Le présent document a reconnu l’existence d’un consensus international croissant au sujet de l’importance de l’objectif de renforcement des capacités et de la façon dont il a des chances d’être réalisé. L’accent a été mis sur la reconnaissance du fait que le renforcement des capacités est un processus endogène, sur l’importance de l’appropriation des politiques nationales qui en résulte, et sur la nécessité pour les donneurs de se limiter à encourager et à soutenir les efforts du pays.
Inclusion is a key issue for Agricultural Research for Development (ARD). Development goals in and of themselves call for better livelihoods and opportunities for the less privileged actors working in agriculture. They also call for greater equity and balanced representation of the population at an institutional level. This brief focuses on how ARD processes can more sensitively address gender relations and youth issues. Women and young people have distinctive needs and interests which can be less visible within broader “Producer Organizations”, for example.
Este libro analiza la cadena productiva de la pacaya cultivada en la región de Las Verapaces con la finalidad de conocer su estado actual, interrelaciones, actores y principales cuellos de botella que puedan limitar su fortalecimiento en el plazo inmediato. Así mismo, se identifican oportunidades para la inclusión de mujeres y jóvenes en los diferentes eslabones de la cadena analizada.
Looking at local learning capacity and systems of relations can help to understand the potential to develop innovation within a specific context. This work contributes to the definition of new actors who are developing innovation for sustainability in rural areas. The study focuses on the knowledge systems of farmers who are applying alternative breeding strategies: it uses a network approach to explore the knowledge system in which individual farmers are embedded in order to understand their specific relational features.
This study was taken up to understand the training gaps and training needs of the agricultural stakeholders such as public, private extension officials and farmers in Tamil Nadu. The data were collected using pre tested well-structured questionnaire from public and private extension officials and using semi-structured interview schedule in case of farmers. The results show that training gaps are relatively higher among public extension officials than private extension officials.
While education access has improved globally, gains are uneven, and development impacts driven by increases in education continue to be left on the table, especially in rural areas. Demand-driven extension and advisory services (EAS) – as a key institution educating rural people while providing agricultural advice and supplying inputs – have a critical role to play in bridging the education gap. This can help ensure that millions of young people successfully capitalise on opportunities in agriculture markets, as surveys in Rwanda and Uganda demonstrate.
The national assessment of the agricultural innovation system (AIS) in Malawi was conducted using a framework of four types of analyses: functional, structural, capacity and enabling environment analysis. The approach included five case studies that addressed three methods including the use of indigenous methods for fall armyworm (FAW) control in Farmer Field Schools (FFS), livestock transfer programs, and a horticulture marketing innovation platform in Mzimba, Ntchisi, Balaka, and Thyolo districts.
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 nature of the issues around which Agricultural Research for Development (ARD) partnerships are formed requires a different way of conceptualizing and thinking to that commonly found in many agricultural professionals. This brief clarifies the components of a system of interest to an ARD partnership.
Networks and organizations need to find ways to be more effective in pursuing their objectives and thus seek to “learn” to be able to respond, innovate and adapt to complex, changing social and environmental conditions, thus bringing about social change. An essential capacity for ARD (Agricultural Research for Development) partnerships is therefore the ability to reflect and learn. Learning is not simply about increasing knowledge and skills or changing attitudes; it is about making sense of complexity to act more effectively.