According to transition science, system innovation requires experimentation and social learning to explore the potential of innovations for sustainable development. However, the transition science literature does not elaborate much on the learning processes involved. Senge's Field of Change provides a more detailed approach to the role of learning and action in innovation. We linked the Field of Change to transition management literature in order to explore social learning in an agricultural innovation experiment in the Netherlands called the ‘New Mixed Farm’.
This paper applies the framework for pro-poor analysis to welfare changes from a CGE-microsimulation model to analyze what are the better or worse models for agriculture modernization, and to estimate the contribution of growth and redistribution to changes in poverty in DRC. The findings indicate that labor-using technological change generates absolute and relative pro-poor effects whereas capital-using technological change leads to immiserizing growth.
The paper discusses issues related to Design, User experience Usability involved in designing the interface to be used in rural areas. This study analyses the problems based on tests done on the interface in the villages of Punjab, Pakistan. Rural development is based on economic, social and human development. Whereas, Software Requirement Engineering focuses on how requirements can be gathered to achieve better end product. We aim to discuss software requirement gathering process in rural areas and attempting to elicit requirements from Pakistani rural woman.
Global technology education is largely dominated by Western universities. Students from developing countries face an enormous challenge when moving from their local education system into the competitive international education market. Their local knowledge gets lost in a foreign education system where the students are required to acquire a new set of skills. This paper presents a survey among international technology students that highlights the differences.
A foresight hub within the Directorate General Research and Innovation (DG RTD) of the European Commission will support the decision-making procedures of the EU Horizon 2020 research, technology, and innovation programme. Foresight in particular is seen as an instrument defining research priorities for European society’s needs in support of the ‘grand societal challenges’.
Innovation policies are considered the long-term strategy to overcome the present systemic crisis. But this crisis is questioning such policies, their presuppositions and institutional arrangements. This questioning includes the Triple Helix theory and its impact on research and innovation policies. The goal is to examine how this theory can respond to theoretical and practical challenges, how the theory needs to evolve in order to fit the present context.
To successfully realize the African transformation agenda, governments will have to capitalize on the potential of Africa’s youth. Growing up in an increasingly free and fair continent, the young people of Africa are dynamic, forward-looking and best positioned to find innovative solutions to local chal-lenges through the use of science and technology. To do this, conditions have to be suitable and young people need an environment in which barriers to self-actualization are broken.
Con las nuevas demandas de la sociedad hacia las organizaciones de investigación para contribuir con mayor énfasis a los procesos de innovación, comienza a configurarse una nueva visión sobre el rol de la extensión en el conjunto de procesos innovadores.
Esta presentación tiene como objetivo introducir a la audiencia el concepto de cadenas de valor, haciendo especial énfasis en los cambios a los que estas cadenas están expuestas en el tiempo (por ejemplo cambio climático, cambios políticos, etc). A través de un ejemplo práctico, la audiencia podrá identificar qué factores pueden influenciar el desempeño de una cadena de valor y cómo los diversos actores de las cadenas de valor pueden reaccionar a dichos cambios.
This paper explores innovation processes and institutional change within research for development (R4D). It draws on learning by Australian participants associated with the implementation of a three-year Australian-funded food security R4D programme in Africa, and in particular a sub-component designed to support and elicit this learning. The authors critically examine this attempt at institutional innovation via the creation of a 'learning project' (LP) in a larger programme.