In direct agri-food chains (DAFCs), farmers and consumers are brought together with the aim of shortening, localizing and synergizing an agri-food chain. As food moves from the farm to the fork, all the economic activities are performed by farmers/producers or consumers, and none intermediary is required to handle an agri-food product before it is consumed. Any DAFC form provide a sort of liminal space for social learning and for local lay knowledge exchange, through face-to-face interactions.

In agricultural-dependent economies, extension programmes have been the main conduit for disseminating information on farm technologies, support rural adult learning and assist farmers in developing their farm technical and managerial skills. It is expected that extension programmes will help increase farm productivity, farm revenue, reduce poverty and minimize food insecurity.

In this paper, it is reported the results of a case study of the Community Engagement (CE) strategies employed by the Africa Harvest Biotech Foundation International (AH) to introduce tissue culture banana (TCB) agricultural practices to small-hold farmers in Kenya, and their impact on the uptake of the TCB, and on the nature of the relationship between AH and the relevant community of farmers and other stakeholders.

This article examines the meaning, practices and potentials of ‘transformative agroecology learning’ as a collective strategy for food system transformation. Our study is based on our qualitative and action research with the European Coordination of Via Campesina to develop the European Agroecology Knowledge Exchange Network (EAKEN). This network is linked to the global network of La Via Campesina and builds on the strong experiences and traditions of popular education in Latin American peasant movements.

China is at a critical stage of transformation from traditional to modern agriculture and its agriculture and rural economic sector faces severe challenges of shortage of natural resources, environmental degradation, agricultural disasters, sluggish income growth of farmers and widening disparity between urban and rural areas. The fundamental solution to these problems lies with the advancement of agricultural science and technology.

A foresight hub within the Directorate General Research and Innovation (DG RTD) of the European Commission will support the decision-making procedures of the EU Horizon 2020 research, technology, and innovation programme. Foresight in particular is seen as an instrument defining research priorities for European society’s needs in support of the ‘grand societal challenges’.

Diffusion of innovations has gained a lot of attention and concerns different scientific fields. Many studies, which examine the determining factors of technological innovations in the agricultural and agrifood sector, have been conducted using the widely used Technology Accepted Model, for a random sample of farmers or firms engaged in agricultural sector. In the present study, a holistic examination of the determining factors that affect the propensity of firms to innovate or imitate, is conducted

Since agricultural scientific data are valuable resources in the field of agricultural science and technology, it is important to share scientific data in agricultural science. The paper analyses current situation and existing problems on data sharing in China, based on expounding the connotation of agricultural scientific data. Then some countermeasures and suggestions are put forward to promote the level of the agricultural scientific data sharing

Innovation policies are considered the long-term strategy to overcome the present systemic crisis. But this crisis is questioning such policies, their presuppositions and institutional arrangements. This questioning includes the Triple Helix theory and its impact on research and innovation policies. The goal is to examine how this theory can respond to theoretical and practical challenges, how the theory needs to evolve in order to fit the present context.

This chapter tries to establish a connection between the low level of innovation and inventions in Africa and the absence of indigenous knowledge in teaching, learning and research across the continent. It starts by exploring the fundamental tenets of innovation and proceeds to look at the relationship between innovation and indigenous knowledge.