Local innovation refers to the dynamics of Indigenous Knowledge (IK) - the knowledge that grows within a social group, incorporating learning from own experience over generations but also knowledge gained from other sources and fully internalized within local ways of thinking and doing. Local innovation is the process through which individuals or groups discover or develop new and better ways of managing resources - building on and expanding the boundaries of their IK.
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Communities supported by World Bank rural development projects often cite support for the development of income-generating activities (IGAs) as a critical need. This note identifies some of the core problems encountered by Bank task teams that attempt to respond to this need, outlines the issues involved, and offers suggestions on some of the points that should be kept in mind when designing grant programs for this purpose.
In recent years, the notion of doing research with multiple partners has become an important concept in international development. This reflects the belief that partnerships are important for solving complex problems, reducing costs and competition for the same resources, increasing efficiency and ownership, and ensuring greater accountability.
In order for agricultural development to fulfill its potential role as a source of growth and reducer of poverty, it must be constantly renewed through knowledge and innovation. Getting resources into the hands of innovators and providing incentives for producers, agricultural service providers, and entrepreneurs to collaborate in developing and applying new methods and technologies is a priority among institutions concerned with agricultural knowledge.
Poverty in Pakistan is overwhelmingly rural. Some two-thirds of Pakistan's population, and over 60 percent of the country's poor, live in rural areas. In 2005, average per capita expenditures in rural areas were 31 percent lower than in urban areas. This inequality between urban and rural areas is re-enforced by inequality within and between rural areas.
This methodological guide was initially developed and used in Latin America and the Caribbean-LAC (Honduras, Nicaragua, Colombia, Peru, Venezuela, Dominican Republic), and was later improved during adaptation and use in eastern African (Uganda, Tanzania, Kenya, Ethiopia) through a South-South exchange of expertise and experiences. The aim of the methodological guide is to constitute an initial step in the empowerment of local communities to develop a local soil quality monitoring and decision-making system for better management of soil resources.
The present article reviews the results and methodological design of an evaluation at higher education centres in Bolivia, Ghana and India. The ambition of these programmes was to integrate endogenous knowledge and values into education and research programmes. The evaluation provides an example of a mixed methods design that allowed for inclusion and appreciation of perspectives of different stakeholders. An evaluation team has to consider which set of methods is responding to the project context and how the methods complement each other and can be adapted to the case.
This paper presents the processes, general guidelines lessons and experiences pertaining to “good practices” for organizing and forming Agricultural Innovation Platforms in the Lake Kivu Pilot Learning Site, covering three countries (Uganda, Rwanda and Democratic Republic of Congo) with widely differing social political environments to address agricultural development challenges.
This paper draws lessons from selected country experiences of adaptation and innovation in pursuit of food security goals.
Grown in Jamaica since the days of slavery, food yams are major staples in local diets and a significant non-traditional export crop. The cultivation system used today is the same as 300 years ago, with alleged unsustainable practices. A new cultivation system called minisett was introduced in 1985 but the adoption rate twenty four years later is extremely low.