This chapter proposes a network-based framework to analyze and evaluate participatory and evidence-based policy processes. Four network based performance indicators are derived by incorporating a network model of political belief formation into a political bargaining model of the Baron–Grossmann–Helpman type. The application of our approach to the CAADP reform in Malawi delivers the following results: (i) beyond incentive problems, i.e.
There have been repeated calls for a ‘new professionalism’ for carrying out agricultural research for development since the 1990s. At the centre of these calls is a recognition that for agricultural research to support the capacities required to face global patterns of change and their implications on rural livelihoods, requires a more systemic, learning focused and reflexive practice that bridges epistemologies and methodologies.
Relying entirely on survey information and personal exchanges with over 70 scientists from within the CGIAR network, this working paper attempts to achieve a better understanding of the scope of social learning related efforts undertaken in CGIAR and main issues of relevance to more current efforts, such as that planned by the CGIAR program on Climate Change Agriculture and Food Security (CCAFS). A wide range of methods was identified, where groups of people learn in order to jointly arrive at solutions to pressing food security problems.
Here, it is described a new participatory protocol for assessing the climate-smartness of agricultural interventions in smallholder practices. This identifies farm-level indicators (and indices) for the food security and adaptation pillars of CSA. It also supports the participatory scoring of indicators, enabling baseline and future assessments of climate-smartness to be made. The protocol was tested among 72 farmers implementing a variety of CSA interventions in the climate-smart village of Lushoto, Tanzania.
This guide is the second in a series of documents designed to support agencies implementing participatory agroenterprise development program operating within defined geographical areas.
Experiential learning is prevalent in secondary and university agricultural education programs. An examination of the agricultural education literature showed many inquiries into experiential learning practice but little insight into experiential learning theory. This philosophical manuscript sought to synthesize and summarize what is known about experiential learning theory. The literature characterizes experiential learning as a process or by the context in which it occurs.
This practitioner’s guide, a companion volume to The Innovation Paradox picks up where the previous report left off. It aims to help policy makers in developing countries better formulate innovation policies. It does so by providing a rigorous typology of innovation policy instruments, including evidence of impact—and more importantly, the critical conditions in terms of institutional capabilities to successfully implement these policy instruments in developing countries.
This note is a preview on the agricultural innovation systems (AIS) assessment methdology which is being tested in the nine countries of the European Union-funded TAP-AIS DeSIRA project. It presents the rationale, the steps, ethe expected outputs and outcomes.
ICT-driven digital tools to support smallholder farmers are arguably inevitable for agricultural development, and they are gradually evolving with promising outlook. Yet, the development and delivery of these tools to target users are often fraught with non-trivial, and sometimes unanticipated, contextual realities that can make or mar their adoption and sustainability. This article unfolds the experiential learnings from a digital innovation project focusing on surveillance and control of a major banana disease in East Africa which is being piloted in Rwanda.
This Final report identifies best-fit practices, and makes recommendations on how to target women advisory service providers in capacity development programmes.