Participatory Guarantee Systems (PGS) and short organic supply chains have emerged as promising solutions for smallholder farmers to provide organic produce to nearby consumers. PGS is an institutional innovation that builds trust among producers, traders and consumers through a low-cost transparent and participatory certification mechanism. They have particularly gained a foothold among smallholder farmers in middle- income countries, where third-party certification costs are often unaffordable.
The Korea National University of Agriculture and Fisheries (KNUAF)'s innovative program is helping South Korea overcome issues relating to its ageing rural population while simultaneously developing elite human resources to establish and promote a highly competent agriculture sector. Since its inception, the KNUAF has been producing young highly competent professionals to manage its high tech agriculture either as entrepreneurs or farm managers.
The paper sets out the general concepts and principles of the Agricultural Innovation Systems approach, and its application to agricultural research and development, particularly in sub-Saharan Africa. It is intended for those interested in applying new approaches to research with farmers, NGOs and the private sector that lead to developmental outcomes.
This guide is mainly for researchers already involved in natural resource management (NRM). It assumes some familiarity with the often complex and chaotic reality of NRM projects, and tries to provide a systematic treatment of all the issues that may need to be considered. While many issues are considered in the guide, only a subset of them have to be dealt with in any specific NRM project. This booklet will also be of interest to implementers of NRM projects, as many of the elements and strategies are common to research and implementation.
Agrifood systems generate significant benefits to society, including the food that nourishes us and jobs and livelihoods for over a billion people. However, their negative impacts due to unsustainable business-as-usual activities and practices are contributing to climate change, natural resource degradation and the unaffordability of healthy diets.
Addressing 21st century development challenges requires investments in innovation, including the use of new approaches and technologies. Currently, many development organisations prioritise investments in isolated innovation pilots that leverage a specific approach or technology rather than pursuing a strategic approach to expand the organisation's toolbox with innovations that have proven their comparative advantage over what is currently used.
For most development organisations and funders, innovation remains a sprawling collection of activities, often energetic, but largely uncoordinated. To a dregree, this has also been the case for Iceland's development co-operation. Iceland, a comparatively small but energetic player in the international development co-operation system, provided the equivalent of 0.28% (roughly 67 million Euro) of it 2021 gross national income towards Official Development Assistance.
The OECD Mission Action Lab critically examines the practice of missions and mission-oriented policies as well as their suitability to different problem contexts. Addressing complex challenges comes first, methods come second. The Lab is, thus, not promoting "missions" as the one and only instrument to address complex problems or societal transitions. Rather, we aim to understand when and how mission as an approach to public policies is useful and, sometimes more importantly, when it is not.
The Challenge of Capacity Development: Working Towards Good Practice draws on four decades of documented experience provided by both bilateral and multilateral donors, as well as academic specialists, to help policy makers and practitioners think through effective approaches to capacity development and what challenges remain in the drive to boost country capacity. The analysis is underpinned by a conceptual framework which guides practitioners to view capacity development at three interrelated levels: individual, organisational and enabling environment levels.
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.