This guide is the second in a series of documents designed to support agencies implementing participatory agroenterprise development program operating within defined geographical areas.
Experiential learning is prevalent in secondary and university agricultural education programs. An examination of the agricultural education literature showed many inquiries into experiential learning practice but little insight into experiential learning theory. This philosophical manuscript sought to synthesize and summarize what is known about experiential learning theory. The literature characterizes experiential learning as a process or by the context in which it occurs.
This practitioner’s guide, a companion volume to The Innovation Paradox picks up where the previous report left off. It aims to help policy makers in developing countries better formulate innovation policies. It does so by providing a rigorous typology of innovation policy instruments, including evidence of impact—and more importantly, the critical conditions in terms of institutional capabilities to successfully implement these policy instruments in developing countries.
This note is a preview on the agricultural innovation systems (AIS) assessment methdology which is being tested in the nine countries of the European Union-funded TAP-AIS DeSIRA project. It presents the rationale, the steps, ethe expected outputs and outcomes.
ICT-driven digital tools to support smallholder farmers are arguably inevitable for agricultural development, and they are gradually evolving with promising outlook. Yet, the development and delivery of these tools to target users are often fraught with non-trivial, and sometimes unanticipated, contextual realities that can make or mar their adoption and sustainability. This article unfolds the experiential learnings from a digital innovation project focusing on surveillance and control of a major banana disease in East Africa which is being piloted in Rwanda.
This Final report identifies best-fit practices, and makes recommendations on how to target women advisory service providers in capacity development programmes.
While there is a lot of literature from a natural or technical sciences perspective on different forms of digitalization in agriculture (big data, internet of things, augmented reality, robotics, sensors, 3D printing, system integration, ubiquitous connectivity, artificial intelligence, digital twins, and blockchain among others), social science researchers have recently started investigating different aspects of digital agriculture in relation to farm production systems, value chains and food systems. This has led to a burgeoning but scattered social science body of literature.
This article conceptualizes the diffusion of user innovations from a service ecosystem perspective. With the focus on sustainable innovations, the service ecosystem is evaluated, along with other systemic innovation concepts, as a possible theoretical basis for explaining the first adoption and diffusion of user innovations.
The Farmer Field School (FFS) approach has been very successful and witnessed a strong expansion in many areas beyond crop production. Notwithstanding this success, the adoption of FFS in national extension often remains problematic and FFS activities have often been implemented in the margin of national institutions with strong reliance on donor funding. The creation of an enabling environment for institutional support is essential for expanding the effort, improving quality, and strengthening impact and continuity of the FFSs.
Several posters have been created on the occasion of the 5th TAP Partners Assembly (Laos, 20-22 September 2017) to show recent activities and achievements in the eight pilot countries of the CDAIS project.