The Farmer Business School (FBS) is a participatory, action learning process focused on product and business development, and like the Farmer Field School, is a complex, multi-dimensional innovation with the potential to benefit large numbers of farming households economically, socially and institutionally. Scaling this approach requires rethinking both innovation and scaling.
The objective of this piece of work is to explore innovation support in the case of Greece which is a particular one given the demise, on the one hand, of the country's public extension service in the early 1990's - and since then the absence of any kind of organized extension intervention in the country, and, on the other hand, of the agricultural cooperatives; thus the extremely weak and fragmented nature of the Greek Agricultural Knowledge and Innovation System which seems to be rather unique in the European Union
This briefing note sets out, at the start of this collaborative learning journey, the authors understandings of collaborations and capacity development and how these relate to activities within the network. The final section outlines the main elements of our approach to monitoring, evaluation and learning (MEL)
This case study demonstrates how change agents can utilize networked learning communities (NLCs) with shared leadership to provide the structural supports for learning and influence the implementation of innovations within a social system. Our focus is the Department of Defense Education Activity (DoDEA), a large school system operating 164 accredited schools domestically and internationally.
Youth intention to pursue a career in agriculture and entrepreneurship is influenced by the knowledge they acquire through formal, informal, and nonformal settings. Changing youth perception of agriculture is essential for agriculture and youth development. The purpose of the study was to examine current youth perceptions of agriculture, solicit Tanzanian leaders' views of agriculture, and youth entrepreneurship.
mNutrition was a five-year global initiative supported by the Department for International Development (DFID) between 2013 and 2018, organised by GSMA and implemented by in-country mobile network operators (MNOs) and other providers. The evaluation was carried out by a consortium of researchers from Gamos, the Institute of Development Studies, and the International Food Policy Research Institute. This briefing summarises key evaluation findings and presents lessons learned on three key topics: 1.
The objectives of this study are (1) to analyze the influence of the procurement and distribution subsystems of production facilities for strengthening the Chili-Tobacco Inter-cropping Farmer Group in Bali Province; (2) analyzing the influence of farming subsystems for strengthening the Chili-Tobacco Inter-cropping Farmer Group in Bali Province; (3) analyzing the effect of post-harvest handling and further processing subsystems for strengthening the Chili-Tobacco Inter-cropping Farmer Group in Bali Province; (4) analyze the effect of the yield marketing subsystem to strengthen the Chili-Tob
The Newsletter of the Tropical Agriculture Platform (TAP) provides regular updates on global activities by TAP and its partners, on the CDAIS projects and on upcoming related events. This issue specifically refers to the period from October 2019 to December 2019.
This flyer described the collaboration between FAO and Agrinatura and in particular two main areas of activities:
1) Joint implementation of the EU-funded Capacity Development for Agricultural Innovation Systems (CDAIS) project from 2015 to 2019, in eight countries: Angola, Bangladesh, Burkina Faso, Ethiopia, Guatemala, Honduras, Lao People’s Democratic Republic, Rwanda;
While education access has improved globally, gains are uneven, and development impacts driven by increases in education continue to be left on the table, especially in rural areas. Demand-driven extension and advisory services (EAS) – as a key institution educating rural people while providing agricultural advice and supplying inputs – have a critical role to play in bridging the education gap. This can help ensure that millions of young people successfully capitalise on opportunities in agriculture markets, as surveys in Rwanda and Uganda demonstrate.