Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
The Tropical Agriculture Platform (TAP)
and the Common Framework on Capacity
Development for Agricultural Innovation
Manue...
Capacity Needs in the Tropics:
G20 Establishes TAP
➢ Low and lower-middle income countries, which are mainly located in th...
Achieving global coherence on CD for Agricultural
Innovation Systems: three pillars
Advocacy and
policy dialogue
Common
Fr...
TAP Partners
The TAP Framework
The Common Framework on Capacity Development(CD) for AIS
➢Promotes a shift of mind-set and attitudes
➢Pr...
The TAP Framework Products
Review Report: Review of existing resources on CD for AIS
Conceptual Background: Theory, concep...
Agricultural Innovation System (AIS)
As agriculture
increasingly involves
complex interactions
among stakeholders
at multi...
Functional capacities
The Common Framework identifies 4 + 1 key capacities for AIS to perform
effectively. These apply to ...
Dual pathway
System level: the focus is on the
functionalities and performance of
the system as a whole.
Innovation niche ...
The CD for AIS Cycle
The Framework proposes a
CD cycle in 5 stages for the
operationalization of CD
interventions in AIS.
...
Common Framework interactive
page on TAPipedia (www.tapipedia.org)
The Common Framework
concepts are presented in an
inter...
5 stages:
13 tools:
Factsheets developed by TAP
Validation of the CF: Project
CDAIS project applies TAP CF and operates in 8 countries (Angola,
Bangladesh, Burkina Faso, ...
TAP CD Framework applied with strong
stakeholder engagement in 8 countries
INCEPTION WORKSHOPS & CONSULTATIONS NEEDS AND B...
Conclusions: potential role of the
Higher Education Sector
• Role of Higher Education in TAP: HE could use the Common Fram...
Thank you!
Edmonton, Alberta, Canada
Agricultural Education- Sharing
Global Experiences - GCHERA
Efforts & Experience
John J. Kennelly, President GCHERA. Unive...
GCHERA Overview
➢GCHERA - Global Confederation of Higher
Education Associations for Agricultural and Life
Sciences (GCHERA...
Current GCHERA Members
Continent Acronym Full Name
Africa
ANAFE African Network for Agriculture, Agroforestory and Natural...
Mission of GCHERA
➢To encourage mutual understanding and global co-
operation among higher education associations and
thei...
GCHERA Advocacy – Global and Local
Impact
GCHERA Engagement in Global Fora
GCHERA is a member of GFAR SC
CIHEAM-GCHERA Conference, Spain
GCHERA member of TAP SC
GFR...
GCHERA World Agriculture Prize
- two USD 100,000 awards in 2018
2018 Professor Eric Danquah, University of Ghana, Ghana
20...
GCHERA Action Plan – Focus on Education
❑GCHERA to serve as a catalyst for the adoption
of best practices in university ed...
Why Focus on Education
• Education is the core mandate of universities, but
undergraduate education does not get the same
...
Education as the Great Equalizer
“Education then, beyond all other devices of human
origin, is a great equalizer of the co...
University Education - Desired
Outcome from GCHERA Action Plan
Graduates have the ethical foundation,
knowledge, skills – ...
Implementing the GCHERA Action Plan
• W.K. Kellogg Foundation (WKKF) is funding a 3-
year pilot project on undergraduate e...
EARTH University Overview
• The WKKF project was developed based on the EARTH
University model, but also drawing on best p...
Universities Can Help Change The World
Alumni impact
90% work in their countries of origin
75% had a positive and direct i...
EARTH University’s Key Elements of Success
Experiential/participatory learning curricula
University engagement within the ...
Emphasize Student Learning
• Student Centered Learning
• Experiential Participatory Learning
Processes
• Student led learn...
The pilot universities will review curricula and pedagogy with a
view to providing the optimal learning environment for st...
1. Pilot Project – change in participating universities
Change in learning process inspired by EARTH University success
2....
GCHERA will maintain its current global network initiative on
undergraduate education reform throughout the project and
su...
Ethical Leaders
• Entrepreneurs
• Job Creators
• Technically and
Scientifically
Knowledgeable
•Innovators
• Socially &
Env...
How can you become involved
➢Let us know If IAUA is interested in being
formally involved in the project so that we can
wo...
Summary
➢GCHERA - global representation of agricultural
and life science universities/faculties
➢Our vision is that the pr...
For more information contact:
Dr. John Kennelly, President of GCHERA. John.kennelly@ualberta.ca
Dr. Jim French, Project Di...
Webinar with Universities: Capacity Development for Agricultural Innovation - kThe
Agricultural Innovation Systems Perspec...
APAARI Agricultural Education Programme
• To strengthen HEIs and other professional agricultural
education institutions in...
APAARI Strategic Plan 2017-2022
• APAARI Capacity Development Programme’s
Strategies:
• “Strengthen institutional arrangem...
Building on TAP/CDAIS and Global Initiatives
Based on the TAP Common Framework, APAARI and partners
aim to:
• Assist Asia-...
Building on TAP/CDAIS and Global Initiatives
• Conduct a needs assessment on agroecology
knowledge, curricula, teaching an...
Integration of Agroecology
• Agricultural education institutions have not kept pace
with skills, knowledge, training and m...
Asia-Pacific Association of
Agricultural Research Institutions
APAARI and partners contributing to improved education
poli...
Follow us:
www.apaari.org
http://apaari.blogspot.com/
https://www.facebook.com/APAARI
http://www.twitter/APAARI
www.flickr...
Upcoming SlideShare
Loading in …5
×

