En esta comunicación se argumenta en torno a las ventajas de contar con una “Educación Intercultural sobre el Cambio Climático” como vía para empoderar a las comunidades locales. Se propone una metodología para la recuperación y valoración del estado de vitalidad/erosión intergeneracional de los conocimientos tradicionales sobre el cambio climático.
in the context of the EU-funded JOLISAA (JOint Learning in Innovation Systems in African Agriculture) project, four local innovation processes involving smallholders in Benin were selected for in-depth assessment: innovation in hwedo agrofishing, integrated soil fertility management (ISFM), rice parboiling and soy value chains. Stakeholders directly involved in the innovation process were interviewed.
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.
La innovación inclusiva es un proceso que involucra la coordinación de diversos actores en contextos específicos, en el cual las instituciones juegan un papel central en los procesos de aprendizaje e innovación colaborativa de la población de escasos recursos. Las preguntas centrales que se tratan de responder son ¿cómo construir procesos de innovación inclusiva? y ¿cómo influyen las instituciones en esos procesos?
The Guyana School of Agriculture (GSA) was established in the year 1963 by former President Dr. Cheddi Jagan. It became a state corporation in 1964 offering the Diploma in Agriculture and the Certificate in Agriculture Programmes, and graduated the first batch of 15 students in 1966. Agricultural diversification has become an important mechanism for economic growth by providing opportunities that facilitate technological advancement and demand driven government policy.
The slow rate of agricultural development in Africa can largely be blamed on lack of functional relationships between technology/innovation generation centers, local farming communities, financial institutions and markets. The result has been low penetration of promising innovations/technologies thus, low adoption levels and/ or partial adoption; and limited or no access to markets and financial services by farmers. In general, most of the innovation/technologies developed have not been extensively out-scaled; some of which are not even packaged in user friendly formats.
The paper aims to identify barriers to the development of Learning and Innovation Networks for sustainable agriculture (LINSA). In such networks, social learning processes take place, and knowledge about sustainable agriculture is co-produced by connecting between the different frames and social worlds of the stakeholders with the help of boundary objects. Studying such processes at the interface between different knowledge spheres of research, policy and practice requires a specific methodology.
This paper, presented at "Food 360°: International Conference-cum-Exhibition on Agribusiness and Food Processing, November 05-06, 2012, Hotel Taj Krishna, Hyderabad", focuses on Indian agriculture, which remains the most important sector for India. However, despite its importance, various indicators from the sector show that all is not well.
The paper discusses the role of advisory services within agricultural innovation systems; the importance of enhanced capacities for better performance at individual, organisational, and enabling environment level; the constraints and roles of actors at national, regional, and global level; and recommendations for action and partnerships to strengthen capacities and the role of advisory systems at all levels.
In direct agri-food chains (DAFCs), farmers and consumers are brought together with the aim of shortening, localizing and synergizing an agri-food chain. As food moves from the farm to the fork, all the economic activities are performed by farmers/producers or consumers, and none intermediary is required to handle an agri-food product before it is consumed. Any DAFC form provide a sort of liminal space for social learning and for local lay knowledge exchange, through face-to-face interactions.