La FAO, en collaboration avec le ministère de l’agriculture du Gabon, a exécuté un projet d’intensification vivrière à travers la mécanisation agricole à Lébamba. En privilégiant l’approche Champs Ecoles Paysans (CEP), les populations regroupées en coopératives agricoles ont été formées sur les approches de l’agriculture durable, notamment à travers l’apprentissage de nouveaux itinéraires de culture. De plus, par l’utilisation des outils de mécanisation agricole, la pénibilité de leur travail est réduite et leur rendement est augmenté.
El propósito de ese informe es aportar insumos en el marco de un amplio diálogo de saberes, para el reconocimiento de la estrecha relación entre la investigación agrícola para el desarrollo, la innovación tecnológica y el bienestar de las comunidades rurales con referencia a sus medios de vida.
El propósito del presente documento es evidenciar de manera gráfica la propuesta metodológica y conceptual de gestión del conocimiento del Programa Agroambiental Mesoamericano (MAP). Se ilustra el proceso de implementación de las ECAS en tres diferentes proyectos del MAP: Cacao Centroamérica (PCC), Manejo Sostenible de
El objetivo del presente artículo fue analizar los flujos de conocimientos de tecnología en la producción de jitomate (Lycopersicon esculentum) en invernadero, estimando parámetros de redes sociales al inicio de las escuelas de campo en 2010 y a su término en 2011. Se trabajó con productores de pequeña escala del medio rural en el estado de Oaxaca que participaron en las escuelas de campo para la transferencia de tecnología. La selección de la muestra fue dirigida tomando productores asistentes y no asistentes a las escuelas de campo
The creation of commercialization opportunities for smallholder farmers has taken primacy on the development agenda of many developing countries. Invariably, most of the smallholders are less productive than commercial farmers and continue to lag in commercialization. Apart from the various multifaceted challenges which smallholder farmers face, limited access to extension services stands as the underlying constraint to their sustainability.
Conventional approaches to agricultural extension based on top–down technology transfer and information dissemination models are inadequate to help smallholder farmers tackle increasingly complex agroclimatic adversities. Innovative service delivery alternatives, such as field schools, exist but are mostly implemented in isolationistic silos with little effort to integrate them for cost reduction and greater technical effectiveness.
TAP and its partners carried out regional surveys in Asia, Africa and Central America to assess priorities, capacities and needs in national agricultural innovation systems. This document provides a Regional synthesis report on capacity needs assessment for agricultural innovation in Africa. FARA was selected as Recipient Organization by FAO to facilitate TAP implementation in Africa. This is mainly due to its position as the umbrella organization bringing together and forming coalitions of major regional stakeholders in agricultural research and development.
The innovation system perspective acknowledges the contributions made by all stakeholders involved in knowledge development, dissemination and appropriation. According to the specific agricultural production system, farmers adopt innovations, modify them or innovate on their own. This paper examines the role of farmers' experiments and innovations in Cuba's agricultural innovation system (AIS), identifies knowledge exchange encounters and describes some strategies implemented to institutionalize farmers' experiments and innovations.
More than 25 years after the first implementation of Farmer Field Schools (FFS), there is a rich corpus of evidence that participation in FFS improves farmers’ knowledge, skills, and competencies. On the other hand, several studies converge to show that FFS, by strengthening group action, have the potential to build-up social capital among participants and, thereafter, within local communities.
Diversity field school (DFS) is a community-based action designed to create a platform for learning and sharing of crop diversity related knowledge and information. DFS places an emphasis on agency, participation, and empowerment, and seeks to develop both the knowledge base and leadership potential of local farmers. It adopts the models of farmers’ field school and community based management through a lens of crop genetic diversity.