Les Champs-Ecoles des Producteurs (CEP) sont une approche d’apprentissage participatif utilisée dans de nombreux différents contextes à travers le monde. Un CEP rassemble un groupe d'agriculteurs, d'éleveurs ou de pêcheurs, dans le but d’apprendre à s'orienter vers des pratiques de production plus durables. C’est un espace d’apprentissage collectif et concret, qui permet aux populations locales d'améliorer leurs compétences en matière d'analyse critique et de prise de décisions.
Ce guide technique sur le «consentement préalable, donné librement et en connaissance de cause» (CPLCC) établit des mesures concrètes permettant aux organisations gouvernementales de respecter et de protéger le CPLCC et aux organisations de la société civile, aux utilisateurs des terres et aux investisseurs privés dans le monde de s’acquitter de leurs responsabilités envers le CPLCC, conformément à ces Directives.
La presente Cartilla ilustrada sobre Compras Públicas de la Agricultura Familiar (CPAF) compila información básica para el uso y promoción de esta herramienta en un solo documento. Cómo funcionan las Compras Públicas de la Agricultura Familiar, cuáles son sus normativas, cuáles los roles de los actores protagónicos que intervienen en el proceso y cuál es el potencial de desarrollo que ofrecen territorialmente son algunas interrogantes que este material informativo intenta responder.
RECUEIL DE SUJETS SPECIAUX POUR LES CEAP ANIMES PAR LES FACILITATEURS LOCAUX ET TECHNICIENS
This Training of Trainers Manual is designed to help build the capacity of trainers in flash flood risk management, who can then disseminate the knowledge to a larger number of practitioners. The manual presents an eight-day course including a three-day field trip. Detailed lesson plans for 21 sessions are followed by resource materials that will enable the trainers to replicate the course in their own work areas.
Innovation platforms are groups of individuals or stakeholder representatives with different backgrounds and interests. They come together to diagnose problems, identify opportunities, and find ways to achieve their goals. When innovation platforms are set up by development projects, their processes are usually facilitated by the support organization.
This Economic and Sector Work paper, “Enhancing Agricultural Innovation: How to Go Beyond the Strengthening of Research Systems,” was initiated as a result of the international workshop, “Development of Research Systems to Support the Changing Agricultural Sector,” organized by the Agriculture and Rural Development Department of the World Bank in June 2004 in Washington, DC.
The aim of this report is to provide a detailed review of documented social learning processes for climate changeand natural resource managementas described in peer-reviewed literature. Particular focus is on identifying (1) lessons and principles, (2) tools and approaches, (3) evaluation of social learning, as well as (4) concrete examples of impacts that social learning has contributed to.
The turn of agrarian sciences and agricultural extension from reductionist and transfer of technology, respectively, towards systemic approaches has transformed agricultural/rural development thinking in the last decades. Nevertheless, the emergence of Agricultural Innovation Systems (AIS) has to confront a number of gaps among which the expert – lay knowledge gap is of major importance. This paper aims at exploring such a gap as well as obstacles to participatory development from a critical realist point of view.
This chapter documents the learning process within the framework of innovation of soil fertility management practices that emerged from the implementation of Participatory Extension Approach (PEA) as part of service delivery reorientation within the Limpopo Department of Agriculture in South Africa.The chapter gives a narrative description of what transpired during the interaction between researchers, extension officers and farmers, the processes involved, the lessons and the conclusion.