1. Webinar with Universities on Capacity Development
for Agricultural Innovation – Bringing system-wide
change in Asia-Pacific, 16 November 2017

2. Tropical Agriculture Platform (TAP)
Introduction
Manuela Bucciarelli
FAO Research & Extension Unit
Tropical Agriculture Platform (TAP) Secretariat

3. Capacity Needs in the Tropics: G20 Establishes
TAP
 Low and lower-middle income countries, which are mainly located in the tropics, often
lack capacities in support of agricultural innovation
 To address this gap, the G20 launched the Tropical Agriculture Platform in 2012
 TAP functions as a multilateral facilitation mechanism to promote greater coherence
and impact of Capacity Development (CD) for Agricultural Innovation System (AIS)
 TAP has 45 partners and its governance structure includes a Steering Committee, a
Partners Assembly and a Secretariat (supported by FAO)
 The 2018 - 2021 TAP Action Plan is being developed
 Since 2015, the TAP Action Plan is supported by the EU-funded Capacity Development
for Agricultural Innovation Systems (CDAIS) project jointly implemented by Agrinatura
and FAO.

4. Achieving global coherence on CD for Agricultural
Innovation Systems: three pillars
Advocacy and
policy dialogue
Common
Framework TAPipedia
knowledge hub

5. TAP Partners

6. 2012
2013
2014
• TAP launched
at G20 MACS
in Mexico
• Regional needs
assessments
• 1st TAP Partners
Assembly (PA)
in China
• EU funds mobilized
(CDAIS by Agrinatura
& FAO)
• TAP Global Task Force
& CD Expert Group
launched
2015
• CDAIS project
launched to support
implementation of
TAP Action Plan
• TAP Common
Framework (CF) and
TAPipedia developed
2016
• TAP Partner Meeting & Assembly in
Rwanda
• CF & TAPipedia approved
• Country CD for AIS assessments (CNA)
• NIF Training, M&E Tools
• E-conference, symposium & other events
to advocate for CD for AIS and TAPipedia
(global & regional)
Major TAP milestones
2017
• TAP CF in French and Spanish
• 2018-21 Draft TAP Action Plan
• 5th TAP PA in Laos and TAP
newsletters
• Factsheets on CD for AIS tools
• Country CNA validation and
Marketplaces events, coaching
plans, learning cycles initiated

7. TAP Common Framework on Capacity
Development for Agricultural Innovation
Systems (AIS)
Main Concepts and Tools

8. The TAP Framework
The Common Framework on Capacity Development(CD) for AIS
Promotes a shift of mind-set and attitudes
Provides concepts, principles, approaches and tools to
o better understand the AIS architecture
o assess CD needs
o plan and implement CD interventions
o monitor and evaluate CD interventions
Puts focus on facilitation, learning, documentation and
knowledge management for enabling innovation

9. The TAP Framework Products
Review Report: Review of existing resources on CD for AIS
Conceptual Background: Theory, concepts, principles, definitions
Guidance Note on Operationalization: Approach and tools
Synthesis Document: Summary

10. Agricultural Innovation System (AIS)
As agriculture
increasingly involves
complex interactions
among stakeholders
at multiple levels,
agricultural
innovation needs a
system perspective.

11. Functional capacities
The Common Framework identifies 4 + 1 key capacities for AIS to perform
effectively. These apply to all three dimensions of CD..
The 4 capacities on the left are the core of an overarching capacity to adapt
and respond in order to realize the potential of innovation.

12. Dual pathway
The Common Framework proposes a dual pathway approach to CD for AIS. This
conceptual approach includes two aggregated processes: at system level and at
innovation niche level.
System level: the focus is on the
functionalities and performance of
the system as a whole.
Innovation niche level: CD takes place
around specific innovation agendas, in
which actors of all types allocate time
and resources to achieve change.

13. The CD for AIS Cycle
The Framework proposes a
CD cycle in 5 stages for the
operationalization of CD
interventions in AIS.
The CD cycle stimulates learning
and interactions between the 3
CD dimensions (individual,
organization, system).

