enhance food security. To better understand and share the experiences from these six countries, and to celebrate some of the s
Social learning processes can be the basis of a method of agricultural innovation that involves expert and empirical knowledge. In this sense, the objective of this study was to determine the effectiveness and sustainability of an innovation process, understood as social learning, in a group of small farmers in the southern highlands of Peru. Innovative proposals and its permanence three years after the process finished were evaluated. It was observed that innovation processes generated are maintained over time; however, new innovations are not subsequently generated.