APAARI Webinar with Universities on Capacity Development for Agricultural Innovation Systems - Bringing system-wide change in Asia-Pacific - 30 November 2018

52 views

Published on

APAARI Webinar with Universities on Capacity Development for Agricultural Innovation Systems - Bringing system-wide change in Asia-Pacific - 30 November 2018

Published in: Government & Nonprofit
  • Be the first to comment

  • Be the first to like this

APAARI Webinar with Universities on Capacity Development for Agricultural Innovation Systems - Bringing system-wide change in Asia-Pacific - 30 November 2018

  1. 1. The Tropical Agriculture Platform (TAP) and the Common Framework on Capacity Development for Agricultural Innovation Manuela Bucciarelli FAO Research & Extension Unit TAP Secretariat
  2. 2. 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, its governance structure includes a Steering Committee, a Partners Assembly and a Secretariat (supported by FAO) ➢ 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. ➢ In September, partners approved thee 2018 - 2021 TAP Action Plan
  3. 3. Achieving global coherence on CD for Agricultural Innovation Systems: three pillars Advocacy and policy dialogue Common Framework TAPipedia knowledge hub
  4. 4. TAP Partners
  5. 5. 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
  6. 6. 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
  7. 7. Agricultural Innovation System (AIS) As agriculture increasingly involves complex interactions among stakeholders at multiple levels, agricultural innovation needs a system perspective.
  8. 8. 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
  9. 9. Dual pathway 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. 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.
  10. 10. 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).
  11. 11. Common Framework interactive page on TAPipedia (www.tapipedia.org) The Common Framework concepts are presented in an interactive way
  12. 12. 5 stages: 13 tools: Factsheets developed by TAP
  13. 13. 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 – participatory capacity needs assessments (CNA): niche & organizational levels – national innovation facilitators who accompany changes – learning cycles – scheduled reflection and refinement events • Integrated Monitoring, Evaluation and Learning Framework (MEL) – coaching plans to measure changes at individual, organization and systems level
  14. 14. TAP CD Framework applied with strong stakeholder engagement in 8 countries INCEPTION WORKSHOPS & CONSULTATIONS NEEDS AND BASELINE ASSESSMENTS MARKETPLACESFACILITATOR TRAINING
  15. 15. 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)
  16. 16. Thank you!
  17. 17. Edmonton, Alberta, Canada
  18. 18. Agricultural Education- Sharing Global Experiences - GCHERA Efforts & Experience John J. Kennelly, President GCHERA. University of Alberta, Canada José Zaglul, President Emeritus, EARTH University, Costa Rica
  19. 19. 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
  20. 20. 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 Americas APLU Association of Public 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 of Arab Colleges of Agriculture Europe ICA Association for European Life Science Universities (ICA) AGREENIUM French Agricultural, Veterinary and Forestry Institute Oceania ACDA Australian Council of Deans of Agriculture (ACDA)
  21. 21. 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
  22. 22. GCHERA Advocacy – Global and Local Impact
  23. 23. 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
  24. 24. GCHERA World Agriculture Prize - two USD 100,000 awards in 2018 2018 Professor Eric Danquah, University of Ghana, Ghana 2018 Professor Rattan Lal, Ohio State University, USA 2017 Professor Dirk Inze, University of Ghent, Belgium 2016 Professor Dr. Lorne A. Babiuk, University of Alberta, Canada 2015 Professor Dr. R. Paul Singh, UC Davis, USA 2014 Professor Dr. Paul Vlek, University of Bonn, Germany, 2013 Professor Dr. Ronnie Coffman, Cornell University, USA
  25. 25. GCHERA Action Plan – Focus on Education ❑GCHERA to serve as a catalyst for the adoption of best practices in university education with particular emphasis on producing graduates who are ethical leaders committed to helping solve the major challenges facing the world in the 21st century. ➢GCHERA’s 900 member universities provides a rich source of best practices in curricula and pedagogy
  26. 26. Why Focus on Education • Education is the core mandate of universities, but undergraduate education does not get the same attention as research • Quality of undergraduate education has limited impact on many global university rankings • High unemployment of graduates in some countries at a time when there is a great need for graduates who have the skills to help solve the grand challenges of nutritional security and environmental sustainability • Increased student enrolment in universities, but graduates are often not well equipped to meet societal challenges and employer requirements