14. Common Framework interactive
page on TAPipedia (www.tapipedia.org)
The Common Framework
concepts are presented in an
interactive way

15. 5 stages:
8 tools:
Factsheets developed by TAP

16. Validation of the CF: Project
CDAIS project applies TAP CF and operates in 8 countries (Angola,
Bangladesh, Burkina Faso, Ethiopia, Guatemala, Honduras, Laos and Rwanda)
• innovation niche partnerships( initiated with the inception
workshops, marketplace/innovation platforms, policy dialogue
processes)
• national platforms to support capacities to innovate
Design, adaptation and use of global methodologies and tools
• Scoping studies
• Learning cycles
– participatory capacity needs assessments (CNA): niche & organizational levels
– national innovation facilitators who accompany changes
– scheduled reflection and refinement events
• Integrated Monitoring, Evaluation and Learning Framework (MEL)
– coaching plans to measure changes at individual, organization and systems
level
– cross-country analysis

17. TAP CD Framework applied with strong
stakeholder engagement in 8 countries
INCEPTION WORKSHOPS & CONSULTATIONS NEEDS AND BASELINE ASSESSMENTS
MARKETPLACESFACILITATOR TRAINING

18. Conclusions: potential role of the
Higher Education Sector
• Role of Higher Education in TAP: HE could use the Common Framework
methodologies and tools in teaching how to develop capacities for
innovation systems
• Role of HE in CDAIS countries: to help to institutionalize the framework,
methodologies, lessons learned into training curricula.
• In some countries university staff were trained as facilitators, so they could
also be engaged as individuals, or if they have competent staff they could
be contracted to assist in CD (for example act as trainers of
innovation facilitators)

19. Thank you!

20. Contribution of the Global
Confederation of Higher Education
Associations for Agricultural and Life
Sciences (GCHERA) to
Human Capacity Development
Dr. John Kennelly
Special Advisor, President, GCHERA and Special Advisory,
University of Alberta, Canada

21. GCHERA Overview
GCHERA - Global Confederation of Higher
Education Associations for Agricultural and Life
Sciences (GCHERA.com)
Established 1998 - Initially membership made up
of individual agriculture/life sciences universities
2011 GCHERA membership structure changed to
national or regional associations membership
Through its member associations, GCHERA
represents over 900 agriculture and life science
universities/faculties across six continents

22. Mission of GCHERA
To encourage mutual understanding and global co-
operation among higher education associations and
their constituent member universities
to provide leadership in education, research
innovation and outreach in agricultural and life
sciences
To be a catalyst for the sharing and adoption of best
practices across its membership

23. Current GCHERA Members
Continent Acronym Full Name
Africa
ANAFE African Network for Agriculture, Agroforestory and Natural Resources Education
RUFORUM Regional Universities Forum for Capacity Building in Agriculture
SAALSDA South African Agricultural and Life Sciences Deans Association
America
APLU Association of Sate and Land-Grant Universities
ACFAVM Association of Canadian Faculties of Agriculture and Veterinary Medicine
ABEAS Brazilian Association for Higher Agricultural Education
AMEAS Asociación Mexicana de Educación Agrícola Superior
Asia
AAACU Asian Association of Agricultural Colleges and Universities
CASCADE
Central Asia and South Caucasus Consortium of Agricultural Universities
for Development
EPC-CAASS
Education Professional Committee (EPC), of the Chinese Association of
Agricultural Science Societies (CAASS)
IAUA Indian Agricultural Universities Association (IAUA)
SACA Society Arab Colleges of Agriculture
Europe ICA Association for European Life Science Universities (ICA)
Oceania ACDA Australian Council of Deans of Agriculture (ACDA)

24. GCHERA Advocacy – Global and Local
Impact

25. GCHERA Engagement in Global Fora
GCHERA is a member of GFAR SC
CIHEAM-GCHERA Conference, Spain
GCHERA member of TAP SC
GFRAS Extension workshop, SA

