Four FFSs concerning integrated crop–livestock systems were implemented by a R&D project namely “Adaptation to Climate Change in West Asia and North Africa (WANA) Marginal Environments through Sustainable Crop and Livestock Diversification (ACC project)” during the summer season 2013 in three villages namely Village 4, Village 7 and Village 1750 in Sinai Peninsula. This study aimed to do the following: (1) assess the learning impacts of farmer field schools of integrated crop–livestock package and (2) explore the factors that affect the respondents’ learning index.
he agricultural sector is under increasing pressure to bridge a growing concern for hunger and economic deprivation. At the centre of discussion is increase in agricultural productivity at a scale increasingly complex. This complexity challenges the capacity of both extension workers, farmers, farming systems and even the environment. This means that what matters for agricultural development and achieving the above situation is the capability of people to be effective and productive economic agents. It is here that capacity building comes in.
Despite the numerous work conducted on integrated crop-livestock systems, very little is known about factors determining farmers’ trend to integrate. Our study aimed at a socioeconomic characterization of endogenous crop-livestock integration in Benin and identification of determinants of farmers’ decision to use these practices. Two hundred and forty farmers were surveyed in three agro- ecological regions randomly selected.
El propósito del análisis presentado en este documento es estudiar algunos elementos en el contexto de unas cadenas (tomate y pepino) y un sector económico (hortalizas) priorizados por el Gobierno de la República de El Salvador. Esto se ha logrado gracias a la aplicación piloto de una herramienta cuantitativa desarrollada por el departamento de Desarrollo Económico y Social (ES) de FAO en Roma. Cabe destacar que este análisis no pretende ser un estudio exhaustivo de la cadena del tomate y pepino en el país sino que un ensayo para demonstrar el potencial de la herramienta.
If agro-ecological systems are to realize their potential as sustainable alter- natives to conventional agricultural systems, innovation diffusion needs to be enhanced. We conducted surveys among 214 small-scale vegetable farmers in Benin, a food-deficit country in West Africa, on how they perceived the different attributes of eco-friendly nets (EFNs). The nets act as physical barriers against insects in vegetable production and so reduce pesticide use. Understanding farmer perceptions about new technologies helps reveal farmers’ propensity to adopt them.
This publication “School feeding and possibilities for direct purchases from family farming in Latin American countries” contributes to the articulation of the sectors involved with school feeding, in the search for alternatives for the institutionalization and strengthening of school feeding policies in the countries; it is also hoped that in the medium and long term SFPs can contribute to the human right to food (HRF) and to sustainable human development.
This short presentation, prepared for the 22nd European Seminar on Extension and Education (ESEE) in Wageningen (29 April 2015), summarizes the SOLINSA (Support Of Learning and Innovation Networks for Sustainable Agriculture) project and its objectives and describes the three features to enhance transition towards sustainable agriculture through learning & innovation: 1) Processes of co-evolution; 2) Joint Reflection; 3) Facilitation.
The Livestock and Irrigation Value Chains for Ethiopian Smallholders (LIVES) project is funded by the Department of Foreign Affairs, Trade and Development Canada. The LIVES capacity development pillar seeks to strengthen innovation and the learning capacity of value chain actors and service providers to develop livestock and irrigation agriculture value chains. Using participatory processes to assess knowledge and skills gaps of value chain actors and service providers, it identifies capacity development interventions. Project staff then design and implement these interventions
Esta presentación describe la experiencia y lecciones aprendidas en el proyecto de implementación de las Escuelas de Campo en la región de Trifino.