The author shares her experience of participating in a training that was organized by the Tropical Agriculture Platform – Agricultural Innovation Systems (TAP-AIS) project, ‘Developing Capacities in Agricultural Innovation Systems: Scaling up the Tropical Agriculture Platform Framework’, implemented by FAO’s Research & Extension Unit, funded by the European Union as a component of the ‘Development Smart Innovation through Research in Agriculture (DeSIRA): Towards Climate-relevant Agricultural and Knowledge Innovation Systems’ initiative.
This document on Good Practices in Extension Research and Evaluation is developed as a hands on reference manual to help young researchers, research students, and field extension functionaries in choosing the right research methods for conducting quality research and evaluation in extension. This manual has been compiled by the resource persons who participated in the Workshop on ‘Good
In this blog, Bhuvana N and Aditya K S argue that to achieve sustainable transformation of global food systems, there is a need to promote systems thinking at all levels, research, extension, education and policy.
Undertaking Capacity Needs Assessment (CNA) is critical for organizing appropriate capacity development interventions. AESA organised four workshops on CNA of EAS in India, Sri Lanka, Bangladesh and Nepal with the following objectives.
1. Identify capacity gaps among EAS providers
2. Finalise a methodology for undertaking capacity needs assessment.
During the period 2013-2019, the Agricultural Extension in South Asia (AESA) Network has served as a platform for collating the voices, insights, concerns, and experiences of people in the extension sphere of South Asia. Diverse professionals shared their concerns on the present and future of Extension and Advisory Services (EAS) in the form of blog conversations for AESA. Together, all of these individuals who are involved, interested and passionate about EAS, discussed ways to move beyond some of the seemingly intransigent problems that are hindering the professionalization of EAS.
This paper reviews the extension curricula currently followed in universities in India at different levels in light of the new challenges faced by farmers, the new capacities needed among extension personnel to address these challenges, new trends in the job market and advances made in the field of extension.
Innovation system approach offers an holistic, multidisciplinary and comprehensive framework for analyzing innovation process, the roles of science and technology actors and their interactions, emphazing on wider stakeholder participation, linkages and institutional context of innovation and processes. This paper was aimed to: 1. review the concept of innovation system; 2. appraise the application to agriculture and its relevance and 3. analyze the policy implications for agricultural extension delivery in Nigeria.
The private sector’s presence in agricultural advisory services worldwide has been on the increase for over three decades. This trend has also been observed in the Mantaro Valley (Peru), in a context of dairy family farming. The objective of the communication is to analyse the modalities of advisory services privatization and assess the consequences of this privatization for the farmers and their livestock systems. Data were collected through input suppliers, different types of advisers and producers interviews.
In an effort to raise incomes and increase resilience of smallholder farmers and their families in Feed the Future1 (FTF) countries, the United States Agency for International Development (USAID) funded the Developing Local Extension Capacity (DLEC) project. This project is led by Digital Green in partnership with the International Food Policy Research Institute (IFPRI), CARE International (CARE) and multiple resource partners.
La presente publicación sistematiza el conocimiento acumulado de Soluciones
Prácticas sobre el tema de la formación de campesinos y los servicios de extensión rural, a fin
de contribuir al diseño de políticas públicas más inclusivas, que permitan atender las demandas
de asistencia técnica del sector campesino altoandino, acercando la educación comunitaria (no
formal, impartida desde las organizaciones de la sociedad civil) al reconocimiento del sector educativo
competente.