The “E-learning methodologies” guide aims to support professionals involved in the design and development of e-learning projects and products. The guide reviews the basic concepts of e-learning with a focus on adult learning, and introduces the various activities and roles involved in an e-learning project. The guide covers methodologies and tips for creating interactive content and for facilitating online learning, as well as some of the technologies used to create and deliver e-learning.

This Training of Trainers Manual is designed to help build the capacity of trainers in flash flood risk management, who can then disseminate the knowledge to a larger number of practitioners. The manual presents an eight-day course including a three-day field trip. Detailed lesson plans for 21 sessions are followed by resource materials that will enable the trainers to replicate the course in their own work areas.

This article presents a different dimension of the innovation systems approach, going beyond analysis and shedding light on how these processes can be facilitated in practice. This is based on 20 years' experience with innovations systems. The focus is on the role of facilitation in triggering the changes, as well as in integrating learning and knowledge management (KM) in the innovation process.

Recent discourse in the field of participatory agricultural research has focused on how to blend vari- ous forms and intensities of stakeholder participation with quality agricultural science, moving beyond the simple ‘‘farmer-first’’ ideology of the 1980s and early 1990s.

The purpose of this paper is to re-examine the role that benchmarking can play in rural and agricultural innovations. Although generally known as 'traditional sector', rural activities are far from static but rather driven by old and new challenges pleading for innovative responses. Despite the broad range of insights from the burgeoning literature on innovation systems during the last decade, most benchmarking thinking and practice still remains highly science-based and centred in promoting public R&D, especially in developing countries.

This study reports on the contribution of farmer– to-farmer video-mediated group learning to capital assets building of women in resource-poor households. Data were collected using structured interviews with 140 randomly selected women in 28 video villages and 40 women in four control villages in north-west Bangladesh. Video-mediated group learning enhanced women’s ability to apply and experiment with seed technologies. It also stimulated reciprocal sharing of new knowledge and skills between them, other farmers and service providers.

This paper presents findings of an explorative case study that looked at 22 organisations identified as fulfilling an intermediary role in the Kenyan agricultural sector. The results show that these organisations fulfill functions that are not limited to distribution of knowledge and putting it into use. The functions also include fostering integration and interaction among the diverse actors engaged in innovation networks and working on technological, organisational and institutional innovation.

This paper presents the processes, general guidelines lessons and experiences pertaining to “good practices” for organizing and forming Agricultural Innovation Platforms in the Lake Kivu Pilot Learning Site, covering three countries (Uganda, Rwanda and Democratic Republic of Congo) with widely differing social political environments to address agricultural development challenges.

The Centre for Development Research (CDR), in collaboration with local partnership managed by the Bangladesh Agricultural University worked to establish a platform (i.e. a participatory rural video centre) that acts upon fostering rural women’s capacity for agricultural innovation in the north-west and north-east region of Bangladesh. In this paper, the authors elaborate principles of establishing the centre, and some evidences on Farmers’ Participatory Research (FPR) in the community.

This paper examines how the different institutional innovations arising from various permutations of linkages and interactions of ARD organizations (national, international advanced agricultural research centres and universities) influenced the different outcomes in addressing identified ARD problems.