Over the past few decades, some countries in Asia have been more successful than others in addressing poverty and malnutrition. The key question is what policies, strategies, legislation and institutional arrangements have led to a transformed agricultural sector, effectively contributing to poverty alleviation and addressing malnutrition. The great majority of national policymakers within and outside the Asia-Pacific region are keen to understand the causes of agricultural development and transformation in successful countries in Asia.
The “E-learning methodologies” guide aims to support professionals involved in the design and development of e-learning projects and products. The guide reviews the basic concepts of e-learning with a focus on adult learning, and introduces the various activities and roles involved in an e-learning project. The guide covers methodologies and tips for creating interactive content and for facilitating online learning, as well as some of the technologies used to create and deliver e-learning.
There is increasing policy, practice and academic interest in “inclusive innovation”. In simple terms, this is the means by which new goods and services are developed for and/or by those who have been excluded from the development mainstream; particularly the billions living on lowest incomes. However, there are many competing perspectives on inclusive innovation, which this paper resolves into an integrated ‘ladder’ model of different levels of inclusive innovation.
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.
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.
In this paper, presented at the 8th European IFSA Symposium ( Workshop 6: "Change in knowledge systems and extension services: Role of the new actors") in 2008, the authors discuss a conceptual framework that understands innovation processes as the outcome of collaborative networks where information is exchanged and learning processes happen. They argue that technical and economic factors used to analyse drivers and barriers alone are not sufficient to understand innovation processes.
This document on Good Practices in Extension Research and Evaluation is developed as a hands on reference manual to help young researchers, research students, and field extension functionaries in choosing the right research methods for conducting quality research and evaluation in extension. This manual has been compiled by the resource persons who participated in the Workshop on ‘Good
This presentation on the innovation system approach was presented to the Oromiya BoARD meeting in Addis Ababa, Ethiopia, 26 July 2007.
Ce dépliant donne un aperçu du Cadre commun sur le renforcement des capacités (CD) pour les Systèmes d'innovation agricole (AIS).
Este folleto proporciona una visión general del Marco Común de la TAP sobre el Desarrollo de Capacidades (DC) para los Sistemas de Innovación Agrícola (SIA).