26. GCHERA World Agriculture Prize
World Agriculture Prize 2015
2018 Professor Dirk Inze, University of Ghent, Belgium
2016 Professor Dr. Lorne A. Babiuk, University of Alberta, Canada
2015 Professor Dr. R. Paul Singh, food engineer, UC Davis,
2014 Professor Dr. Paul VLEK, soil scientist ,University of Bonn, Germany,
2013 Professor Dr. Ronnie COFFMAN, plant breeder, Cornell University

27. GCHERA Action Plan – focus on education
GCHERA to serve as a catalyst for the adoption of best
practices in undergraduate education with particular
emphasis on Soft Skills
Focus on Education
 GCHERA’s 900 member universities provides a rich source
of best practices in curricula and pedagogy
 Three pronged approach to transformative change –
discipline, pedagogy, management and administrative
 Desired Outcome - graduates have the ethical
foundation, knowledge, skills – especially leadership,
entrepreneurship and creativity - to succeed in their
future careers as agents of positive change in addressing
global challenges in agriculture and life sciences

28. Alignment with TAP
 GCHERA’s focus on human capacity development is aligned
with the TAP goal of “facilitating capacity development for
agricultural innovation”
 Young people are central to capacity development, so it is
essential that our education systems equip graduates with
the tools to be leaders in catalysing innovation
 EARTH University Model: for the past three decades,
EARTH University in Costa Rica has become an international
model for preparing ethical leaders who are agents of
positive change in addressing social, economic and
environmental challenges of the most vulnerable regions of
the world

29. Pilot Project based on
EARTH University Model
• With the support of a Foundation, GCHERA is
embarking on a Pilot Project, focused on curricula
reform and pedagogy, to better prepare graduates to
be leaders in tackling global challenges such as poverty
reduction, food and nutritional security and
environmental sustainability
• Under the broad umbrella of Soft Skills, the Pilot
Project will help participating universities incorporate
the key elements of the EARTH model in their
undergraduate programs including;
experiential/participatory learning, entrepreneurship,
community engagement and ethical and value-based
leadership

31. Our mission
Prepare leaders with ethical values to
contribute to sustainable
development and to construct a just
and prosperous society.

32. Our vision
Our actions are mission-driven to
alleviate poverty, promote social justice
and build a future where our
communities achieve sustainable and
shared prosperity.

33. Technical and
scientific
knowledge
Ethical
entrepreneurship
Personal
development,
attitudes and
values
Social and
environmental
awareness and
commitment
Our formative
pillars

34. Our teaching and
learning process
Student
centered
learning
Experiential
learning

35. Alumni impact
90% work in their countries of origin
75% has a positive and direct impact on
the agricultural sector, mainly by
increasing the efficiency of agricultural
production
87% have a direct and positive impact
on environmental issues
84% of respondents report having a
direct and positive impact on
social issues
20% have their own company

36. Summary
GCHERA - the only body with a global
representation of agricultural and life science
universities/faculties
GCHERA is pleased to work with TAP and APAARI
in facilitating capacity development for
agricultural innovation and human capacity
development
Expanding the GCHERA Pilot Project to interested
institutions in Asia is an option that we are happy
to discuss further

37. For more information contact
John Kennelly, President of GCHERA
president@gchera.com
and see www.gchera.com

38. Putting the Common
Framework into practice at
country level
Bangladesh Experience
Dr. Nasreen Sultana
Country Project Manager
CDAIS

39. CDAIS project in Bangladesh
• Objectives
• develop a national vision for
strengthening the agricultural
innovation system
• Strengthen a National
Platform for agricultural
innovation
• develop an action plan based
on capacity needs
assessments
• Focus
• Developing innovation
capacities (soft or functional
skills) in five areas (niches)

40. Capacity dimensions and CD cycle for AIS
Scoping
Study
Inception
workshop
CAN
workshop
Market Place
&
Policy dialogue

41. CDAIS Scoping Study: 1-25 September 2015
Objectives
• To map and characterize key
stakeholders, projects,
programs, policies, and existing
coordination mechanisms
related to agricultural
innovation systems at national
or sub-national level;
• To review of relevant
documents to assess the
institutional and policy context;
• To identify potential
organizations with which the
CDAIS project could work
during project implementation
in Bangladesh.
Major findings
• AIS concept is emerging in
Bangladesh;
• Huge innovation potential in
agriculture
• Actual benefit from these
innovations is limited due to lack
of proper coordination and
coherence in this sector;
• There is no yet a defined AIS
coordination mechanism in the
country;
• System thinking is somewhat
limited in many institutions, and
• Little emphasis is given to
enhancing the functional
capacities.

