The development of effective agricultural monitoring networks is essential to track, anticipate and manage changes in the social, economic and environmental aspects of agriculture. The authors welcome the perspective of Lindenmayer and Likens (J. Environ. Monit., 2011, 13, 1559) as published in the Journal of Environmental Monitoring on their earlier paper, “Monitoring the World's Agriculture” (Sachs et al., Nature, 2010, 466, 558–560).
Grants for agricultural innovation are common but grant funds specifically targeted to smallholder farmers remain relatively rare. Nevertheless, they are receiving increasing recognition as a promising venue for agricultural innovation. They stimulate smallholders to experiment with improved practices, to become proactive and to engage with research and extension providers. The systematic review covered three modalities of disbursing these grants to smallholder farmers and their organisations: vouchers, competitive grants and farmer-led innovation support funds.
Agricultural information is transferred through social interactions; therefore, ties to agricultural informants and network structures within farmers’ local neighborhoods determine their information-gathering abilities. This paper uses a spatial autoregressive model that takes account of spatial autocorrelation to examine such network connections, including friendship networks and advice networks, upon farmers’ knowledge-gathering abilities during formal agricultural training.
Many capacity development (CD) programs and processes aim at long‐term sustainable change, which depends on seeing many smaller changes in at times almost invisible fields (rules, incentives, behaviours, power, coordination etc.). Yet, most evaluation processes of CD tend to focus on short‐term outputs focused on clearly visible changes.
The Community Based Participatory Monitoring and Evaluation (CB-PME) tool empowers poor local farming communities to improve their livelihoods. While this process is people centred, it draws on local people’s capacities, while giving the end users of a technology a voice. The experience of the Katamata farmers’ group in Tororo district using PM&E (the participatory approach to monitoring and evaluation) is given in this paper.
The impact of the COVID-19 pandemic will vary for different groups of rural population, with the highest impact expected to be on farmers and other vulnerable groups, especially women and youth. Targeted support is feasible only by activating a network of actors or organizations within agricultural innovation systems (AIS) and promoting customized technologies and practices suitable for location specific contexts.
The aim of this research is to explore the different policy frameworks adopted by the Italian regions to support cooperation for innovation projects in RDPs in the period 2007-2013. These were analysed against the conceptual background outlined by the European Commission and the international literature on the interactive approach to innovation processes (EC, 2013). The study is supported by the use of a mixed-methods approach, based on desk and on field research, qualitative and quantitative methods
The expected results of this report are the full understanding and identification of the frame that answers the following questions: To what level policymakers in Tunisia are committed? On what exact base the agricultural decisions, whether to support an innovation or not, are made? To answer these questions, interviews were made with key partners from public institutions on each success/failure case to identify the major strengths and weaknesses related to each agricultural innovation
This Module is the first in a series of four that address capacity development competencies in FAO. It is intended to provide FAO staff and consultants with a basic understanding and knowledge of Capacity Development (CD), reflecting the international debate as well as FAO’s perspective on CD. It also provides some key concepts for adopting changes in responsibilities, behaviours and attitudes that are consistent with FAO’s new role in CD.
Global technology education is largely dominated by Western universities. Students from developing countries face an enormous challenge when moving from their local education system into the competitive international education market. Their local knowledge gets lost in a foreign education system where the students are required to acquire a new set of skills. This paper presents a survey among international technology students that highlights the differences.