This brief explains the concept of gender equality in advisory services and discusses the opportunities that gender equality in rural advisory services can create for global and local food production, women’s economic empowerment, household food security, and nutrition. It summarises experiences of how gender equality can be pursued in advisory services and provides some practical examples.
Agricultural extension and advisory services (EAS) are often mentioned as a promising platform for the delivery of nutrition knowledge and practices, due to the close interaction that EAS agents have with farmers through their role as service providers in rural areas. Yet the context in which any nutrition knowledge is delivered by EAS agents, and the mechanisms for doing so, is unclear. The purpose of this study was to examine the integration of nutrition and agricultural EAS in Africa, South Asia, and Latin America and the Caribbean.
This flyer is a GFRAS good practice note for extension and advisory service focused on Farmer Field Schools (FFS). It cover the following aspects: Philosophy and principles, Implementation, Capacity required, Costs, Strenghts and Weaknesses, Governance and Management, Potential Impact.
The paper defines and explains the concept of gender equality in advisory services and discusses the opportunities that gender equality in RAS would potentially create for global and local food production, women’s economic empowerment, household food security and nutrition as well as the challenges in achieving this.
À Madagascar, au-delà de l'abandon fortement médiatisé du gigantesque projet agricole de l'entreprise Daewoo, les appropriations foncières à grande échelle se poursuivent. Mais, à la différence d'autres pays du Sud, une réforme foncière est en cours, fondée à la fois sur la remise en cause de la propriété de l'État sur une large part du territoire et la reconnaissance légale des droits fonciers locaux. Basé sur la théorie de l'accès, cet article analyse les modes d'accès à la terre des investisseurs et leurs régulations.
TAP and its partners carried out regional surveys in Asia, Africa and Central America to assess priorities, capacities and needs in national agricultural innovation systems. This document provides a Regional synthesis report on capacity needs assessment for agricultural innovation in Africa. FARA was selected as Recipient Organization by FAO to facilitate TAP implementation in Africa. This is mainly due to its position as the umbrella organization bringing together and forming coalitions of major regional stakeholders in agricultural research and development.
The report specifically analyses the NIS in Peru and Colombia in the coffee and dairy sectors due to their economic importance for both countries and the large percentage of small producers in these sectors. In order to analyse the NIS, we have utilised an innovations systems approach to form the analytical framework. This framework focuses on four main areas – understanding the actors in the NIS, their roles and attitudes, the patterns of interaction of these actors, and the enabling environment with a focus on small producer inclusion.
This paper argues that Dutch-funded capacity development projects in developing countries for tertiary agricultural education organisations as they are currently carried out are not able to successfully achieve the sustained changes required. That is, changes in how an organisation functions, its cultural norms and rules, and also in how it interacts within wider networks. Rather, long-term institutional change is needed.
Innovation platforms are groups of individuals or stakeholder representatives with different backgrounds and interests. They come together to diagnose problems, identify opportunities, and find ways to achieve their goals. When innovation platforms are set up by development projects, their processes are usually facilitated by the support organization.
Social learning in multi-actor innovation networks is increasingly considered an important precondition for addressing sustainability in regional development contexts. Social learning is seen as a means for enabling stakeholders to take advantage of the diversity in perspectives, interests and values for generating more sustainable practices and policies. Although more and more research is done on the meaning and manifestations of social learning, particularly in the context of natural resource management, little is known about the social dynamics in the process of social learning.