The Korea National University of Agriculture and Fisheries (KNUAF)'s innovative program is helping South Korea overcome issues relating to its ageing rural population while simultaneously developing elite human resources to establish and promote a highly competent agriculture sector. Since its inception, the KNUAF has been producing young highly competent professionals to manage its high tech agriculture either as entrepreneurs or farm managers.
How do innovations move from the edges to the core of what an organization does? For maximum impact, innovations must cease to be innovative and become institutionalized and normalized.
The OECD InDeF team developed a portfolio approach to innovation. A portfolio approach takes a balcony view on innovation which helps organizations align innovation processes, resources and performance with organizational objectives and enables them to track innovation with a view to scaling. Coached by the OECD team, Enabel colleagues in Benin, Morocco and Palestine piloted this portfolio approach by reviewing their current innovation supporting activities and investments against a set of key criteria.
Despite the concept's widespread popularity, the terminology surrounding missions can come across as convoluted. This is understandable, given that the term - which denotes ambitious, time bound, cross-sectoral and measurable policy objectives to address grand societal challenges such as climate change mitigation, biosphere restoration or tackling health inequities - has proven to be both deceptively intricate and remarkably versatile.
L’approche Champs-Écoles Producteurs (CEP) est introduite au Ghana en 1996, au Niger en 1999 et au Sénégal en 2000 via le projet « Gestion intégrée de la Production et des Déprédateurs (GIPD) » soutenu par la FAO.
In sub-Saharan Africa, pastoralism is usually practiced especially in the arid lands where the climate is hot and dry with low and erratic rainfall and rugged terrain. The pastoralists are characterized by varying aspects of socio-cultural set ups, production forms and strategies of survival which include mobility. The pastoralists’ main mode of livelihood is livestock keeping where varied species are kept according to desire but the main species being camel, sheep, goats and cattle. Pastoralists have the highest incidence of poverty and the least access to basic services.
This Resource Manual on IPPM ALS in Vegetables is a compilation of various documents on the production of commonly grown vegetable crops. This was developed basically for the facilitators and learners of the Children’s Participation in Integrated Production and Pest Management (CP IPPM) Program and the Integrated Production and Pest Management for the Alternative Learning System (IPPMALS) Program. The objective of this resource manual is to provide them a ready reference to complement the learning process in discovery-based IPPM ALS Session Guides that trainers will use in conducting FFS.
This Guideline addresses the Key Principles of FFS, Key elements of FFS, Conditions for successful FFS, Roles, and responsibilities of different stakeholders at all levels & master facilitators, standards to implement FFS, facilitator's guide with different Phases and steps for implementation of Field school (preparation, establishment & implementation), strategy for sustaining of FFS and Monitoring, evaluation and learning.
This field guide is co-published by the Project for the ECBFMP, Department of Environment and Natural Resources-Region III, KASAKALIKASAN, and ASEAN IPM Knowledge Network integrates best practices and learning experiences on agroforestry farming systems in the Philippines and the Asia-Pacific Region based on the shared experiences of FFS facilitators, farmer-practitioners and technical experts. Field walks, soil maps, farmer-validated baseline surveys, material-flow charts and the ballot box exercise, with a broad listing of possible questions and answers serve as diagnostic tools.
Building on shared experiences, experiments and knowledge acquired by farmers in Peru, this methodological guide includes a detailed section on the steps required to set up an FFS and its methodology and a second section on FFS for cacao cultivation in the different phenological stages. The document presents various diagnostic tools such as community and main cultivation mapping, ballot box, cultivation plans, such as matrix and cultivation cycle to analyse problems. The AESA is adapted to cacao production and includes a comparison of conventional and learning farm plots.