  27. 27. Education as the Great Equalizer “Education then, beyond all other devices of human origin, is a great equalizer of the conditions of men -- the balance wheel of the social machinery." Horace Mann, pioneering American educator, 1848 “educating children is the straightest line to global peace and prosperity. It may not be the fastest route, but there is no more clear and direct way to resolve the tensions between people and cultures than to ensure that people are equipped with knowledge, creative thinking and a sense of global citizenship.” Winnie Byanyima, Oxfam International
  28. 28. University Education - Desired Outcome from GCHERA Action Plan 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
  29. 29. Implementing the GCHERA Action Plan • W.K. Kellogg Foundation (WKKF) is funding a 3- year pilot project on undergraduate education • Although the WKKF funding will be primarily targeted at universities in Mexico and Haiti, GCHERA will work with interested GCHERA member associations to secure funding to expand the project across its global network of universities • GCHERA is partnering with the American University of Beirut and EARTH University in the delivery of the project
  30. 30. EARTH University Overview • The WKKF project was developed based on the EARTH University model, but also drawing on best practices from other university models • 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 • The Project on Transforming Higher Education was designed to share the successes of EARTH University in educating leaders that are positively impacting their communities and the agricultural sector
  31. 31. Universities Can Help Change The World Alumni impact 90% work in their countries of origin 75% had 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
  32. 32. EARTH University’s Key Elements of Success Experiential/participatory learning curricula University engagement within the community Entrepreneurial education and business development Ethical and value-based leadership Decision-making based on problem solving, conflict resolution through dialogue Source: Dr Jim French, WKKF Project Director
  33. 33. Emphasize Student Learning • Student Centered Learning • Experiential Participatory Learning Processes • Student led learning activities – entrepreneurial projects Professor’s Role • Facilitator of Learning • Easily Accessible to students • Model for students • Students participate with faculty in learning activities, extension and community outreach and in research Focus on Learning Environment
  34. 34. The pilot universities will review curricula and pedagogy with a view to providing the optimal learning environment for students Participating universities will adopt new curricula, community engagement policies, and revise traditional resource allocations to reflect their accountability to community change and engagement. The universities will be broadly showcased so that their success prompts other universities to follow the model As the first institutions demonstrate their success we expect others will join so that eventually the change agenda will be adopted by many GCHERA universities around the world EXPECTED CHANGE PROCESS at PARTIPATING UNIVERSITIES Source: Dr Jim French, WKKF Project Director
  35. 35. 1. Pilot Project – change in participating universities Change in learning process inspired by EARTH University success 2. GCHERA Global Network • Promote change on global scale through GCHERA member associations • Work with GCHERA member associations to secure funding to expand the project 3. Communications and Knowledge Dissemination • Regular project updates throughout the life of the project. • Knowledge dissemination through webinars, workshops, and other media 4. Evaluation Framework • Measuring success in institutional change in participating institutions Project Components Source: Dr Jim French, WKKF Project Director
  36. 36. GCHERA will maintain its current global network initiative on undergraduate education reform throughout the project and sustain it after this project is completed. A global taskforce of Subject Matter Experts (SME) in the Key Elements of Success categories will develop expertise to use and share globally to address institutional change. Annual series of global conversations and dialogues on higher education’s contribution to sustainability, ethical leadership, and community well-being. Evaluation materials and case studies will be developed and disseminated to assist others to instigate institutional change after the initial project is completed. Engagement of GCHERA Member Associations Source: Dr Jim French, WKKF Project Director
  37. 37. Ethical Leaders • Entrepreneurs • Job Creators • Technically and Scientifically Knowledgeable •Innovators • Socially & Environmentally responsible Source: Dr Jim French, WKKF Project Director Project Outcome - Graduates as Agents of Positive Change
  38. 38. How can you become involved ➢Let us know If IAUA is interested in being formally involved in the project so that we can work with you to help secure additional funding ➢We would like to identify a couple of universities within IAUA membership who are keen to get involved immediately– essential to have support of senior administration ➢GCHERA will also host webinars, workshops and conferences over the next few years to share best practices and project outcomes ➢Plan to attend 10th GCHERA World Conference "Leadership for the Sustainable Development of Agricultural and Life Science Universities", April 25- 26th 2019 in Bucharest, Romania
