La brochure résume les principales caractéristiques et objectifs du projet CDAIS financé par l'UE, et qui est mis en œuvre conjointement par AGRINATURA et la FAO pour soutenir le Plan d'action de la Plate-forme pour l'agriculture tropicale (TAP).
This paper aims for several research objectives. It aims to find out the agribusiness sectors developed by Al-Mawaddah Entrepreneurial Pesantren. It also aims to find out the empowerment of agribusiness developed by this pesantren. Last, it also aims to determine the impact of empowering agribusiness developed on improving the economy Al-Mawaddah Entrepreneurial Pesantren’s alumni. This research is a field research. The approach used by researcher is a qualitative descriptive approach with a case study strategy.
Agricultural information is transferred through social interactions; therefore, ties to agricultural informants and network structures within farmers’ local neighborhoods determine their information-gathering abilities. This paper uses a spatial autoregressive model that takes account of spatial autocorrelation to examine such network connections, including friendship networks and advice networks, upon farmers’ knowledge-gathering abilities during formal agricultural training.
Multi-stakeholder platforms (MSPs) have been playing an increasing role in interventions aiming to generate and scale innovations in agricultural systems. However, the contribution of MSPs in achieving innovations and scaling has been varied, and many factors have been reported to be important for their performance. This paper aims to provide evidence on the contribution of MSPs to innovation and scaling by focusing on three developing country cases in Burundi, Democratic Republic of Congo, and Rwanda.
The concept of an innovation system is used to understand how innovation contributes to economic growth. However, innovation systems do not evolve evenly in different parts of the world. This paper contributes to the ongoing debate on the emergence of innovation systems in the context of developing countries. It uses the Rwandan case, where agriculture is a dominant socio-economic sector with high innovation potential. It explores how stakeholder interactions and policies contribute to the emergence of an agriculture innovation system in Rwanda.
Now the journey takes Alphonsine 30 minutes. She and other rural women now have access to clean water to irrigate their crops and to use at home. With the cooperation of the UN's joint project 'Rural Women Economic Empowerment '(Rwee), implememted by four UN agencies, FAO built a spring catchment tap for the Nkabikorera Cooperative in the Ngoma district which significantly decreased the amount of time to collect water for nine surrounding villages.
Participation of actors is essential for achievement of the United Nation’s (UN) Sustainable Development Goals (SDGs). With respect to sustainable agriculture the UN has introduced a collaborative framework for food systems transformation encompassing: 1) food system champions identification; 2) food systems assessment; 3) multi-stakeholder dialogue and action facilitation; and, 4) strengthen institutional capacity for food systems governance. The last two actions are the focus of this thesis.
Following their first formation in Indonesia over 25 years ago, Farmer Field Schools (FFS) have served as a “proof of concept” of how transformative learning can help governments, donors and development stakeholders achieve development objectives. The FFS approach, which has now been used in more than 90 countries by more than 12 million small farmers (FAO, 2016), not only creates a space in which the practical needs of smallholders to solve production-related issues can be addressed but also fosters personal and community-level transformation through empowerment.
This brief argues that policy-makers in ACP countries must engage with young people to ensure that the policy environment reflects their interests and makes the sector attractive to them. Policies that work for and with youth are more likely to attract young people to the sector, injecting dynamism, growth and transformation.
Global technology education is largely dominated by Western universities. Students from developing countries face an enormous challenge when moving from their local education system into the competitive international education market. Their local knowledge gets lost in a foreign education system where the students are required to acquire a new set of skills. This paper presents a survey among international technology students that highlights the differences.