A challenge for researchers and other developers of new technologies in agriculture is to find ways of communicating their results and recommendations. This challenge is particularly acute in regions in which farmers have limited access to education and where illiteracy is widespread, such as in the rural areas of Mali. One approach that shows potential, yet remains largely unused by extension services, is the dissemination of educational video on mobile phones with video and Bluetooth technology, which are widespread in the region.
Le Tuy, province de l'Ouest du Burkina Faso est une région soudanienne à forte pression démographique et pastorale où se posent avec acuité des problèmes de fertilité des sols. Face à la dégradation des ressources naturelles, opter vivre dans son milieu natal et s'assurer une bonne production agropastorale nécessite de la part des acteurs des actions concertées. Le projet Fertipartenaires aide les producteurs de cette province à se concerter, à réfléchir à leurs problèmes, proposer et expérimenter des solutions et les évaluer afin d'améliorer leur sécurité alimentaire.
This study analyzed the determinants of ICT usage in agricultural value chains among rural youth in Busia County, Kenya. A total of 213 young farmers were randomly selected and interviewed using semi-structured questionnaires. Descriptive statistics and Poisson regression model were applied in data analysis. Findings showed youth participation using ICTs was concentrated at the marketing level of the agricultural chain activities.
Global technology education is largely dominated by Western universities. Students from developing countries face an enormous challenge when moving from their local education system into the competitive international education market. Their local knowledge gets lost in a foreign education system where the students are required to acquire a new set of skills. This paper presents a survey among international technology students that highlights the differences.
This paper introduces a practical e-learning system, identified as Knowledge Exchange E-learning System (abbr. KEES), for knowledge distribution in rural areas. Particularly, this paper is about providing a virtual teaching and learning environment for small holders in agriculture in those rural areas.
The present study considered the current state of internet of things in Nigeria, future prospects and challenges to the usage of the technology in Nigerian Agriculture. In Nigeria, IoT has been used to dispense feed and water to chicks, virtual fences for monitoring farmlands and forest trees, cashless sales and purchases of farm produce and input, monitoring and management of staff performances on the farm and e-wallet for input, loan and information accessibility on agricultural issues.
It has long been recognized that investment is needed to build capacity in Science Technology and Innovation (STI) particularly in low and medium income (LMI) countries. Yet there is little understanding as to how to do this.
Cet article présente une nouvelle approche à base de logique floue pour évaluer le risque phytosanitaire dans une serre produisant des roses. Le but de cette étude est de fournir à l’agriculteur un indice représentant le risque de présence de nuisible : Western Flower Thrips (WFT) ou Frankliniella Occidentalis, et d’enlever la phase decomptage manuel. Un systéme d’aide à la décision modulaire basé sur la connaissance d’experts a été conçu. Le systéme proposé fournit un facteur de risque en fonction des données météorologiques et statiques.
The Establishment of the Rahad Scheme in Eastern Sudan in the 1970s established an agricultural innovation system where formal actors such as extension, research, finance institutions and informal actors such as agro pastoral organizations are networking to provide better livelihoods within the irrigated scheme area. This investigation focuses on the roles and interactions of agro pastoral organizations and finance institutions in relation to extension work in Rahad Scheme.
Innovation is high on the agenda, in view of the deep economic crisis and the challenges of feeding 9 billion people in 2050 in a more sustainable way. For an effective and efficient response the Agricultural Knowledge and Innovation Systems (Akis) needs to innovate itself and adopt new ways of working.