Early applications of the innovation systems framework to developing-country agriculture suggest opportunities for more intensive and extensive analysis. There is ample scope for empirical studies to make greater use of the theoretical content available in the literature, and to employ more diverse methodologies, both qualitative and quantitative. Further, there is room to improve the relevance of empirical studies to the analysis of public policies that support science, technology, and innovation, as well as to policies that promote poverty reduction and economic growth.

Ethiopian agriculture is changing as new actors, relationships, and policies influence the ways in which small-scale, resource-poor farmers access and use information and knowledge in their agricultural production decisions. Although these changes suggest new opportunities for smallholders, too little is known about how changes will ultimately improve the wellbeing of smallholders in Ethiopia. The authors of this paper examine whether these changes are improving the ability of smallholders to innovate and thus improve their own welfare.

This paper examines the role of postsecondary agricultural education and training (AET) in sub-Saharan Africa in the context of the region’s agricultural innovation systems. Specifically, the paper looks at how AET in sub-Saharan Africa can contribute to agricultural development by strengthening innovative capacity, or the ability of individuals and organisations to introduce new products and processes that are socially or economically relevant, particularly with respect to smallholder farmers who represent the largest group of agricultural producers in the region.