This brochure presents the five-year TAP-AIS project (2019-2024) funded by the European Union under the DeSIRA Initiative and implemented by the Food and Agriculture Organization (FAO) of the United Nations. The project has the main objective to strengthen capacities to innovate in national agricultural innovation systems (AIS) in the context of climate-relevant, productive, and sustainable transformation of agriculture and food systems in Africa, Latin America, Asia and the Pacific.
This paper presents the common framework on CD for AIS developed by TAP and points to the relevance of meta-learning and the importance of “functional capacities”, if higher education institutions and their graduates are to become active players in the agricultural innovation system. The Framework was developed through an inclusive, participatory and multi-stakeholders approach with contributions by TAP Partners, including FARA and the Global Conference on Higher Education and Research in Agriculture.
Participatory forest management is credited for supporting social learning processes and fostering capacity of forest users for collaboration and collective actions. Despite more than a decade of practice, the empirical evidence substantiating the contribution of participatory management for the capacity development of forest users is scarce. This study assesses a participatory forest management program in Madhupur Sal forest, Bangladesh, by comparing the capacity of de-facto groups of participants and nonparticipants and identifies factors that influence the capacity development.
Since agricultural scientific data are valuable resources in the field of agricultural science and technology, it is important to share scientific data in agricultural science. The paper analyses current situation and existing problems on data sharing in China, based on expounding the connotation of agricultural scientific data. Then some countermeasures and suggestions are put forward to promote the level of the agricultural scientific data sharing
In recent years, the international status of agriculture in the BRICS countries—Brazil, Russia, India, China and South Africa—has been continuously improved. In 2018, the gross agricultural production of the BRICS countries accounted for more than 50% of the world’s total. Further strengthening the developing cooperation of the BRICS countries is of great significance for ensuring global food security.
In this paper, introduction presents the problem statement. The second chapter gives a brief description of the Smart Farming system. The third chapter provides an overview of ontologies. The fourth chapter describes implementation of the knowledge base in the Smart Farming system. The fifth chapter presents the main functions of the ontology editor for working with the knowledge base. Conclusions and prospects of further development of knowledge base in crop production are also given
In this paper is described how value chains act as an important catalyst in improving farmers’ income by strengthening the backward and forward linkages of
agriculture. Discuss about several policy interventions that are being made to organize farmers and facilitate their access to markets, finances, inputs and technologies.
The challenges of providing food security for the developing world have perhaps never been so extreme, with the introduction of new technologies being matched by land degradation, water concerns and the often uncertain impacts of a changing climate. In short, we will need to produce more food on less land. Adding to the problem is the distrust and fear around some new technologies – particularly biotechnologies – that have created a divide between scientists and farmers, decision makers and the public. There have been many attempts to bridge these divides, but few success stories.
In this paper, the authors describe the adaptation and validation of a project-level WEAI (or pro-WEAI) that agricultural development projects can use to identify key areas of women’s (and men’s) disempowerment, design appropriate strategies to address identified deficiencies, and monitor project outcomes related to women’s empowerment. The 12 pro-WEAI indicators are mapped to three domains: intrinsic agency (power within), instrumental agency (power to), and collective agency (power with). A gender parity index compares the empowerment scores of men and women in the same household.
Extension Education orientations defined as the degree of willingness to accept profession of academician or trainer to develop different types of extension human resources needed to work as an extension workforce. Extension education is the fundamental academic activity to be undertaken in extension to develop necessary human resources to work as extension educationists, extension workers, extension service provider and extension trainer. Till today there was no any tool to measure the orientation of Postgraduate scholars towards Extension education.