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.
This paper introduces a new research framework for social learning, to be able to derive ways to facilitate social learning. The authors report on an explorative interview study to substantiate the framework. One interesting conclusion was that hidden agenda’s were shown to undermine trust, which in turn undermined the social learning process. This explains the importance of openness for social learning. Research results show substantiate the research framework, and show that it can be used to derive methods to facilitate social learning.
Multi-stakeholder (MS) platforms, such as innovation platforms (IP), public-private partnerships (PPP) are becoming more common but what they can achieve in innovation and scaling is limited and depends on different factors. This poster and the broader research paper provide evidence what MS platforms can and cannot achieve in their early phases and give insights about effectiveness and efficiency of Agricultural Research for Development (AR4D) interventions such as CGIAR research programs (CRPs) in low and middle income countries.
The capacity of existing monitoring and decision making tools in generating evidence about the performance of R4D with multi-stakeholder processes, such as innovation platforms (IPs), public private partnerships (PPP), participatory value chain management (PVCM) is very limited. Results of these tools are either contextual and qualitative such as case studies that can not be used by other R4D interventions or quantitative i.e. impact assessments that do not inform what works in R4D.
The European Innovation Partnership for agricultural productivity and sustainability (EIP-AGRI), which can be perceived as a platform based on interaction among farmers, researchers, and advisors/extensionists, represents a useful tool for a better understanding of applied innovation processes.
Multi-actors networks are increasingly used by farmers to link between them and to be interactively connected with other partners, such as advisory organizations, local governments, universities, and non-farm organizations. Given the importance assigned to the agricultural innovation by EU resorting to the networking between the research chain actors and the farmers, a strong focus on enhancing the creation of learning and innovation networks is expected.
This article starts by describing the evolution of innovation in agricultural research and cooperation for development, including an historical overview of agricultural research for development from green revolution to the re-discover of traditional knowledge. Then the authors analyze participation in innovation processes and make a comparison of innovation systems and platforms targeting the agri-food sector in developing countries. A particular focus is reserved to the European regional networks and to the experience of the USAID Middle East Water and Livelihoods Initiative.
This report presents the main results of the EU-funded IN-SIGHT project ‘Strengthening Innovation Processes for Growth and Development’. The authors sketched out a conceptual framework and knowledge base for a more effective European policy on innovation in agriculture and rural areas. Both conceptual framework and knowledge base are consistent with the new European agenda for agricultural and rural policy and sensitive to the diversity of the European agricultural and rural systems.
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.