Dans le cadre de ce projet (2015-2018), la FAO a travaillé dans 21 pays (voir la carte ci-dessous) au travers de partenariats avec des OSC nationales pour la réalisation d’ateliers de sensibilisation et de renforcement des capacités afin de: Améliorer les connaissances et la compréhension des OSC par rapport aux DVGF; Accroître leurs compétences en matière de construction et connexion de réseaux et de plaidoyer pour défendre leurs droits fonciers et renforcer les partenariats pour une meilleure application des DVGF à tous les niveaux; Renforcer leurs capacités pour une participation e
Katalyst project has been facilitating awareness raising on the importance of balanced fertiliser application in Bangladesh since 2006.
“We realized that we need to work together, and are now seeing changes happen” said Omar Ali, President of the newly formed Shibganj Mango Association. Farmers and orchard owners saw the need to change when interest in mango production grew after exports to the EU started in 2015. With technical assistance from several initiatives, the first 12 registered farmers began to follow ‘good agricultural practices’.
Today, entering Trishal, Mymensingh on the road from Dhaka, one sees rows of fish ponds. One after the other, they show a massive diversification from rice to fish cultivation in recent years, and an intensification of production. The tradeoffs between green crops and silver fish appear to be clear, as ever more farmers see the benefits in terms of profits and returns, and make the move into fish farming.
This book documents a unique series of 19 case studies where agricultural biotechnologies were used to serve the needs of smallholders in developing countries. They cover different regions, production systems, species and underlying socio-economic conditions in the crop (seven case studies), livestock (seven) and aquaculture/fisheries (five) sectors. Most of the case studies involve a single crop, livestock or fish species and a single biotechnology.
This blended learning program lead by ILRI draws on the practice briefs, the workshop experience and materials from partners including IITA, Wageningen University, ICRAF and FARA. It comprises an online component of 14 modules and a 3-day workshop. The final component of the course is a face-to-face workshop which provides learners with opportunities to apply their newly acquired knowledge to the challenges of their own platform or that of their peers. The workshop features role plays and collaborative group work based on actual scenarios.
Building Agribusiness Capacity in East Timor (BACET) directly contributes to USAID/Timor-Leste’s agriculture and workforce development strategies for economic growth. Though categorized as a capacity building and workforce development activity, many of the key activities of BACET have included infrastructure improvements, which are longer-term in nature. Similarly, teacher training and changed teaching methods have long-term impact.
Building Agribusiness Capacity in East Timor (BACET) directly contributes to USAID/Timor-Leste’s agriculture and workforce development strategies for economic growth. Though categorized as a capacity building and workforce development activity, many of the key activities of BACET have included infrastructure improvements, which are longer-term in nature. Similarly, teacher training and changed teaching methods have long-term impact.
Building Agribusiness Capacity in East Timor (BACET) directly contributes to USAID/Timor-Leste’s agriculture and workforce development strategies for economic growth. Though categorized as a capacity building and workforce development activity, many of the key activities of BACET have included infrastructure improvements, which are longer-term in nature. Similarly, teacher training and changed teaching methods have long-term impact.
Building Agribusiness Capacity in East Timor (BACET) directly contributes to USAID/Timor-Leste’s agriculture and workforce development strategies for economic growth. Though categorized as a capacity building and workforce development activity, many of the key activities of BACET have included infrastructure improvements, which are longer-term in nature. Similarly, teacher training and changed teaching methods have long-term impact.