The transition to a market for agricultural research and knowledge-intensive services presents various challenges for actors in the agricultural knowledge infrastructure, on both the demand side (end users of innovations such as farmers, and the government) and the supply side (providers of research and knowledge-intensive services). New organizational arrangements try to bring together supply and demand in the agricultural knowledge infrastructure. This thesis is about such new organizational arrangements
This presentation sets out a future research agenda for research on agricultural extension and advisory services, under influence of sustainability transitions and disruptive technologies such as digital agriculture technology, and synthetic foods. For a recording of the presentation see: https://www.youtube.com/watch?v=03V7zSD63pw
The paper, prepared for the "High Level Policy Dialogue on Investment in Agricultural Research for Sustainable Development in Asia and the Pacific" (Bangkok Thailand; 8-9 December 2015), presents the Common Framework on Capacity Development for Agricultural Innovation Systems (CDAIS).The framework is a core component of the Action Plan of the TAP, a G20 Initiative, aiming to increase coherence and effectiveness of capacity development for agricultural innovation that lead to sustainable change and impact at scale.
The Asia-Pacific Association of Agricultural Research Institutions (APAARI) in collaboration with the Australian Centre for International Agricultural Research (ACIAR), Department of Agriculture (DOA), Thailand, Food and Agriculture Organization of the United Nations – Regional Office for Asia and the Pacific (FAO RAP), Global Forum on Agricultural Research (GFAR) and International Food Policy Research Institute (IFPRI), organized a High Level Policy Dialogue (HLPD) on Investment in Agricultural Research for Sustainable Development in Asia and the Pacific on 8-9 December 2015 in Bangkok, Th
Green Extension is an umbrella term used to describe rural advisory services which support the scaling up of sustainable agriculture. This encompasses a range of methods to promote various types of content. What these approaches have in common is a process of socio-ecological learning, i.e., supporting farmers to analyse local problems and opportunities, and test alternative practices under local conditions.
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.
This chapter documents the learning process within the framework of innovation of soil fertility management practices that emerged from the implementation of Participatory Extension Approach (PEA) as part of service delivery reorientation within the Limpopo Department of Agriculture in South Africa.The chapter gives a narrative description of what transpired during the interaction between researchers, extension officers and farmers, the processes involved, the lessons and the conclusion.
The guide on Reflexive Monitoring in Action offers principles, practical guidelines as well as theory and tools. Additional tools, developed more recently, are provided separately. The guide and tools focus on three target groups: Reflexive monitors Consultants, innovation brokers and action researchers who are (or will be) handling the actual monitoring Innovation managers Project managers or innovation champions who feel responsible for the progress of the innovation process and the realisation of the system innovation ambition.
This manual describes a number of tools that can be used in courses to facilitate the process of reflecting on the knowledge and experiences participants acquire, with the aim of making their leaning more explicit and articulated and contribute to their professional performance in their own working context.
We are facing complex societal problems such as climate change, human conflict, poverty and inequality, and need innovative solutions. Multi-stakeholder processes (MSPs) are more and more seen as a critical way of coming to such innovative solutions. It is thought that when multiple stakeholders are able to meet, share experiences, learn together and contribute to decisions, new and innovative ways of dealing with problems are found and turned into action. Still, much remains to be understood about the role and effectiveness of social learning in multi-stakeholder settings.