There are divergent views on what capacity development might mean in relation to agricultural biotechnology. The core of this debate is whether this should involve the development of human capital and research infrastructure, or whether it should encompass a wider range of activities which also include developing the capacity to use knowledge productively. This paper uses the innovation systems concept to shed light on this discussion, arguing that it is innovation capacity rather than science and technology capacity that has to be developed.
This article starts by describing the evolution of innovation in agricultural research and cooperation for development, including an historical overview of agricultural research for development from green revolution to the re-discover of traditional knowledge. Then the authors analyze participation in innovation processes and make a comparison of innovation systems and platforms targeting the agri-food sector in developing countries. A particular focus is reserved to the European regional networks and to the experience of the USAID Middle East Water and Livelihoods Initiative.
This paper illustrates already practiced models and strategies of high impact innovations around the world with particular respect to India. The shown examples of innovative businesses were selected based on four criteria reflecting their innovative character. Firstly, innovations need to fulfil a value for the life of people which exceeds the mere use of the product. Secondly, it requires good quality products or service for an affordable price even for lower income groups.
AARINENA was established to strengthen cooperation among national, regional and international agricultural research institutions and centers to ultimately support the agricultural sector in its member countries. Women farmers significantly contribute to the agricultural development in the WANA region, but often remain invisible in agricultural research and knowledge transfer.
This presentation summarizes lessons learned as a result of developing Information and knowledge systems in Egypt in the last years. The lessons are classified on the main topics discussed in International Consultation on Agricultural Research for Development and Innovation held in December 2009 in ICRISAT. Th
This presentation was realized for the GFAR workshop on "Adoption of ICT Enabled Information Systems for Agricultural Development and Rural Viability" (at IAALD-AFITA-WCCA World Congress, 2008). It presents lessons learned through linking research to extension, including examples from projects in Nigeria, Colombia, Uganda ,Costa Rica, Egypt and Bhutan.
These proceedings relate to a regional workshop which was held in Muscat, Oman, in January 2008.
Innovation Platforms in the Aquaculture Value Chain in Egypt was presented at the National Aquaculture Innovation Platform Workshop, Cairo, 19-20 February 2014. It is a CGIAR Research Program on Livestock and Fish that aims to increase the productivity of small-scale livestock and fish systems in sustainable ways, making meat, milk and fish more available and affordable across the developing world.
The Agribusiness Linkages Global Development Alliance (GDA) was to contribute to sustainable rural development throughout Egypt by enhancing the capacity of smallholder farmers to profitably serve as reliable suppliers of high-value horticulture to processors and other buyers by integrating 3,000 farmers into a sustainable and competitive high-value horticultural value chain anchored by HEINZ in the governorates of Sohag, Qena, Luxor, and Aswan in Upper Egypt; El Minya and Assiut in Middle Egypt; Beni Suef, Giza and Fayoum in Northern Upper Egypt; and the Nubaria area in lower Egypt.
The purpose of this study was to assess the perceptions of agricultural technical school (ATS) instructors in Egypt related to implementing experiential learning in the form of internships. In July 2007, 90 ATS instructors attended workshops focused on conducting internship experiences. Self–perceived competency of ATS instructors to implement internships was assessed immediately following inservice training. Approximately a year later (June 2008), ATS instructors’ self–perceived importance and application of internship competencies were assessed. A discrepancy score was also calculated.