This brief illustrates the different forms of knowledge, and the ways to create and manage it.
In the 90’s first steps were taken in Cuba to strengthen family farming. A participatory seeds breeding, multiplication and diffusion project started, a challenge to Cuban scientists, not used to involve farmers in the decision making process and recognizing them as equal partners. This project further evolved to become the Local Agricultural Innovation Programme, Spanish acronym PIAL (Programa de Innovación Agropecuaria Local).
This brief explores the definition of Agricultural Knowledge and Information System (AKIS) and the inventory of AKIS in Europe.
This document is about a session of the Second Global Conference on Agricultural Research for Development (GCARD2), which was held in Punta del Este, Uruguay, in 2012. The session focused on how to strengthen institutional capacities as well as multi-disciplinary and multi-organizational networking, including through improved policies, management practices, structures and incentives, so that institutions become more adaptive and responsive, as well as more effective in linking farmers, research, education, extension and development actors.
Smallholder banana farmers are beginning to understand that their old farming methods are contributing to the planet's drying up or suffocating in fields of garbage. They are convinced that they have to change their ways for the good of their farms, their communities, and their children. But what really drives them to adopt new and sustainable practices? What will ensure they continue to do so?
Between 2012 and 2016, in collaboration with research and development partners, ILRI undertook specific action research and capacity development interventions to address identified challenges and generate evidence for wider applicability along the pig value chain. The work was funded by three major bilateral donors, the European Commission/International Fund for Agricultural Development (EC/IFAD) and Irish Aid.
Following their first formation in Indonesia over 25 years ago, Farmer Field Schools (FFS) have served as a “proof of concept” of how transformative learning can help governments, donors and development stakeholders achieve development objectives. The FFS approach, which has now been used in more than 90 countries by more than 12 million small farmers (FAO, 2016), not only creates a space in which the practical needs of smallholders to solve production-related issues can be addressed but also fosters personal and community-level transformation through empowerment.
Inclusion is a key issue for Agricultural Research for Development (ARD). Development goals in and of themselves call for better livelihoods and opportunities for the less privileged actors working in agriculture. They also call for greater equity and balanced representation of the population at an institutional level. This brief focuses on how ARD processes can more sensitively address gender relations and youth issues. Women and young people have distinctive needs and interests which can be less visible within broader “Producer Organizations”, for example.
El propósito de ese informe es aportar insumos en el marco de un amplio diálogo de saberes, para el reconocimiento de la estrecha relación entre la investigación agrícola para el desarrollo, la innovación tecnológica y el bienestar de las comunidades rurales con referencia a sus medios de vida.
Este documento describe de manera sencilla los conceptos teóricos y prácticos de las Escuelas de Campo.