Starting with background information, the report presents a summary of the plenary presentations of the workshop, which includes a brief on the post-conflict and protracted crisis environment in the 15 participating countries (Rwanda, Democratic Republic of the Congo, Congo Brazzaville, Sierra Leone, Burundi, Ethiopia, Uganda, Central African Republic, Chad, Guinea Bissau, Guinea Conakry, Liberia, Afghanistan, and Tajikistan). Some countries like Afghanistan qualified all in one as conflict, post-conflict and protracted crisis country.
This situation analysis report provides a snapshot of the regional and subregional policies and frameworks that support biofortification and the organizations implementing various nutrition- sensitive initiatives. The report identifies some ongoing initiatives that are relevant to the The Building Nutritious Food Baskets (BNFB) Project mandate and that can be aligned to its activities to facilitate its starting up and scaling up. The report recommends the key actions necessary to facilitate increased investment in and scaling up of biofortified crops in sub-Saharan Africa.
This article reviews the approaches proposed by SCARDA to address capacity strengthening for research management, how implementation took place and the lessons learned from the implementation activities. It begins with an overview of the intended project outputs and approach to capacity strengthening, followed by the implementation processes as undertaken in each sub-regional organisation and finishes with the lessons learned.
This paper presents the common framework on CD for AIS developed by TAP and points to the relevance of meta-learning and the importance of “functional capacities”, if higher education institutions and their graduates are to become active players in the agricultural innovation system. The Framework was developed through an inclusive, participatory and multi-stakeholders approach with contributions by TAP Partners, including FARA and the Global Conference on Higher Education and Research in Agriculture.
These proceedings relate to a regional workshop which was held in Muscat, Oman, in January 2008.
This regional workshop was designed to strengthen the capabilities of representatives of NIFUs for analyzing the situations of their NAIS, and to use their national experiences to identify strengths, weaknesses, and threats/challenges affecting seven key areas influencing development of NAIS, namely: (i) strategy/policy, (ii) institutional aspects, (iii) stakeholders, (iv) content, (v) people, (vi) infrastructure, and (vii) financial aspects. Possible solutions for the key weaknesses and threats /challenges were defined by participants.
This presentation summarizes lessons learned as a result of developing Information and knowledge systems in Egypt in the last years. The lessons are classified on the main topics discussed in International Consultation on Agricultural Research for Development and Innovation held in December 2009 in ICRISAT. Th
This presentation was realized for the GFAR workshop on "Adoption of ICT Enabled Information Systems for Agricultural Development and Rural Viability" (at IAALD-AFITA-WCCA World Congress, 2008). It presents lessons learned through linking research to extension, including examples from projects in Nigeria, Colombia, Uganda ,Costa Rica, Egypt and Bhutan.
Agriculture remains a key and sensitive economic sector in Egypt. Given contemporary geo-political concerns that limit access to international markets, it continues to remain responsible for the production of food and
fiber needed for a growing population. Efficacy in agricultural Extension Services (AES), within the broader scope of an agricultural innovation system, has the potential to assist in the government’s mandate, and
Four FFSs concerning integrated crop–livestock systems were implemented by a R&D project namely “Adaptation to Climate Change in West Asia and North Africa (WANA) Marginal Environments through Sustainable Crop and Livestock Diversification (ACC project)” during the summer season 2013 in three villages namely Village 4, Village 7 and Village 1750 in Sinai Peninsula. This study aimed to do the following: (1) assess the learning impacts of farmer field schools of integrated crop–livestock package and (2) explore the factors that affect the respondents’ learning index.