Developing irrigation technology for a diversity of farmers with rapidly changing demands can be hard for designers, especially when the technology concerns smallholders in developing countries. Innovation networks supporting the adopted technology increasingly include both globalised players and very local actors, making innovation intermediaries capable of translating innovation issues for different actors increasingly indispensable.
Este trabajo describe la evolución desde los sistemas de transferencia de conocimientos agrarios más tradicionales, con transmisión lineal de la investigación a los usuarios, hasta sistemas que propicien en mayor medida la innovación, con la intervención de multiplicidad de actores entre los que se incluyen investigadores, agricultores, asesores, educadores, políticos, empresarios, etc.
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;
Over the past few decades, some countries in Asia have been more successful than others in addressing poverty and malnutrition. The key question is what policies, strategies, legislation and institutional arrangements have led to a transformed agricultural sector, effectively contributing to poverty alleviation and addressing malnutrition. The great majority of national policymakers within and outside the Asia-Pacific region are keen to understand the causes of agricultural development and transformation in successful countries in Asia.
This paper aims to explore the new challenges encountered in the education of innovation and entrepreneurship in agricultural colleges and universities as well as the new perspectives and possibilities brought by the new agricultural construction for the education of innovation and entrepreneurship in agricultural colleges and universities. Based on the perspective of the construction of new agricultural science, schools need to integrate innovation and entrepreneurship education with all educational work in schools.
While education access has improved globally, gains are uneven, and development impacts driven by increases in education continue to be left on the table, especially in rural areas. Demand-driven extension and advisory services (EAS) – as a key institution educating rural people while providing agricultural advice and supplying inputs – have a critical role to play in bridging the education gap. This can help ensure that millions of young people successfully capitalise on opportunities in agriculture markets, as surveys in Rwanda and Uganda demonstrate.
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.
The creation of commercialization opportunities for smallholder farmers has taken primacy on the development agenda of many developing countries. Invariably, most of the smallholders are less productive than commercial farmers and continue to lag in commercialization. Apart from the various multifaceted challenges which smallholder farmers face, limited access to extension services stands as the underlying constraint to their sustainability.
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.
Conventional approaches to agricultural extension based on top–down technology transfer and information dissemination models are inadequate to help smallholder farmers tackle increasingly complex agroclimatic adversities. Innovative service delivery alternatives, such as field schools, exist but are mostly implemented in isolationistic silos with little effort to integrate them for cost reduction and greater technical effectiveness.