  39. 39. Summary ➢GCHERA - global representation of agricultural and life science universities/faculties ➢Our vision is that the project on Transforming University Education will be a catalyst to help launch a global movement with the goal of producing graduates who are ethical leaders capable of helping solve the twin challenges of food and nutritional security in an environmentally sustainable manner ➢GCHERA will partner with interested GCHERA member associations across its global network to help secure funding to expand the project
  40. 40. For more information contact: Dr. John Kennelly, President of GCHERA. John.kennelly@ualberta.ca Dr. Jim French, Project Director, jimbfrench@gmail.com Dr. Jose Zaglul, President Emeritus EARTH University. jzaglul@earth.ac.cr Dr. Rabi Mohtar, AUB Project Leader, mohtar@aub.edu.lb and watch for updates at www.gchera.com
  41. 41. Webinar with Universities: Capacity Development for Agricultural Innovation - kThe Agricultural Innovation Systems Perspective 30 November 2018 Transformation of agricultural university education to enhance agricultural innovation systems in the Asia-Pacific Martina Spisiakova, Asia Pacific Association of Agricultural Research Institutions (APAARI)
  42. 42. APAARI Agricultural Education Programme • To strengthen HEIs and other professional agricultural education institutions in Asia-Pacific • Development of functional capacities (soft skills) and integration of agroecology • To improve education policies, teaching, curricula, research or public service, and farmer extension systems through a paradigm shift required to address the existing challenges facing agriculture and food systems • Key partners: TAP/FAO, GCHERA, HEIs that are APAARI members or/and partners of member NARS institutions + SAARC, ASEAN, SPC
  43. 43. APAARI Strategic Plan 2017-2022 • APAARI Capacity Development Programme’s Strategies: • “Strengthen institutional arrangements for effective delivery of outcomes from agri-food research and innovation systems” and • “Enhance organizational capacity for good governance, effective management and delivery of research and innovation”
  44. 44. Building on TAP/CDAIS and Global Initiatives Based on the TAP Common Framework, APAARI and partners aim to: • Assist Asia-Pacific agricultural education institutions in integrating adequate knowledge, technical and functional skills, teaching tools, training processes, participatory and experiential learning methods, leadership and business development in their university curricula • Build individual, organizational and institutional functional capacities to enable agricultural education institutions to engage students with diverse stakeholders through interactive learning, joint analysis, collaborative research, and transform teachers into leaders that promote career development in the agricultural profession
  45. 45. Building on TAP/CDAIS and Global Initiatives • Conduct a needs assessment on agroecology knowledge, curricula, teaching and innovation tools among HEIs, and facilitate a regional capacity development plan to strengthen agroecology learning, research and extension services in HEIs with partners to better address complex and interrelated ecological, economic and social sustainability challenges. • Initiate policy dialogue with respective education institutions and related ministries on reforms as a means to create an enabling environment with improved agricultural education quality and relevance to the dynamic and rapidly changing context of agri- food systems.
  46. 46. Integration of Agroecology • Agricultural education institutions have not kept pace with skills, knowledge, training and multi-disciplinary science required for an agro-ecological transition • The global agri-food system is one of the world’s greatest contributors to environmental damage. HEIs can play an important role to encourage new faculty and student knowledge, teaching, innovation, learning and applied research to address such challenges • Improving research-extension systems to better service farmers and fishers • Preparing agricultural graduates for becoming active agents and leaders in agricultural development, leading to creation of agricultural jobs and growth of the sector.
  47. 47. Asia-Pacific Association of Agricultural Research Institutions APAARI and partners contributing to improved education policies that will enhance the employability of graduates, enable youth to create decent, green agricultural jobs, and therefore strengthen AIS in the long run… • Pilot activity – Tamil Nadu Agricultural University, India • If you are interested to participate in the APAARI-supported programme, please express your interest to Dr. Ravi Khetarpal, Executive Secretary (ravi.khetarpal@apaari.org)
  48. 48. Follow us: www.apaari.org http://apaari.blogspot.com/ https://www.facebook.com/APAARI http://www.twitter/APAARI www.flickr.com/photos/apaari www.linkedin.com/apaari THANK YOU!

×