42. Inception Workshop, Dhaka 6-7 December 2015
11
19
136
13
1
8
Farmer
Research
Extensio
n
NGO
Farm…
Rese…
Exte…
NGO
Busi…
Gove…
Univ…
Participantgroups.
Female
Male
Main objective
• To consult relevant
stakeholders of the
agricultural innovation
system, and
• Agree on criteria for selection
of innovation niches and rate
innovation niches.
Total 31 niches were proposed
and scored by the participants
using set criteria
The top ten scoring niches were
selected. profiling of niches were
and place for discussion at TAG
meeting. Finally Steering
Committee approved 05 niches
to work with CDAIS project

43. Niche selection criteria
1. Aligned with national priorities
2. Multi-stakeholder involvement,
and preferably including private
sector
3. Sufficient confidence for impact
at farmer or SME with big
potential for livelihood
improvement- scalability,
potential for impact on a large
number of farmers
4. Potential to influence decision
making at national level
5. Opportunities for learning
6. Inclusive for women/youth/poor
7. Demand driven-evidence of ‘pull’
from farmers and other value
chain actor
8. Clearly visible roles of facilitators
(formal or informal) which could
create changes or practices among
the AIS actors or systems if
capacities developed.
9. Does not overly distort market - not
excessively subsidised, not leading
to unfair competition.
10. Sustainability (3 dimensions),
environmental impact, taking into
account climate change adaptation
&mitigation aspects.
11.Opportunities for accessing
national, regional and international
markets
12.Opportunities for learning from past
failures

44. Five selected niches
Strengthening value chain
for commercialization of
mango
Location: Shibganj
Upazila,
Chapainawabganj
Strengthening value
chain for
commercialization of
farmed fish (tilapia and
cat fish)
Location: Trishal Upazila
Mymensingh
Establishment of pineapple
value chain for Year-round
production and branding
Bandarban pineapple
Location: Bandarban Sadar
Upazila
Enhancement of summer
tomato production through
establishing value chain
Location: Bagherpara Upazila,
Jessore
Strengthening
commercial poultry
production by
establishing value chain
Location: Trishal
Upazila, Gazipur

45. Marketplace
9%
5%
9%
44%
18%
1%
14%
Niche
Partner
U.O
NIF
Supply
side
Organize
r
Reporter
Inaugura
l
0
10
20
30
40
50
60
70
80
90
Do you see potential linkages between the niches
and your program?
Yes No
participants

46. Agricultural Innovation Systems
Education is
one of the
core
component of
the AIS system

47. Engagement of Universities in CDAIS
• As Activity Facilitator: Scoping Study, Inception
Workshop and Market Place- Faculty member of BAU,
Mymensingh
• As NIF:CNA Facilitation- Faculty member of BSMRAU,
Gazipur
• As activity participants: Faculty members of BAU,
BSMRAU, SAU CVASU and DIU attended inception
workshop
• As Advisory committee member: Faculty members of
DU and JU is in our TAG and TAG-Task force member

48. Thank you!

49. Questions for discussion
1. What capacities are needed from graduates to facilitate
agricultural innovation processes?
2. How does your university assess capacity needs for improving
the agricultural innovation system towards a transformation of
the agricultural sector?
3. What is the current capacity of your higher education
institutions to strengthen CD for AIS, e.g. functional capacities
(soft skills) thereby better serve farmers, rural communities and
sustainable agriculture?
4. What regional education programmes that focus on developing
functional capacities are available in the Asia-Pacific region?
5. What are the gaps in developing innovation capacities in your
country/region?

50. Thank you!
Please send your comments to:
m.spisiakova@apaari.org