The latest comprehensive research agenda in the Journal of Agricultural Education and Extension was published in 2012 (Faure, Desjeux, and Gasselin 2012), and since then there have been quite some developments in terms of biophysical, ecological, climatological, social, political and economic trends that impact farming and the transformation of agriculture and food systems at large as well as new potentially disruptive technologies.
Agricultural transformation and development are critical to the livelihoods of more than a billion small-scale farmers and other rural people in developing countries. Extension and advisory services play an important role in such transformation and can assist farmers with advice and information, brokering and facilitating innovations and relationships, and dealing with risks and disasters.
This briefing note sets out, at the start of this collaborative learning journey, the authors understandings of collaborations and capacity development and how these relate to activities within the network. The final section outlines the main elements of our approach to monitoring, evaluation and learning (MEL)
The Farmer Business School (FBS) is a participatory, action learning process focused on product and business development, and like the Farmer Field School, is a complex, multi-dimensional innovation with the potential to benefit large numbers of farming households economically, socially and institutionally. Scaling this approach requires rethinking both innovation and scaling.
This flyer described the collaboration between FAO and Agrinatura and in particular two main areas of activities:
1) Joint implementation of the EU-funded Capacity Development for Agricultural Innovation Systems (CDAIS) project from 2015 to 2019, in eight countries: Angola, Bangladesh, Burkina Faso, Ethiopia, Guatemala, Honduras, Lao People’s Democratic Republic, Rwanda;
This paper calls for a better integration of place-based, evidence-based and inclusive dimensions in the implementation of the Science, Technology and Innovation (STI) plans and industrial policies in sub-Saharan Africa. To this end, the analysis contrasts with and takes inspiration from the recent and ongoing international experiences in the elaboration of Innovation Strategies for Smart Specialisation (S3).
The adoption of new technologies can contribute to both efficiency and effectiveness and is a key source of long-term competitive advantage in entrepreneurial ventures. This is particularly relevant for poverty entrepreneurs. However, the literature on technology adoption and use in the poverty context is sparse, and is predominantly focused on developing economies. The current article seeks to address these shortcomings. We identify critical areas of typical ventures launched by the poor that are affected by technology.
La investigación tuvo como objetivo generar un marco conceptual sobre las temáticas más relevantes y actualizadas de la innovación en la agroindustria. La metodología se fundamentó en una búsqueda sistemática de información que inicialmente permitiera conformar un marco conceptual sobre la innovaciónen agroindustria, hasta llegar a identificar los componentes, tendencias y distintas acciones en el sector agroindustrial.
This paper addresses the under-researched issue of stakeholder identification and engagement in problem structuring interventions. A concise framework to aid critical reflection in the design and reporting of stakeholder identification and engagement is proposed. This is grounded in a critical-systemic epistemology, and is informed by social identity theory. We illustrate the utility of the framework with an example of a problem structuring workshop, which was part of a green innovation project on the development of a technology for the recovery of rare metals from steel slag.
Expertise in research integration and implementation is an essential but often overlooked component of tackling complex societal and environmental problems. We focus on expertise relevant to any complex problem, especially contributory expertise, divided into ‘knowing-that’ and ‘knowing-how.’ We also deal with interactional expertise and the fact that much expertise is tacit. We explore three questions.